(Marga, docente del AH)  Contextualización Profesional

– Accesses and uses a range of computer learning programs, e.g. Crossword Magic – Enters a short recount in a diary/journal/log book

– Writes a list of tasks to be completed by other members of the group, e.g. a community roster or an action plan

– Contributes to a short report summarising a group response, e.g. a local community action group

– Creates a list or simple flyer on information to be discussed at a social or sporting club meeting

– Prepares brief instructions for a friend or family member on a familiar process, e.g. a favourite recipe

– Creates and responds to SMS texts using accepted presentation

– Completes forms related to participation in community services/activities, e.g. completes a brief local council survey or participates in an online competition

– Writes a short description of an item for sale to be placed on a notice board/e-board

Workplace and employment – Enters routine data associated with production processes and control procedures into a database using familiar software

– Records simple and routine information from a telephone message (e.g. takes a phone message with name, phone number and short message) on a form designed for this purpose – Writes brief systems-related texts using an established format, e.g. a brief shift report, a

menu, an order form or an OHS incident report on a standard workplace form/pro-forma – Completes a range of forms requiring routine, factual data, e.g. OHS records, a job

application, a reimbursement form for expenses such as use of a vehicle, or pickup and delivery dockets

– Enters familiar information into a database using familiar software

– Writes a list of tasks to be completed by other members of the work group, e.g. a roster or an action plan

– Contributes to a short report summarising a group response, e.g. a workplace problem solving group

– Creates a list or simple flyer on information to be discussed at a workplace meeting – Writes a brief message for a fellow worker, e.g. a shift changeover note

– Writes a brief dot-point statement about a process/procedure decided in a team meeting

Education and training – Creates a short report, e.g. describes previous English classes or another training course – Completes a training log book or diary with familiar information

– Writes a list of tasks to be completed by members of a project team, e.g. an action plan – Writes a brief dot-point statement about information provided in a training session

– Writes a brief text expressing an opinion, e.g. for a training provider’s learner suggestion box – Writes a short description of an item for sale to be placed on a student notice board/e-board – Writes a paragraph suggesting improvements, e.g. longer class times or improved facilities at

the student lounge/canteen

– Completes familiar detail on an application form, e.g. to apply for computer access – Contributes to a short report summarising a group response

– Writes a note of explanation, e.g. explains own absence in a note to the teacher/trainer/ manager

Writing

Notes

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How the ACSF Works

Level 3

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WRITING LEVEL 3

3.05 Communicates relationships between ideas and information in a style appropriate to audience and purpose

SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY

Works independently and uses own familiar support resources

Range of familiar contexts Some less familiar contexts Some specialisation in familiar/ known contexts

Routine texts

May include some unfamiliar elements, embedded information and abstraction Includes some specialised vocabulary

Tasks involving a number of steps

Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting

FOCUS AREA: PERFORMANCE FEATURES INCLUDE:

Range – Produces a range of text types (familiar and some unfamiliar), with appropriate structures

Audience and purpose – Demonstrates the need to vary written language to meet requirements of the audience and purpose

– Chooses appropriate text type to communicate relevant information and/or ideas effectively, e.g. a memo, dialogue or a poem

– Begins to use writing as a tool for identifying issues and generating new ideas

Structure and cohesion – Sequences writing to produce cohesive text

– Interrelates ideas and information and some support material when writing about familiar topics – Uses layout consistent with text type

Register – Demonstrates an understanding of a range of formal and informal registers

Plan, draft, proof and review

– Uses basic models to produce a range of text types, although may handle some more easily than others

– Uses the process of planning, drafting and proofreading – Self corrects own writing to check for consistency and accuracy

Writing

WRITING LEVEL 3

3.06 Selects vocabulary, grammatical structures and conventions appropriate to the text

SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY

Works independently and uses own familiar support resources

Range of familiar contexts Some less familiar contexts Some specialisation in familiar/ known contexts

Routine texts

May include some unfamiliar elements, embedded information and abstraction Includes some specialised vocabulary

Tasks involving a number of steps

Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting

FOCUS AREA: PERFORMANCE FEATURES INCLUDE:

Vocabulary – Draws on a vocabulary which is sufficiently broad so that a relevant word is usually available – Uses vocabulary with increasing precision to show how words carry particular shades of

meaning

– Uses an English dictionary or thesaurus (hard copy or online) to extend own vocabulary bank – Uses some familiar acronyms

– Where appropriate to task or context, uses some common idioms

Grammar – Uses introductory phrases which indicate that an opinion, or a fact, is being offered – Uses some complex and compound sentences

– Uses grammatical forms and vocabulary to give instructions, give explanations, ask questions and express viewpoints

– Uses dependent clauses introduced by words such as although, when, if, while – Uses a range of tenses

Punctuation – Uses punctuation as an aid to understanding, e.g. capitalisation, full stops, commas, apostrophes, question marks and quotation marks

Spelling – Uses a spell checker with increasing understanding, independence and awareness of its limitations

– Spells with reasonable accuracy

– Attempts to spell unfamiliar words, using a range of strategies, including phonic and visual letter patterns, syllabification and word origin

Legibility – Uses a legible handwriting style or a computer font appropriate to the audience and purpose

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How the ACSF Works

Level 3

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DOMAINS OF COMMUNICATION WRITING LEVEL 3 - SAMPLE ACTIVITIES