20896 ACE Language (Yr 6) Text Cohesion

Your partner in education 

YEAR 6 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Text cohesion: word association, omitting and 

substituting words, linking information visually 

Understand that cohesive links can be made 

in texts by omitting or replacing words 

(ACELA1520) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 6) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 6) is one in a series of seven teacher 

resource books that support teaching and learning activities in Australian Curriculum English. The books focus on 

the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. 

The resource books include theoretical background information, activities to develop the content descriptions, blackline 

masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands. 

Titles in this series are: 

• Australian Curriculum English – Language: Text structure and organisation (Foundation) 

• Australian Curriculum English – Language: Text structure and organisation (Year 1) 






Contents 

Format of this book .................................. iv – v 

Language: Text structure and 

organisation .............................................. 2–94 

Understand how authors often innovate on text 

structures and play with language features to achieve 

particular aesthetic, humorous and persuasive 

purposes and effects (ACELA1518) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ................................................. 2 

–Activities to develop the content description ....... 3–5 

– Blackline masters and 

resource sheets .................................................. 6–55 

–Assessment checklist ............................................. 56 

–Interrelated English links ........................................ 57 

– Modes, capabilities and priorities covered by the 

activities in this content description ........................57 

Understand the uses of commas to separate clauses 



–Teacher information ................................................ 76 

–Activities to develop the content description .......... 77 

– Blackline masters 

and resource sheets .......................................... 78–91 

–Assessment checklist .............................................. 92 

–Interrelated English links ......................................... 93 


activities in this content description ........................ 93 

Answers .................................................... 94–99 

Understand that cohesive links can be made in texts 

by omitting or replacing words (ACELA1520) 


–Teacher information ............................................... 58 

–Activities to develop the content description .......... 59 

– Blackline masters and 

resource sheets ................................................. 60–73 

–Assessment checklist ............................................. 74 

–Interrelated English links ........................................ 75 


activities in this content description ....................... 75 

R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6) 

iii

Format of the book 

This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure 

and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand 

have been included, as well as teaching points based on the Curriculum’s elaborations. 

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other 

strands and sub-strands have been incorporated. 

Each section supports a specific content description and follows a consistent format, containing the following 

information over several pages: 

• activites to develop the content descriptions • student blackline masters • resource sheets 

• interrelated English links 

• assessment checklist 

Answers relating to student blackline masters have been included at the back of the book. 

The length of each content description section varies. 

Teacher information includes background information relating to the content description, as well as 

related terms and desirable student vocabulary and other useful details which may assist the teacher. 

Related terms includes vocabulary 

associated with the content description. 

Many of these relate to the glossary 

in the back of the official Australian 

Curriculum English document; 

additional related terms may also have 

been added. 

Student vocabulary includes words 

which the teacher would use— 

and expect the students to learn, 

understand and use—during English 

lessons. 

Further resources by R.I.C. 

Publications ® or other publishers 

or authors are included where 

appropriate. 

Text structure 

and organisation 

Understand how authors often innovate on text structures and play Activities to 

with language features to achieve particular aesthetic, humorous and 

persuasive purposes and effects (ACELA1518) 

develop the 

© Australian Curriculum: Assessment and Reporting Authority 2012 content description 

? 

? 

What this means 

provides a general 

explanation of the 

content description. 

Teaching points 

provides a list of 

the main teaching 

points relating to the 

content description. 

Elaborations are a 

list of elaborations 

based on those 

in the content 

description. 

E1. Analyse and compare some elements of the text structure and language features of a range of texts, 

to identify the reasons for the writers’ choices. 

• Text types resource pages (pages 6 to 9) 

Some elements of the purpose, structure and language features of the following text types are summarised in tables on these four resource pages. 

• Narratives • Procedures • Recounts • Expositions 

• Explanations • Reports • Discussions • Descriptions 

Students at this stage should be expected to be familiar with some of the elements of different text types. But they also need to realise that few texts 

would exactly ’fit’ one of these. 

However, this type of information should be a helpful reference for students when they are looking at texts in order to identify and understand some 

of the different choices a writer has made and why. They need to realise how much influence the intended audience and the purpose for writing a text 

influence writers’ choices and the text structure and language features they use. 

• Young cyclist remains in coma (Page 10) and Glen Wallace Primary School newsletter (page 11) 

The texts on these two resource sheets refer to the same incident. There are two activity pages based on these texts in which students are required to 

analyse, compare and contrast them and to identify the purpose for which they were written, some of the choices made by the writers and why they 

made them. (See pages 12 and 13.) 

The fi rst text is a newspaper report written to provide detailed information about an accident and to attract a reader’s interest with an attentiongrabbing 

headline. The text is written in the past tense, in the third person and there is some quoted speech from a witness and reported speech from 

the victim. Its purpose is to report to a wide audience and this is reflected in the language used. However, it could be argued that this text is in fact 

persuasive, because after reading it, many people may be more concerned and vigilant about their family members wearing bike helmets. 

By contrast, the second text is the victim’s personal account of the accident and what followed. It describes its impact on the victim, his family and 

friends and was written to be included in a school newsletter for other students to read. It is an example of persuasive text in the form of a recount. Its 

purpose is to persuade others to always wear their bike helmets, but the writer’s position isn’t stated at the beginning of the text, as is usually the case. 

In the form of a recount, it is written in the past tense and in the first person. In common with other persuasive texts, it uses emotive language and 

modal verbs of obligation and advice. 

• How hovercraft work (page 14) and Dance of the hovercraft (page 15) 

These two texts both refer to hovercraft. The two activities pages in which students analyse, compare and contrast them are on pages 16 and 17. 

The fi rst text is an explanation about how a hovercraft works. Its purpose is to explain something as clearly and as concisely as possible. As is usual with 

many explanations, it starts with a definition, includes technical vocabulary, provides clear, concise information in a logical sequence, is written in the 

third person in the present tense, links cause and effect and includes an evaluative comment and a diagram. The information is presented in paragraphs 

organised in a logical order. 

By contrast the second text is a descriptive recount. It provides relevant background information to orient the reader, describes signifi cant events in 

chronological order, is written in the first person in the past tense, uses descriptive, imaginative and metaphorical language and similes, encourages 

visual imagery, is organised in paragraphs and concludes with an evaluative comment. 

• Coyote (Canis latrans) (page 18) and Dogs’ tails - A traditional tale (page 19) 

These two texts are about coyotes and there are two related activity pages. (pages 20 and 21) 

The fi rst text is a report on the species. It is set out similarly to many reports starting with an introduction with a defi nition, followed by relevant 

information, organised in a logical manner under appropriate subheadings. Students should understand that the purpose of organising text in this 

way is to make it easier for a reader to locate specific information. This is because readers may not require all the information presented in the report 

and they often have to find what they do need in the most efficient way possible. The report is written in the present tense and has subject-specific 

vocabulary, one word of which has been defined within the text. 

The second text is a narrative. It provides orienting information about the time, place and characters. The complication is explained and fi nally the 

resolution is described. The vocabulary may challenge some students, but it is generally supported by the context within the story. A narrative is often 

written to entertain and amuse, and unlike a report, it is not always necessary for a reader of narrative to understand every word. Readers will often 

be able to continue to read and to maintain some level of interest and understanding of narrative text with a good idea of the gist of the story. Time 

connectives make the text more cohesive. It is made more descriptive by the choice of action verbs in the past tense, many with adverbs to further 

enhance their meaning. Some readers may find the visual image evoked by the concluding statement humorous. This was the intention of the writer. 

Activities to develop the content 

description includes descriptions or 

instructions for activities or games 

relating to the content descriptions 

or elaborations. Some activities are 

supported by blackline masters or 

resource sheets. Where applicable, 

these will be stated for easy reference. 


3 

Australian Curriculum English – Language: Text structure and organisation (Year 6) www.ricpublications.com.au R.I.C. Publications ® 

iv

35 

30 

25 

20 

15 

10 

5 

1984 2012 1984 2012 

12-15yr olds 

16-17 yr olds 

Format of the bookum. 

A visit to Dr Paul White–1 

Simon considered himself a reasonably brave twelve-year-old. He enjoyed doing new 

things and finding out what he could and couldn’t do. At camp, he’d tried abseiling, 

rafting, rock climbing and even the flying fox. If he wasn’t very good at those things it 

didn’t matter, because at least he’d tried. 

Unfortunately, one biannual event always caused panic to erupt in Simon’s intrepid body. 

A visit to Dr Paul White for a check-up was definitely cause for panic. Mum was convinced 

that Dr White was an excellent dentist. Dr White was a nice enough person. He was tall 

and pleasant to look at. He had a mop of blonde hair, thick bushy eyebrows and twinkling 

brown eyes. He also liked to tell weird jokes. Dr White had attached several interesting 

pictures to the ceiling above the patients’ chair so they would have something to look at 

during examinations. Dr White, however, had one major fault—he loved cooking—usually 

with lots of garlic! Whenever he opened his mouth to speak, the odour of smelly garlic 

covered the nearest person. It seemed to hover in clouds around his body and permeate 

the whole room. It stung your eyes until they watered and stole your breath away until 

you wanted to gag. Dr White’s patients were not very sociable. They usually left as soon as 

they could. 

Today, despite his numerous failed protests, Simon’s mother was driving him to the dentist. 

Simon was determined to get the visit over and done with quickly. His mother parked the 

car, fed the parking meter and, together, they walked quickly to the surgery. They gave 

their names to the receptionist and settled down to wait. 

’Simon Bailey!’ the dental nurse called out and smiled at him. Simon took a deep breath 

and followed her into the examination room. 

’Hello, Simon!’ chortled Dr White cheerfully as he straightened the instruments on his tray. 

’How have you been?’ 

’Hi!’ mumbled Simon to the back of Dr White’s head as he continued with his task. ’I’m 

fine.’ 

’Did you hear the one about ...’ Dr White began as Simon stared at him in amazement. 

Buzzing bees seemed to fill Simon’s head as he tried to make sense of what he was seeing. 

’Not funny I know ...’ Dr White was saying, ’... but you know how I like my jokes!’ 

As Simon continued to stare, Dr White seemed to notice his confusion. 

’Oh!’ he laughed. ’You’ve noticed the joke surgical mask my colleague 

brought from Germany. He’s working with me for six months and 

thought my patients would like them. He’s a good cook too, so 

he’s teaching me how to make lots of German dishes!’ 

That’s when Simon realised he could detect no garlic smell. 

He had been completely distracted by the stupidest mask 

he had ever seen! 


30 

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) 


Blackline masters 

and resource sheets 

are provided to support 

teaching and learning 

activities for each content 

description. These include 

worksheets for class use, 

games, charts or other 

materials which the teacher 

might find useful to use or 

display in the classroom. 

For each blackline master or 

resource sheet, the content 

description to which it 

relates is given. 

Each section has a checklist 

which teachers may find useful as 

a place to keep a record of their 

observations of the activities to 

develop the content descriptions. 

Understand how authors often innovate on text structures and Interrelated English 

play with language features to achieve particular aesthetic, 

humorous and persuasive purposes and effects (ACELA1518) 

links 

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the 

content description above: 

E1 Analyse and compare some elements of the text structure and language features of a range of texts, to 

identify the reasons for the writers’ choices. 

E2 Examine works which include humour and pathos to look at strategies the author used to tell the reader 

about the characters’ feelings, to develop empathy for their point of view or concern for them. 

E3 Examine the three elements of persuasion (ethos, pathos, logos) used by a writer to appeal to an 

audience. 

• Understand the uses of objective and subjective language and bias (ACELA1517) 

• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases 


• Identify and explain how analytical images and fi gures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in 

factual and persuasive texts (ACELA1524) 

• Investigate how vocabulary choices including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) 

• Analyse and evaluate similarities and differences in texts on similar topics, themes and plots (ACELT1614) 

• Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, infl uence personal response to different texts 

(ACELT1615) 

• Experiment with text structures and language features and their effects in creating literary texts, for example using imagery, sentence variation, 

metaphor and word choice (ACELT1800) 

• Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) 

• Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) 

• Analyse strategies authors use to infl uence readers (ACELY1801) 

• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and 

digital resources appropriate to the purpose and audience (ACELY1714) 

• Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) 

• Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse 

(ACELT1617) 

• Participate in and contribute to discussion, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, 

experiences and opinions (ACELY1709) 

• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example 

table of contents, glossary, chapters, headings and subheadings (ACELY1712) 

• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and 

digital texts (ACELY1713) 

Modes, capabilities and priorities covered by the 

activities in this Content description 

Language modes General capabilities 

Listening ✔ Literacy 

✔ 

Speaking ✔ Numeracy 

Reading 

Information and communication 

✔ 

technology (ICT) capability 

Viewing ✔ Critical and creative thinking ✔ 

Writing 

✔ Personal and social capability ✔ 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures ✔ 

Asia and Australia’s engagement in Asia 

Sustainability 


57 



Interrelated English links 

lists other links covered within 

the Language strand, Literature 

strand and Literacy strand of 

English that are incorporated in 

the activities provided with the 

content description. While the 

book’s approach focuses on the 

Text structure and organisation 

sub-strand, the links show the 

integration across the three 

strands. 

A table showing the Language 

modes, General capabilities 

and Cross-curriculum priorities 

covered by the activities in each 

content description is provided. 

Answers for student worksheets 

are provided at the back of the 

book. 



Understand how authors often innovate on text structures and 

play with language features to achieve particular aesthetic, 

humorous and persuasive purposes and effects (ACELA1518) 

Answers 


All about the author – 2 page 47 

1. Writer 1: Against; Writer 2: For; Writer 3: Against 

2. (a) Teacher check. Possible answers include: 

Writer 1: He/She cares about people’s health but is frustrated that so 

many don’t take the effects of smoking seriously until it’s too late. 

Writer 2: He/She thinks people should be allowed to choose and if they 

do smoke, they should not be made to feel guilty. 

Writer 3: He/She thinks people should realise that smoking makes you 

socially unacceptable because it makes you smell. 

(b) Similarities: They are both against smoking. 

Differences: Writer 1 is against smoking because it damages your 

health and can kill you. Writer 3 is against smoking because it makes 

you smell. 

3. Writer 2 would be unlikely to convince an audience because many 

young children take up smoking and they are not mature enough to 

make an informed choice about smoking; there are many ways to 

overcome problems that do not damage health; he/she has a vested 

interest in people smoking; the phrase, ’life’s too short’ could relate to 

the effects of smoking; his/her grandpa maybe almost 90 years old but 

he would be an exception 

Writer 3 would be likely to convince an audience because as an exsmoker, 

he/she can see the argument from both sides; he/she talks 

about the immediate rather than long-term effects of smoking; the 

smell cannot be disguised and no-one wants to be a social outcast 

All about the audience – 2 page 50 

1. Writer 1: concern for themselves; gravity of the problem; realism of the 

situation 

Writer 2: rebellion against parents, teachers, coaches; injustice against 

themselves; independence for themselves 

Writer 3: disgust against the smells of smoking; mistrust of advertising; 

despair of intolerance brought about by the smells of smoking 

2. (a) Speaks directly to the audience by using the pronoun ’you’. 

(b) Writer 1: a computer slowing down with each download 

Writer 2: other people telling you what to do – parents, teachers, 

coaches 

Writer 3: advertisements for air fresheners and mouthwash 

3. Teacher check 

All about the text – 2 page 53 

1. (a) known facts (b) statistics (c) anecdotal evidence 

2. Teacher check. 

3. (a) 

Chemicals in tar Description 

Arsenic well-known poison 

Benzene solvent used in petrol extraction 

Cadmium toxic metal used to make 

batteries 

Formaldehyde used to preserve bodies 

(b) See original for graph 

Fit for life – 2 page 55 

1. (a) The author: states his/her professional qualifi cation, recognises that 

sport is not for everyone, refers to credible resources and statistics, 

writes appropriately for the audience, using examples that are 

relevant to them. 

(b) The author: encourages the audience to be involved in the 

argument by asking them to consider questions, evokes feelings 

of concern in the audience, for their health, offers suggestions to 

evoke motivation to ’get up and do’, evokes sense of control in 

one’s future 

(c) The author presents known facts related to health problems 

associated with poor diet and fi tness, statistics related to childhood 

obesity, reasoned arguments related to the effects of reduced 

activity and increased snacking. 

2. (a) Teacher check. 

Answers may refl ect how the student feels about the way in which 

the author speaks to him /her, the appropriateness of the evidence 

given in support of the argument, the examples suggested for 

keeping fi t, that the author acknowledges that not everyone is 

keen on sport. 

(b) Teacher check 


97 


v



Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) 


Related terms 

Texts 

Written, spoken or multimodal forms of 

communication for a range of purposes. Text 

forms, organisation and conventions have been 

developed to enhance effective communication. 

Cohesion 

Grammatical or lexical relationships that make 

links between different parts of a text and 

hold it together. Cohesion is achieved through 

devices such as paragraphs, connectives, 

ellipses and word associations. 

Linking devices 

Devices used to connect different parts of a 

text, including paragraphs, connectives, ellipses 

and word associations. 

Word associations 

The semantical relationships between words 

which form links within texts. 

Pronoun reference 

Word a pronoun is replacing and referring to. 

Synonyms 

Words with the same or a similar meaning. 

Antonym 

Words with the opposite meaning. 

Ellipsis 

The omission of words that have gone before, 

sometimes indicated with three dots. 

Graphic organisers 

Visual representations of ideas, knowledge and 

concepts. 

Juxtaposition 

Elements placed side by side, leaving it to the 

reader to establish connections and to impose 

meaning. 

Continuity 

Uninterrupted connection, succession or union. 

Student vocabulary 

linked 

word association 

synonyms 

antonyms 

pronoun reference 

keywords 

cohesive 

omitted 

ellipsis 

vice versa 

flow chart 

diagram 

graphic organisers 

juxtaposition 

continuity 

? 

What this means 

Teacher information 

• For a text to be understood it must be cohesive. 

• Text cohesion is achieved in many different ways and it is important that students 

can recognise some of the ways in which writers do this. These include: by using 

word associations, keyword repetition, word omission and substitution, and by visual 

representations. 

Teaching points 

• When you read, it is important to think about how information in the text is linked. 

If you don’t understand how things are linked, you won’t be able to understand the 

text. 

• There are many ways writers make links between different ideas and information in 

the texts they write. They do this so we know when they are referring to the same 

thing or when they are letting us know that things are connected in a particular way. 

• Word associations are used to make text more interesting and to add more 

information. Examples include: synonyms such as ’bears’ and ’these wild creatures’; 

pronoun reference, such as ’them’; and antonyms such as ’tame’. 

• Keywords can be repeated for effect and to link ideas; for example, in a poster 

promoting a resort as a retreat, the words ’relaxing’ and ’peaceful’ could appear in 

each different section of the poster describing a particular feature of the resort. 

• Texts can be cohesive when words are omitted; for example, information which is 

closely linked to and builds on the previous sentence, such as: ’Bill favourite food is 

fi sh. Ben’s is chocolate’. 

• Word substitutions can transfer information from the more specifi c to the general or 

vice versa; for example, from ’whales’ to ’sea creatures’ or ’large mammals’, or from 

’insects’ to ’mosquitoes’. 

• Writers can also use visual information to link ideas and to further explain concepts. 

Examples include diagrams, graphic organisers, fl ow charts, maps, illustrations and 

photographs. 

Elaborations 

E1. Identifying how cohesion is developed in text through word associations such as 

synonyms, including pronoun reference, antonyms and the repetition of keywords. 

E2. Noting how writers can make text cohesive by omitting words or substituting a more 

general word for a more specifi c one. 

E3. Understanding ways in which writers can link information and show relationships 

visually. Examples include: similarity, contrast, juxtaposition, repetition, class-subclass 

diagrams, part-whole diagrams, cause and effect fi gures, and visual continuities and 

discontinuities. 

Further resources 

• http://www.netrover.com/~kingskid/graphic/graphic.htm#persuasion 

An excellent collection of free online graphic organisers 


58



Understand that cohesive links can be made in texts by omitting or 

replacing words (ACELA1520) 


Activities to 

develop the 

content description 

E1. Identifying how cohesion is developed in text through word associations such as synonyms, including 

pronoun reference, antonyms and the repetition of keywords. 

• Synonym search (page 60) 

Discuss different ways in which writers refer to something in their text and explain that writing without synonyms would be repetitive, extremely dull 

and boring. Provide an example by reading the paragraph ’Skateboarding’ from page 60 and discuss how it sounds and some synonyms that could have 

been used instead of ’children’. Select and read another piece of informative text substituting the same noun for all synonyms, including pronouns, in a 

similar way to ’Skateboarding’. 

Students then work with a partner to identify and list words, including pronouns, used to refer to one principal thing in a selected text. They share their 

work with another pair whose task it is to confi rm the synonyms they selected and to identify any further synonyms in the text. 

• Pronoun reference (pages 62 and 63) 

Some of the pronouns in the text on page 62 (Pronoun reference), have been highlighted. Students read the text then complete the table on the 

following page by listing each pronoun, the paragraph it is in and what it refers to. The table can be used for similar future activities. 

• Keyword repetition (page 60) 

The newspaper report, ’Destructive storm strikes city’ on page 60, is a simple example of repetition of keywords to develop cohesion by linking elements 

of a text. In this example the word ’destruction’, ’destructive’ and ’destroy’ are repeated. The effect of this is to emphasise the destructive nature of the 

storm—the focus of the report—and to link the different aspects of the storm which are described in the article. 

• Ellipsis (page 61) 

This resource page explains ellipsis and provides some examples teachers can analyse and discuss with their classes. 

Interrelated English links: See page 75. 

E2. Noting how writers can make text cohesive by omitting words or substituting a more general word 

for a more specific one. 

• What’s been omitted? (page 64) 

In this activity students are required to identify and write words that have been omitted from sentences. They also practise writing sentences using 

ellipsis marks to show that a section of a text has been omitted. 

• Find another word (page 65) 

Students read two sentences. The fi rst has highlighted word(s) and the second has a blank space. They are required to think of a more general term, 

linking the two concepts, to replace the more specifi c one used in the fi rst sentence. The last two sentences are more challenging because there are two 

specifi c words to replace with two more general ones. 


E3. Understanding ways in which writers can link information and show relationships visually. Examples 

include: similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, 

cause and effect figures, and visual continuities and discontinuities. 

• Representing relationships visually 1 to 8 (pages 66–73) 

The examples on these resource pages are just some of the ways similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole 

diagrams, cause and effect fi gures, and visual continuities and discontinuities could be represented visually. 


R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6) 

59

Sample texts 

Resource sheet 

Text one 

Skateboarding 

Grabbing their skateboards, the children rushed out the door. The children’s mother 

reminded the children to take the children’s helmets with the children. The children’s 

mother is very safety conscious and the children’s mother is always worried that one of the 

children’s mother’s children or one of the children’s friends will fall and hurt the girl child 

or the boy child’s head. The children find this very irritating, but the children realise that 

if the children didn’t wear the children’s helmets the children’s mother wouldn’t allow the 

children to go skateboarding. And skateboarding is something the children all love! 

Text two 

Destructive storm strikes city 

Late yesterday a destructive 

storm struck Wellington. For 

more than an hour, cycloniclike 

winds ripped through 

the city causing widespread 

damage. Many buildings lost 

their roofs, and windows 

were smashed by flying 

debris. The destruction 

was widespread, many 

businesses were affected and 

a lot of shopfront glass was 

broken. Police are concerned 

and have issued a strong 

warning that looters will be 

apprehended and charged. 


60 

The destruction was also clearly 

visible in the harbour where 

destructive winds tore boats 

from their mooring and threw 

them around like toys. The full 

cost of the destruction will not 

be known for some time but 

insurance claims are expected 

to be high. 


© Australian Curriculum: Assessment and Reporting Authority 2012

Ellipsis 




Ellipsis can be defined as the omission of a word or words from a sentence which would complete or 

clarify meaning. This simply means that something has been left unsaid. 

When ellipsis is used by a writer or speaker the context makes what is meant clear to the reader and 

makes the text cohesive. In other words, some preceding item in the text serves as a source for the 

missing information. 

Examples of ellipsis for class discussion 

Take your free kick now. If you don’t, they’ll have time to get into position. 

(If you don’t – take your free kick now, ...) 

I love ice-cream. My brother doesn’t. 

(My brother doesn’t – like ice-cream.) 

I lost my shoe. My mother thinks I’m very careless. 

(My mother thinks I’m very careless for losing my shoe.) 

Kai won five swimming medals. I won two. 

(I won two – swimming medals.) 

Can I come with you? 

No. (You can’t come with me?) 

I’ll be good. (I’ll be good if you let me come with you.) 

It could rain. 

It won’t. (It won’t – rain.) 

What’s your name? 

Tim. (My name is – Tim.) 

What’s your favourite sport? 

Football. (Football is my favourite sport.) 

I’ve been waiting here for 20 minutes. I’ve had enough. 

(I’ve had enough – of waiting here.) 

The doctor said I need to go straight to hospital. 

I’ll take you. (I’ll take you – straight to hospital.) 

My family all love hiking and camping. I don’t. 

(I don’t – like hiking and camping.) 

Note: In written material ellipsis can be indicated by three punctuation marks. Examples include: … 

or ***. Ellipsis marks can show: 

• Part of a quotation has been omitted. (This example is from Winston Churchill’s wartime speech. 

’Never was so much owed by so many to so few’) ’... so much owed ... to so few.’ 

• Indecision or incompleteness of speech or thought. For example: ’I’m reading a book about …’ 

Anna started to reply before becoming lost in her library book again. 


61

Pronoun reference 

Pronouns are highlighted in this text. Read it and list them in the table on the next page. 

Study the text to find what each pronoun is referring to, write this beside the pronoun in 

the table and the paragraph it is in. 

Ladies and gentlemen, 

My name is Max White and I’m a nutritionist. I have been invited to speak to you tonight 

about your children’s health. This I know is a matter close to the hearts of most parents, 

but I have two areas of concern. Firstly, do you know enough about it and secondly are 

you prepared to do something about it? 

I believe you do have the knowledge you need. It’s so simple really. Children need to 

eat more vegetables and less sugar and fat, and they need to exercise. However, all the 

evidence suggests that they’re not doing this. I strongly believe this is your responsibility. 

Schools try to help, but it’s really up to you. There is 

no magic pill to fix this problem. The answer to it is 

so easy. You don’t need to study nutrition or follow 

any fad diets. You do have the knowledge and it’s 

easy to find out more. Look at the nutritional panels 

on the food you buy. The sugar and fat they contain 

are clearly listed there to help you to make informed 

choices. 

Doing something about it is harder. You have to be 

strong, because there is so much working against you. 

All the advertising seems to promote foods with sugar 

and fat and it’s everywhere you look. Furthermore, 

there is so much available for them to see and do on a 

screen instead of doing something more active. 

Do you let your children play with dangerous objects 

or expose them to too much sun? Of course not! 

They could injure them. But these foods are just as 

dangerous in the long term. Think of their hearts, 

their joints and about cancer and diabetes. It’s your job to protect your children from 

them. I’m not saying children should never eat these foods. But they should be occasional 

treats, not part of their everyday diet. 

It will help if we all work together on this. Think about your child’s next party and how it 

can be healthier. And think about the example you set your children. What do you eat and 

what exercise do you do? Can your family do something active together? Think about your 

school canteen and what it serves and about what you give your children for lunch. Even 

if your children look healthy, it doesn’t mean they are. It’s not just about how they look. 

It has been said that ’you are what you eat!’ I strongly believe children become what they 

eat and that poor nutrition always catches up with us eventually. 


62 



Pronoun reference table 

Write the pronouns, the paragraph number and the words the pronouns refer to in the 

text, in the table. 

Pronoun Paragraph Words referred to 




63

What’s been omitted? 

Writers often deliberately leave out words. (This is called ellipsis.) They do this to improve 

their writing and because they expect their readers will understand the text without 

them. This isn’t difficult for good readers, because the words in other sentences of the 

text help them to know what’s missing. 

For example: 

’We’ll get it.’ 

’You can’t.’ (get it) 

’We can.’ (get it) 

1. Write the omitted word or words in each sentence. 

(a) My brother eyes are blue. My sister’s aren’t. ( ) 

(b) She is an excellent student. I am too. ( ) 

(c) It started raining at 4 o’clock. It still hasn’t stopped. ( ) 

(d) It’s my best friend’s birthday today. I have to wait until the end of the year. 

( ) 

(e) I’m feeling quite concerned about doing my music exam. How are you 

feeling? ( ) 

(f) Don’t worry. ( 

able to rescue your kitten. 

) I’m sure the fire officers will be 

Writers can show that words have been missed out of text by putting in an ellipsis marks 

or points. These are usually three dots. ( ... ) 

Ellipsis marks can also be used to show a pause. 

For example: 

His refusal to name the source of the incriminating evidence he presented to the court 

contributed to the accused man’s acquittal. 

His refusal to name the source ... contributed to the accused man’s acquittal. 

2. Write each sentence replacing the highlighted words with ellipsis marks. 

(a) The event was won by a team of players from New Zealand who were touring 

Australia. 

(b) My mother entered her sponge cakes which were the best and lightest in the 

district and she won first prize in the local show again. 




64

Find another word 

Writers sometimes want to link something 

that is quite specific in their writing with 

something that is more general. They can do this by 

replacing the more specific word with a more 

general one. 

For example: 

My favourite animal is a horse. I would love to have one. 

My teacher has a dog, two cats, some birds and some fish. 

She loves having pets. 

1. Read the two sentences. Link the second one by adding a word that is more general 

than the highlighted one(s) in the first sentence. 

(a) Mum paid a lot of money for a new chair. She believes buying good 

is a wise investment for the future. 

(b) That restaurant uses very fresh fruit and vegetables in all its dishes. I 

really enjoy the healthy 

they serve. 

(c) While we were at work our neighbour fixed our fence after it blew 



down in a storm. This is just one 

and helpful things he has done. 

(d) The number of crocodiles has increased dramatically in parts of northern 

Australia. These aggressive 

many of the tourists who visit this unique area. 


65 

of the many kind 

are seen as a threat by 

(e) Fire officers are very careful to make sure all their fire hoses, tools, trucks, 

uniforms and communication devices are always kept in perfect 

working order. They never know what 

need in an emergency. 

(f) There were so many beautiful flowers blooming in her garden. The 

florist had difficulty choosing 

and bridesmaids’ bouquets. 

(g) Two women were seriously injured when their car rolled over on a 

country road. Accidents like this 

traumatic if 

they will 

to use in the bride’s 

would be far less 

remembered to wear their seatbelts.

Representing relationships 

visually – 1 


There are many ways that relationships between concepts can be represented visually. These include 

diagrams, graphic organisers, graphs, maps, photographs and illustrations. 

Visual representations may stand alone, but they can often complement, support and help to simplify 

or clarify written text. 

1. Similarities 

Visual representations of similarities include: 

Characteristic Bee Wasp Both 

Legs hairy few hairs 6 legs 

Body 

Stinger 

Colouring 

Diet 

Similarities and differences table 

rounder 

body, usually 

appears hairy 

stinger is 

pulled from 

honey bee's 

abdomen and 

worker bee 

dies 

other bees: 

live to sting 

again 

more muted 

colours 

feed on 

pollen and 

nectar 

usually 

slender and 

smooth 

small barbs; 

stinger can 

be removed 

from victim; 

wasp lives to 

sting again 

bright yellow 

and black 

predators 

or parasites 

of other 

insects or 

scavengers 

narrow 

junction 

between 

thorax and 

abdomen 

backwardpointed 

barbs 

on stinger 

to penetrate 

victim 

Venn diagram showing similarities and 

differences 

Black rhino 

• small, 

hooked 

mouth for 

feeding on 

trees and 

shrubs 

• solitary 

• both grey in colour 

• both have 2 horns on 

their forehead, one 

larger than the other 

• both have poor 

eyesight 

White rhino 

• broad, fl at 

mouth for 

feeding on 

grass 

• sociable 


66 

Number of students 

10 

8 

6 

4 

2 

0 

Graph showing the number of students 

with a similar characteristic 

save lives 

fire-proof 

helmets 

brown blue green grey hazel 

Can you find the 5 differences? 

fire fighter 

fights fires 

uniforms 

Eye colour 

arrest 

criminals 

police person 

handles 

guns 

Comparison web map 

badges 

army pilot 

airline pilot 

Airbus 

fighter jets 

fly planes 






2. Contrast 

Visual representations of contrast include: 

Differences between butterflies and moths 

Insect Butterfly Moth 

Antennae rounded clubs on the ends thin or often leathery 

Body thin and smooth thick and fuzzy 

Active during the day during the night 

Colour colourful dull 

Pupal stage chrysalis cocoon 

Wings held vertically when resting held fl at against cody when resting 

Butterfly 

antennae 

forewing 

Moth 

antennae 

forewing 



hind wing 

hind wing 

body 

body 


67



3. Juxtaposition 

Visual representations of juxtaposition include: 


Cooking 

HOT 

DOG 

$2 

DOG 

$1 


68 

Slaving 





4. Repetition 

Visual representations of repetition include: 


Chicken life cycle 

Tesselations 

Escher 



Cycle chart 

Pattern 


69




5. Class-subclass diagrams 

Visual representations of class-subclass include: 


70 






6. Part-whole diagrams 

Visual representations of part-whole diagrams include: 

Pyramid diagram 

Pie chart 

customer 

shoes 

designer 

cobbler 

Jigsaw 

Six questions 

when? 

where? 

what? 



how? 

why? 

who? 

Picture it 

Organising tree 


71 

topic




7. Cause and effect figures 

Visual representations of cause and effect include: 


72 






8. Continuities and discontinuities 

Visual representations of continuities and discontinuities include: 

Complete the drawing 

Spot the 5 differences 

a life cycle 



Optical illusion 

Continunity through life 

8 years old 38 years old 72 years old 


73






Assessment 

checklist 

Student Name 

Identifi es word associations 

such as synonyms used to 

link ideas in text 

Understands pronoun 

reference in text 

Identifi es how keywords are 

used to contribute to text 

cohesion 

Understands how specifi c 

words can be replaced by 

more general words in text 

Understands text can be 

cohesive when words are 

omitted 

Recognises ways in which 

relationships in texts can be 

represented visually 


74






Interrelated 

English 

links 

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the 

content description above: 

E1. Identifying how cohesion is developed in text through word associations such as synonyms, including 

pronoun reference, antonyms and the repetition of keywords. 

• Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) 

• Reread and edit students’ and others’ work using agreed criteria and explaining editing choices (ACELY1715) 

• Develop a handwriting style that is legible, fl uent and automatic and varies according to audience and purpose (ACELY1716) 

E2. Noting how writers can make text cohesive by omitting words or substituting a more general word for 

a more specific one. 

• Reread and edit student’s own and others’ work using agreed criteria and explaining editing choices (ACELY1715) 

• Develop a handwriting style that is legible, fl uent and automatic and varies according to audience and purpose (ACELY1716) 

E3. Understanding ways in which writers can link information and show relationships visually. Examples 

include: similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, 

cause and effect figures, and visual continuities and discontinuities. 

• Identify and explain how analytical images like fi gures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in 

factual and persuasive texts (ACELA1524) 

• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structure, language features, images and 

digital resources appropriate to purpose and audience (ACELY1714) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this Content description 

Language modes 

Listening 

General capabilities 

Literacy 

✔ 

Speaking 

Reading 

Viewing 

Writing 

✔ 

✔ 

Numeracy 

Information and communication 

technology (ICT) capability 

Critical and creative thinking 

Personal and social capability 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures 

Asia and Australia’s engagement in Asia 

Sustainability 


75






Answers 

Pronoun reference table ........................ page 63 

Pronoun Paragraph Words referred to 

I I Max White 

This I their children's health 

you I the parents/audience 

it I their children's health 

they 2 children 

this 2 

eat more vegetables, less sugar 

and fat, and to exercise 

it 2 the problem 

they 2 the food they buy 

there 2 on the nutritional panel 

it 3 their children's nutrition/health 

it's 3 advertising 

them 3 children 

they 4 their children 

them 4 cancer and diabetes 

they 4 these foods/fat and sugar 

this 5 the problem 

it 5 their next party 

it 5 the school canteen 

us 5 everyone/people 

What’s been omitted? ........................... page 64 

1. (a) blue 

(b) an excellent student 

(c) raining 

(d) for my birthday 

(e) about doing your music exam 

(f) about your kitten 

2. (a) The event was won by a team of players ... touring Australia. 

(b) My mother entered her sponge cakes ... she won fi rst prize 

in the local show again. 

Find another word .................................. page 65 

Suggested answers 

1. (a) furniture 

(b) food 

(c) example 

(d) creatures/animals/reptiles 

(e) equipment/gear 

(f) some 

(g) one, people 


98

20896 ACE Language (Yr 6) Text Cohesion

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