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Nominalisation in high scoring primary and secondary school persuasive texts


Thomas, D and To, V, Nominalisation in high scoring primary and secondary school persuasive texts, Australian Journal of Language and Literacy, 39, (2) pp. 135-148. ISSN 1038-1562 (2016) [Refereed Article]

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Copyright 2016 Australian Journal of Language and Literacy

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This paper makes visible particular persuasive language choices made by the highest scoring Tasmanian primary and secondary school students who completed the 2011 NAPLAN writing test. Specifically, it draws on systemic functional linguistics (SFL) to consider how these students used different forms of nominalisation to persuade readers about the 2011 writing prompt: that too much money is being spent on toys and games. The paper explores how the use of nominalisation differed across the primary and secondary school years and draws links to the Australian Curriculum: English which introduces the nominalisation in Year 8. Recommendations are made for primary and secondary school teachers who wish to equip students with the language resources to deal with the demands of NAPLAN testing, but also to write persuasively in more authentic educational and social contexts.

Item Details

Item Type:Refereed Article
Keywords:nominalisation, persuasive writing, NAPLAN texts
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Assessment, development and evaluation of curriculum
UTAS Author:Thomas, D (Dr Damon Thomas)
UTAS Author:To, V (Dr Vinh To)
ID Code:109273
Year Published:2016
Deposited By:Education
Deposited On:2016-06-07
Last Modified:2017-11-21
Downloads:3 View Download Statistics

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