English

Assessment Framework

Students will read a variety of texts which narrate, describe, explain, argue, persuade and review. The texts will increase in complexity within each paper as well as from Introductory Paper to Paper J, moving from simple
texts dealing with familiar subjects and topics to complex texts discussing abstract concepts and using sophisticated language structures.

PAPER D

TEXT COMPREHENSION WRITER’S CRAFT SYNTAX VOCABULARY

QUESTIONS MAY REQUIRE STUDENTS TO:

IDENTIFY: IDENTIFY: IDENTIFY: IDENTIFY:

•• restate a writer’s opinion •• identify the purpose of literary or rhetorical devices •• identify correct use of complex punctuation Skills described in the lower papers will be
•• identify a specific example of a model described in such as repetition including colons and semicolons assessed using more complex texts.
the text •• recognise the effect of figurative language in a text

UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN:

•• explain the cause or effect of an event •• explain how a character or an opinion is developed •• explain the use of punctuation such as brackets or •• explain a word which has several
•• use information from a text to label a diagram •• infer the writer’s tone colons different meanings
•• explain the main purpose of a paragraph

ANALYSE/EVALUATE: ANALYSE/EVALUATE: ANALYSE/EVALUATE: ANALYSE/EVALUATE:

•• infer the reason for a character’s decision in a •• infer the reason for including quotations or Skills described in the lower papers will be assessed Skills described in the lower papers will be
narrative references to other texts using more complex texts. assessed using more complex texts.
•• evaluate the aspects of a character or text that are
humorous
•• infer the theme/s of a narrative
D14 - 181211

© 2019 Copyright in this publication is owned by UNSW Global Pty Limited, unless otherwise indicated or licensed by a third party. This publication and associated testing materials and products may not be reproduced, in part or whole,
in any medium, without the permission of UNSW Global Pty Limited or relevant copyright owner.
 English
Assessment Framework

Students will read a variety of texts which narrate, describe, explain, argue, persuade and review. The texts will increase in complexity within each paper as well as from Introductory Paper to Paper J, moving from simple
texts dealing with familiar subjects and topics to complex texts discussing abstract concepts and using sophisticated language structures.

PAPER E

TEXT COMPREHENSION WRITER’S CRAFT SYNTAX VOCABULARY

QUESTIONS MAY REQUIRE STUDENTS TO:

IDENTIFY: IDENTIFY: IDENTIFY: IDENTIFY:

•• restate a supporting argument •• identify more complex literary and rhetorical •• replace connectives in the text •• recognise relationships in meaning between words
devices e.g. allusion •• identify types of clauses e.g. adjectival clause, in a text
adverbial clause

UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN:

•• summarise the main idea of a complex text •• interpret a play on words in the title of a text •• demonstrate grammatical knowledge to identify •• interpret the meaning of idiomatic language
•• use information from a diagram or table to support •• explain the use of modality in a text the correct connective or clause to maintain the •• interpret the meaning of a word in order to provide
a conclusion meaning of a passage its antonym
•• explain the key on a map •• understand the use of tense to stage events in a text

ANALYSE/EVALUATE: ANALYSE/EVALUATE: ANALYSE/EVALUATE: ANALYSE/EVALUATE:

•• analyse how an argument could be more effective •• analyse the effect of a one-sentence paragraph Skills described in the lower papers will be Skills described in the lower papers will be
•• infer the central motivation of a character assessed using more complex texts. assessed using more complex texts.
•• generalise from a text the writer’s intention/purpose
D14 - 181211

© 2019 Copyright in this publication is owned by UNSW Global Pty Limited, unless otherwise indicated or licensed by a third party. This publication and associated testing materials and products may not be reproduced, in part or whole,
in any medium, without the permission of UNSW Global Pty Limited or relevant copyright owner.
 English
Assessment Framework

Students will read a variety of texts which narrate, describe, explain, argue, persuade and review. The texts will increase in complexity within each paper as well as from Introductory Paper to Paper J, moving from simple
texts dealing with familiar subjects and topics to complex texts discussing abstract concepts and using sophisticated language structures.

PAPER F

TEXT COMPREHENSION WRITER’S CRAFT SYNTAX VOCABULARY

QUESTIONS MAY REQUIRE STUDENTS TO:

IDENTIFY: IDENTIFY: IDENTIFY: IDENTIFY:

•• identify the setting or an event in a complex poem •• identify conventions specific to particular text types •• identify modal adjectives, adverbs or nouns in a text •• match a word with its contextual usage
•• identify a counter-argument e.g. reviews

UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN: UNDERSTAND/EXPLAIN:

•• provide supporting evidence for an opinion •• explain the use of historical context in a narrative or •• understand the use of hyphenation to join words to •• interpret the meaning of a technical word using its
•• explain a character’s reaction to an event an argument build meaning base form

ANALYSE/EVALUATE: ANALYSE/EVALUATE: ANALYSE/EVALUATE: ANALYSE/EVALUATE:

•• compare and contrast points of view in a text
•• understand the whole text to identify assumptions
•• judge the suitability of alternative titles for a text
D14 - 181211
•• relate the conclusion of a text to the introduction Skills described in the lower papers will be •• analyse the meanings of a group of words to
•• evaluate the use of modality in a text assessed using more complex texts. identify the one different in meaning
•• examine the use of voice and tense in a text to •• extrapolate from the base form other words
convey meaning from the same semantic family

© 2019 Copyright in this publication is owned by UNSW Global Pty Limited, unless otherwise indicated or licensed by a third party. This publication and associated testing materials and products may not be reproduced, in part or whole,
in any medium, without the permission of UNSW Global Pty Limited or relevant copyright owner.