Text Analysis Sheet Student Name:

1. Use the DfE(SA) EALD Language and Literacy Levels to assess one sample of student work (select from the PDF below) and allocate a level. Complete a Text Analysis Sheet (use the template in the Word document below). On the Text Analysis Sheet, include both applicable references to the levels descriptors and corresponding examples from the student text as evidence for the levels you allocate. The completed Text Analysis Sheet should be appended to your assignment. Part B: Written report (80%, approx. 2000 words) 1. Part B, Section 1: Justification of Assigned Level With reference to your analysis in Part A, justify the overall level you have assigned to the chosen student work. Structure this section using the four lenses of Systemic Functional Grammar (SFG): Field, Mode, Tenor and Genre (text type). Refer to the DfE(SA) EALD Language and Literacy Levels, and Derewianka (2011) to support your justification. This section requires you to demonstrate an in-depth understanding of SFG an

Text Analysis Sheet
Student Name: ___________________________________
Text analysis
(In this column record both applicable quotations from the
levels descriptors and corresponding examples from the
student text as evidence for the levels you allocate.)
Level
COMPOSING LEARNING AREA
TEXTS
Genre
Using visuals – particularly in
multimodal texts
comparing the city of A with my home town is 4
Written texts … In my home town rich people suffer a lot cosrobbers
take you as a source of money …
5
TEXT KNOWLEDGE
Organisational Structure of learning
area texts
Mode
Text Cohesion
Foregrounding
 Text and paragraph openers
 Text connectives
 Sentence openers
(theme/foregrounding)
 Passive voice
However, it should, not only but also 5
Text Cohesion
Reference:
pronouns, demonstratives and
substitution
I, it,
GRAMMAR KNOWLEDGE
Field
Sentence Structure
 Simple Sentence
 Compound Sentence- linking
conjunctions: and; then; but; so; or
 Complex Sentence
- using binding conjunctions:
because, if, when, after, until,
while, unless, so that, as
- using relative clauses
- using non-finite clauses
Space is cold and is too much hot. 3
Punctuation
 Sentence level
 Basic
WORDS AND WORD
GROUPINGS
Verbs and verb groups
 Doing, sensing, saying, relating
(processes)
 Tense
 Subject/verb agreement
People it, streets are gut wrenching
4

Adverbs, adverb groups/phrases and
prepositional phrases
(circumstances)
Nouns and noun groups / phrases
Plurals and articles (a, an, the)
It, a, the 1
Nominalisation
Tenor
Evaluative Language
(feelings, judgement, evaluation of
things and varying intensity)
Modality
Expressing opinions directly and
indirectly
WORDS KNOWLEDGE
Field
Understanding/using learning area
vocabulary
Subject specific, specialised,
technical
Contextual demands of vocab
choices
Spelling Iss, global warm, 2
adapted from p10 of https://www.education.sa.gov.au/sites/g/files/net691/f/language-and-
literacy-levels-recording-and-tracking.pdf