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Ministry of Education.

Level 2 – Speaking, writing, presenting

Oral, written, and visual language features

What do I need to know? | What does it look like?

What do I need to know?

In order to achieve certain purposes in writing, the language we use reflects three main considerations.

  • What are we writing about? (content influences vocabulary, idioms or phrases).
  • What is our purpose? (language choices and grammatical structures that are associated with a desire to argue, to entertain, to instruct, etc.)
  • Who are we writing for? (language choice and grammatical choices that acknowledge different ways of addressing our parents, our friends, the teacher, the principal, etc.).

These three considerations combine to influence the language in use in a text.

asTTle V4 Manual. Writing/Tuhituhi, p.4.

Teachers will find many opportunities during classroom programmes to make links between writing, reading, and oral language. They may draw attention to words or turns of expression both when reading to or with children and in conversations and interactions throughout the day. There’s a whole range of written language that can be discussed, including poetic language (for sheer delight in the sounds, rhythm, flow, and power of language) and the language of a transactional text (for its interesting details and its accuracy).

Effective Literacy Practice in Years 1–4, NZ Ministry of Education. 2003. p.137.

What does it look like?

The following texts and units demonstrates students thinking about links between oral, written and visual language as they compose.