| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Text features
Stage 4
Learning focus
Students will learn to identify and analyse specific language features within different types of text.

Syllabus outcome
The following teaching and learning strategies will assist in covering elements of the following outcomes:
 EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
 EN4-3B: uses and describes language forms, features and structures of texts appropriate to a range
of purposes, audiences and contexts

Year 7 NAPLAN item descriptors

 identifies the purpose of punctuation in a blog post
 identifies the purpose of bracketed information in an information text
 identifies the purpose of inverted commas in a narrative
 identifies the use of a persuasive device in a persuasive text
 identifies an example of modal language in an information text
 analyses the use of persuasive devices in a persuasive text
 identifies the significance of the title using information from a narrative

Literacy Learning Progression guide

Understanding Texts (UnT9-UnT11)
Key: C=comprehension P=process V=vocabulary

UnT9
 justifies an opinion or response by citing evidence from a text (C)
 uses knowledge of a broader range of cohesive devices to track meaning (paragraph markers, topic
sentences) (see Grammar) (P)

UnT10
 evaluates the effectiveness of language forms and features used in moderately complex or some
sophisticated texts (C)
 applies and articulates criteria to evaluate the structure, purpose or content of a text (P)

education.nsw.gov.au
UnT11
 navigates digital texts to efficiently locate precise information that supports the development of new
understandings (P)

Resources
 Brackets match: student and teacher copy– Appendix 1
 Analysing punctuation in context – Appendix 2
 Match and sort features of factual texts – Appendix 3
 Match and sort features of literary texts – Appendix 3
 Modelled example: Identifying text feature clues – Appendix 4
 Student copy: Identifying text feature clues – Appendix 5

Background information
Types of Text
Classifications according to the particular purposes texts are designed to achieve. These purposes influence the
characteristic features the texts employ. In general, texts can be classified as belonging to one of three types
(imaginative, informative or persuasive), although it is acknowledged that these distinctions are neither static nor
watertight and particular texts can belong to more than one category.
 Imaginative texts
These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children, including picture
books and multimodal texts such as film.

 Informative texts
They include texts which are valued for their informative content, as a store of knowledge and for their value as part of
everyday life. These include information reports, recipes and explanatory texts.

 Persuasive texts
They include student essays, debates, arguments, discussions, polemics, advertising, propaganda, influential essays and
articles.

Exclamation marks
A punctuation marker used at the end of a sentence to emphasise the emotion or feeling that is contained in the
sentence. In some forms, such as personal letters, it may be used to strengthen the humorous element in a sentence,
for example 'We found the cat asleep in the rubbish bin!' Exclamation marks are used at the end of sentences
containing a command – Go!

Quotation marks ('...' or "...")

Punctuation markers used to indicate:
 quoted or direct speech, for example 'I am Arno's brother,' he said. A new paragraph and separate
quotation marks are used for each speaker being quoted
 in formal writing, the actual words quoted from another source. For example, Shakespeare is using
dramatic irony when Lady Macbeth says, 'A little water clears us of this deed.'
 the titles of poems, songs, short stories or articles, for example the well-known song, 'Waltzing
Matilda'
 that attention is being drawn to an unusual or particular sense or usage of a word, for example
Wombats are 'sociable' creatures.
Quotation marks are not used for the speech of characters in a drama script.

2 Reading: text features Stage 4

Inverted commas
Inverted commas are sometimes used around the titles of publications such as books and songs. They can
also be used to draw the reader’s attention to a particular word or phrase.
NSW English K-10 Syllabus Glossary (2012) NESA

Where to next?
 Text structure
 Purpose and audience
 Main idea

© NSW Department of Education, Nov-24

Teaching strategies
Task 1: Brackets
1. Bracketed information: Teacher models reading aloud using brackets to indicate author’s voice and
to add detail. It is important students hear it read as an aside to the audience:
 Matilda was the Assistant Principal (AP) of the primary school.
Brackets are used to indicate initialism.
 An Open Swimmer (1982) was written by Tim Winton.
Brackets are used to indicate the year the book was published.
 I ran to stand next to my best friend (Julie).
Brackets are used to indicate additional information.
1. Discuss: Brackets and parentheses are used infrequently to separate a set of characters, a word,
phrase or a sentence from those on either side. These punctuation marks show the reader the fine
details. They allow the reader to hear what the author would have said if the text was being read
aloud. Brackets (parentheses) are punctuation markers used to enclose an explanatory word, phrase
or sentence, an aside or a commentary, for example 'She was referring to her friend (Shirley) again'.
If you remove the information that is inside the parentheses, the sentence must still make sense.
The two most commonly used forms are round brackets (parentheses) ( ) and square brackets [ ].
Full stops, question marks or exclamation marks are usually put outside the brackets (unless the
brackets enclose a complete sentence).
2. Students complete a brackets match activity, linking definition/use and example. (See Appendix 1).

Task 2: Punctuation in context

1. Revise purpose and role of key punctuation: full stop, comma, ellipsis, colon, semi-colon, question
mark and exclamation mark. Discuss when they are used and how this impacts voice and meaning
when reading. Students might create a poster for each punctuation with an explanation of how it is
used, when it should be used and an example.
Alternative Task: Students create a ‘This is your Life’ style 2-3 minutes skit or presentation on the
punctuation mark to explain where it is found, how it is used, where it has been used throughout
history, current examples, how it originated and so on.
2. Students analyse Appendix 2 and highlight and annotate punctuation and how it is used to impact
meaning for the reader.

Task 3: Font choice

1. Review common ways to draw a reader’s attention to a word (bold, italics, underline, capital letters -
see Stage 2 Text Features resource). Explain the author may also draw a reader’s attention to a
word or phrase by using inverted commas, for example:
 This process is called ‘photosynthesis’.
Show the following sentence:
 The robot can ‘smell’ the fire and will alert the fire brigade.
Discuss: why is the word ‘smell’ in inverted commas? What does this tell the reader? Jointly
construct additional examples.

4 Reading: text features Stage 4

Task 4: Identifying features of types of text
1. Review features of imaginative, informative and persuasive texts. What clues do each of these have
that signal to the reader the purpose of the text? Have students work in teams to create a poster of
clues or features they would expect to see in one of the three types of texts. Have students share
with the class. Continue to add to team posters to help form a collective understanding/
2. Students complete a match and sort activity (Appendix 3) to match the type of text with its purpose,
features and some examples.
3. Teacher models using Appendix 4 to read a text and identify key features and the supporting
evidence. Using a range of texts linked to current unit of learning, or using Appendix 5 samples,
students annotate texts for key features and supporting evidence.

© NSW Department of Education, Nov-24

Appendix 1
Student copy: Brackets match
Draw a line to match the type of use of brackets and examples

Clarify meaning by providing a comment or additional  Students must bring pen(s), pencil(s) and writing
information and separate information that isn't essential paper with them.
to the meaning of the rest of the sentence.

Indicate an aside or comment revealing a character's  I love youse (sic) all!

point of view in narratives.

Introduce an acronym, initialism or abbreviation, or the  My “add(ing) curry powder to taste' was different to
expansion of an acronym, which will be used everyone else's taste. “
independently later in the text.  (T)he former vice president's accusations of criminal
behaviour against ...

Enclose the name and date of a letter to the editor or an  ACARA (Australasian Curriculum Assessment and
article that a writer is responding to. Certification Authority) has developed syllabus
documents for Australia
 The Assistant Principal (AP) supports the grade.

Enclose optional additions  He called me shorty (he should talk!) and then
offered to stack the top shelves.

Indicate in quotes the insertion of a word, prefix, suffix  The fee for my services will be two thousand dollars
or capitalisation in order to fit the quote into the ($2,000.00).
sentence so it will flow.  Blueback (2004) was written by Tim Winton.

Use brackets around the italicised word sic (from Latin,  The article ('Plummeting Penguin Numbers',
meaning 'thus,' or 'thus it is,') to indicate that an error or 13/1/96) signified a dramatic shift ...
peculiarity in a quotation is being reproduced exactly as
it was originally said or written

Use brackets around in text lists (numbers).  I will meet John (who went to school with me)
 ... spent rockets, redundant satellites (over 200!),
metal fragments (many of which are the results of
collisions) ...

Use brackets to enclose figures following and  Here are the rules: (1) Keep your room tidy, (2) do
confirming written-out numbers, especially in legal and your homework, (3) be ready for school on time.
business documents.  Phone number additions and clarification (02) 5555
5555

6 Reading: text features Stage 4

Teacher copy: Brackets match
Clarify meaning by providing a comment or additional  I will meet John (who went to school with me)
information and separate information that isn't essential  ... spent rockets, redundant satellites (over 200!), metal
to the meaning of the rest of the sentence. fragments (many of which are the results of
collisions) ...

Indicate an aside or comment revealing a character's He called me shorty (he should talk!) and then offered to
point of view in narratives. stack the top shelves.

Introduce an acronym, initialism or abbreviation, or the  ACARA (Australian Curriculum Assessment and
expansion of an acronym, which will be used Certification Authority) has developed syllabus
independently later in the text. documents for Australia
 The Assistant Principal (AP) supports the grade.

Enclose the name and date of a letter to the editor or The article ('Plummeting Penguin Numbers', 13/1/96)
an article that a writer is responding to. signified a dramatic shift ...

Enclose optional additions Students must bring pen(s), pencil(s) and writing paper
with them.

Indicate in quotes the insertion of a word, prefix, suffix  My “add(ing) curry powder to taste' was different to
or capitalisation in order to fit the quote into the everyone else's taste. “
sentence so it will flow.  (T)he former vice president's accusations of criminal
behaviour against ...

Use brackets around the italicised word sic (from Latin,  I love youse (sic) all!
meaning 'thus,' or 'thus it is,') to indicate that an error or
peculiarity in a quotation is being reproduced exactly as
it was originally said or written

Use brackets around in text lists (numbers).  Here are the rules: (1) Keep your room tidy, (2) do your
homework, (3) be ready for school on time.
 Phone number additions and clarification (02) 5555
5555

Use brackets to enclose figures following and  The fee for my services will be two thousand dollars
confirming written-out numbers, especially in legal and ($2,000.00).
business documents.  Blueback (2004) was written by Tim Winton.

© NSW Department of Education, Nov-24

Appendix 2
Analysing punctuation in context
Outside the triangle
Holly swung her school bag onto her back, feeling pleased. She liked walking home alone. Her brother Tom was
staying back for football practice and her sister Trish was nowhere to be seen.

But then she heard Trish’s voice. ‘Holl-eee! Wait!’

Holly groaned. Trish arrived, panting beside her. Holly strode off, knowing that Trish would struggle to keep up.

Holly glanced at her sister; Trish had that pleading look. And sure enough …

‘Holly, you should go on Tuesday. He just … made a mistake.’

Holly flinched. Such a convenient way to put it. Just a mistake.

‘This award means a lot to him. You have to go.’
‘Really?’ said Holly, maintaining her pace.
‘Best and fairest player.’
‘So what? It’s only a school competition. You’re going to need a better reason.’
‘How about because he’s our brother?’ Trish panted.
‘He is. He’s a brother who reads his sister’s diary and shares his findings with the world.’
Trish grabbed Holly’s bag and forced her to stop. ‘You know he didn’t mean to hurt you.’
Despite her anger, Holly had to hide a smile as she turned to face her sister. Trish loved casting herself as the
peacemaker but it was a role she never actually wanted to succeed in. Trish would already be rehearsing her
response to Tom—‘I tried everything but Holly … she’s so stubborn …’ Holly studied Trish’s face. Yes, she was
wearing the mask of the injured again.
They faced each other in silence. Images of her brother began to come unbidden into Holly’s mind: his first
clumsy attempts to control the ball, his pride at being able to explain the intricate rules of the game, the hours of
practice to perfect his skills.
Holly sighed. She was bored she realised; bored with the intrigues, the stupid alliances that formed and just as
quickly disintegrated in their sibling trio.

What if she just stepped outside the triangle? Left them to themselves? What surprised her was that as she
imagined that first step she did not feel, as she might have expected, more alone. Rather, it was as if Tom was
already waiting for her outside. And suddenly it was obvious: of course she would go.
‘Actually Trish, you’re right. Let’s go to the awards night.’
‘Really?’ Holly saw the disappointment flicker across her sister’s face.
‘Sure,’ she said, resuming her walk home but more slowly now. ‘What are sisters for?’
Year 9 NAPLAN Reading Magazine, 2014 ACARA

8 Reading: text features Stage 4

Appendix 2
Identify punctuation marks and annotate how they impact a reader’s understanding.

© NSW Department of Education, Nov-24

Appendix 3
Match and sort features of factual texts
Factual texts inform, instruct or persuade by giving facts and information. Persuasive texts give a point of view. They
are used to influence or persuade others.
Type of text Purpose Features Examples or
textual form
Factual Describes a place or  begins with an introductory statement Description of a
description thing using facts  systematically describes different aspects of the subject volcano
 may end with a concluding statement
 Punctuation such as colons, semi-colons and
hyphenated words

Factual recount Retells events which  begins with background information (who, when, where) Historical report
have already  describes the series of events in time order – uses
happened in time temporal connectives and conjunctions
order  may end with a personal comment

Information Classifies, describes  begins with a general classification or definition Fact sheet about
report and gives factual  lists a sequence of related information about the topic whales
information about  ends with a concluding comments
people, animals,  Uses topic-specific and subject-specific language
things or phenomena  Punctuation such as colons, semi-colons and
hyphenated words

Procedure Gives instructions on  begins with a statement of goal (could be the title) Recipes,
how to make or do  lists materials needed in order of use instructions or
something  gives a series of steps (instructions) in order manuals
 instructions usually begin with a verb in the present
tense
Procedural Tells how something  begins with a statement of what was made or done Documentaries
recount was made or done in  tells what was made in order Science
time order and with  written in the past tense experiment
accuracy  uses causal and temporal connectives

Explanation Explains how or why  technical language and terms with definitions The life cycle of a
something happens  describes items related to the topic in order butterfly
 explains how items relate to each other and the topic How gears work
 may end with a concluding statement Labelled diagrams
 may include visual images, e.g. flow charts
 written in the present tense
 punctuation such as colons, semi-colons and
hyphenated words
 punctuation such as question marks, colons, semi-
colons and hyphenated words

Exposition Gives reasons for a  subjective and opinion-based A debate

point of view to try  opening statement which exposes point of view Newspaper article
and convince others  lists arguments- giving reasons and evidence or letter to editor
of it  uses convincing language/modality/rhetorical devices
 punctuation such as question marks, colons, semi-
colons and hyphenated words

Discussion Gives different points  begins with background information on issue Should trucks be
of view in order to  lists arguments for and against, giving evidence for banned from inner
make an informed different points of view city suburbs?
decision  conclusion might sum up both sides or recommend one
point of view.
 uses devices e.g. rhetorical questions

NSW Department of Education, ‘School A-Z’, 2011

10 Reading: text features Stage 4

Match and sort features of literary texts
Literary texts entertain or elicit an emotional response by using language to create mental images.
Type of text Purpose Features Examples or
textual form

Literary Describes people,  describes characteristic features of the subject, Description of a

description characters, places, e.g., physical appearance, behaviour character or a
events and things  often forms parts of other writing setting in a story
in an imaginative  uses literary devices
way  extensive use of adjectives and adverbial phrases
 Punctuation such as ellipsis, exclamation marks,
question marks, dashes and hyphens
Literary Retells events from  begins with background information on character, A recount of fairy
recount novels, plays, films time and place tale
and personal  Describes the events in time order
A humorous
experiences to  May end with a personal comment Temporal
interpreted
entertain others connectives and conjunctions, adverbial phrases
recount of an
ordinary incident
that took place.
Personal Gives a personal  Emotional language to indicate preference “I Review of a
response opinion on a novel, enjoyed” piece of artwork
play or film,  Mention what did and did not appeal and why –
referring to parts evidence
within the passage  May comment on features of the writing
Review Summarises  Subject-specific language e.g. review techniques of Commentary on
analyses and a director or lighting and so on a film, play, book
assesses the  Describes how features (character, plot, language
appeal of a novel, features, humour etc.) may or may not appeal
play or film to a  Temporal connectives and conjunctions “next,
wider audience finally”
Narrative Tells a story using  Interesting title linked to event, time or character Picture books,
a series of events  Orientation to set time, place and introduce cartoons,
characters mystery, fantasy,
 Complication that needs to be addressed adventure,
 May contain a message for a reader science fiction,
 Resolution or coda historical fiction,
 Uses description (adjectives, adjectival phrases, fairy tales,
noun groups) myths, legends,
 Uses literary devices (simile, personification, fables, plays.
metaphor, hyperbole and so on)
 Sequencing events with temporal connectives and
conjunctions
 Usually written in first person narrator or third
person.
 May use humour or satire to engage an audience
and convey author perspective
 Punctuation such as ellipsis, exclamation marks,
question marks, dashes and hyphens

NSW Department of Education, ‘School A-Z’, 2011

© NSW Department of Education, Nov-24

Appendix 4
Modelled example: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine, 2011 ACARA

Title linked to the main

character of the text.
Whilst the word ‘diver’ is
never used, we infer this
from phrases such as “I
put on my aqua-lung
and plunge” and “And
pulls me to the surface”. Literary device
evidence:
personification.
“Along my lazy road”,
“…over wavering
bushes” and “...her
cannon rusted.”

Sophisticated Structure of imaginative:

vocabulary Orientation: “I put on my
Some old Armada wreck aqua-lung and plunge.”
in seaweed furled, Complication: ”Too soon
crusted with barnacles, the clasping cold fastens
her cannon rusted.” on flesh and limb.”
Re-emerge: “…back I
swim to the beach, the
noisy crowds, the
ordinary world.

12 Reading: text features Stage 4

Appendix 5
Student copy: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine example

© NSW Department of Education, Nov-24

Student copy: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine Example

14 Reading: text features Stage 4

Student copy: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine, 2015 ACARA

© NSW Department of Education, Nov-24

Student copy: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine, 2015 ACARA

16 Reading: text features Stage 4

Student copy: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine, 2015 ACARA

© NSW Department of Education, Nov-24

Student copy: Identifying text feature clues
Read and annotate this text for any clues that indicate whether this is imaginative, persuasive or informative.
In your annotations, identify the feature and give evidence. Use Appendix 3 to help guide annotations.
Year 7 NAPLAN Reading Magazine, 2015 ACARA

18 Reading: text features Stage 4