Stage 2 English Pathways
Assessment Type 3: Language Study
Context of the interaction
For my language study I used my place of work, Shopalot. I work there about 1720 hours a week in the perishables department. This involves working in the cold
areas, assisting customers and sometimes being called on checkout. My aim is
to compare how my language changes with each different person I interact with.
The audience and purpose
Throughout the course of the week I would have hundreds of interactions
between workmates, colleagues, customers and superiors so I interact with a
variety of audiences. This report will focus on specific interactions that I had with
my department manager, the store manager and the service supervisor.
Analysis of the interaction and how the language varied
The first interaction with the department manager involved her giving me
instructions for the night and telling me what to do. It was 5 pm at the start of my
shift and I walked down to the perishables department. She told me what my
duties were for the night. She told me to fill the entire freezer load, then to fill milk
and face up. An impossible task and even she knew that but the tone in her voice
made it sound like it was a reasonable request. We used formal language and
she used instructional and technical language. She also used body language
such as pointing. We both gave eye contact to each other. Her tone of voice was
strange. It seemed as though she was talking down to me. Our relationship is
only professional. I don’t know her personally so there was no social chit chat.
The second time language was used to interact was with the store manager. The
purpose of the interaction was to see if it was possible for me to move into the
night fill department. We used informal language and I did not give eye contact
because I was working at the time and that needed most of my attention. His
voice volume was quite loud, he probably spoke loudly because he is the store
manager and he wants to be heard. Another possible reason for his loud voice
could have been because the back dock is a loud area and he felt he needed to
speak up. We have a friendly relationship so there was a little bit of social talking
about how school is. The store manager stood up straight and held himself well
which indicates he felt confident about the interaction.
Communication
Demonstrates
clear and accurate
writing using an
appropriate style
and structure
(topic sentences,
appropriate subheadings and a
clearly stated aim).
Analysis
Provides
descriptive
analysis of a
number of ways in
which authors use
language
techniques to
influence opinions
and decisions
(tone, body of
language, eye
contact).
Knowledge and
Understanding
Demonstrates how
creators of text
use language
techniques, such
as body language
and voice volume,
to make meaning.
The final interaction I had with the service supervisor. The purpose of the
interaction was a ‘catch up’ and about the work paintball evening coming up. We
were sitting in the staffroom. We used very informal and casual language. Eye
contact was given and I noticed at one point that she rolled her eyes at one of my
remarks. It was more like a friendly talk rather than about work.
The environment impacted greatly on my interactions. Because it was my place
of work so I didn’t talk the same as what I would at school or with my friends. I
didn’t use slang words during these interactions and I spoke a lot more formally
that what I would normally. Even though I have a friendly relationship with these
people I still use more formal and proper language towards them.
Page 1 of 4
Knowledge and
Understanding
Demonstrates
knowledge and
understanding of
the way texts are
composed for
familiar audiences
and contexts.
Stage 2 English Pathways annotated student response for use in 2011
Ref: A89057 (revised July 2011)
© SACE Board of South Australia 2010
Person
Purpose
Store
manager
Friendly
chat.
About
moving
into night
fill and
how work
was going.
Perishables
manager
To see
what work
I had to do
for the
shift
Casual
talk about
the paint
ball day
Service
supervisor
Type of
interaction
Face to
face
Language
used
Semi
formal.
Personal
Body
Language
Hand
gestures
Surroundings
Other
Back dock
Store room
Face to
face
Formal
Instructional
Technical
Procedural
Hand
gestures
Pointing
Perishables
cool room and
freezer
No eye
contact
Back dock is
a loud area –
impacted on
interaction
Confident
posture by
store
manager
Eye contact
Interruptionsphone call
Face to
face
Casual
Informal
Personal
Hand
gestures
Staffroom
Locker rooms
Eye contact,
rolling of the
eyes,
extraneous
noise
Timing of the
conversation
was rushed.
I had two specific examples of effective communication. The first effective
interaction was with the department manager. I listened to the information given
and I asked appropriate questions that related to what she said. This helped me
achieve the tasks I was given. If I didn’t ask the appropriate questions I could’ve
performed my duties poorly. The second effective communication I had was with
the service supervisor. We spoke about the paintball event and she told me the
dates and what things to bring. It was an effective interaction because if I didn’t
listen intently I wouldn’t have known to bring old clothes.
The most challenging aspect of my communication was speaking to the service
supervisor. I had to listen very closely to avoid making a mistake with my work
and it was difficult to take in the appropriate information. The most successful
aspect of my communication was speaking with the store manager. I put reasons
across as to why I wanted to move departments and I used appropriate language
which helped me get what I wanted. The most surprising aspect of my
communication was also talking to the store manager. It was surprising when he
actually agreed with what I was saying. I used the right language to persuade
him in to letting me move departments and it surprised me when he agreed.
Communication
Uses appropriate
language to
convey the simple
meaning that
effective
communication
involves listening.
Analysis
Demonstrates
competent
analysis of some
aspects of the
technical roles of
language that
support effective
interactions in
different contexts
including the work
place.
I think my interactions were successful and I achieved what I wanted in each
interaction. I used appropriate language for each different person. I used formal
language when it was needed and I gave appropriate eye contact when that was
needed.
Page 2 of 4
Stage 2 English Pathways annotated student response for use in 2011
Ref: A89057 (revised July 2011)
© SACE Board of South Australia 2010
Conclusion
I learnt that I talk very differently around different people. It was interesting to see
how each interaction compared to one another. I purposely chose three different
people to interact with. I spoke to each person according to what relationship I
have with that particular person and I think I applied that well. My tone and body
language also changes dramatically. Communication changes massively in our
everyday life without us even knowing it. Some of the time we do this self
consciously. We change our type of language, tone, volume, body language and
eye contact depending on who we are interacting with and this happens with
everyone everyday. Some improvements that can be made to insure I have
successful interactions are to further improve the way I use different language
around different people.
Word count 1075
Additional Comments
This is a “C” grade example.
A review of the study provides evidence of demonstrated skills in reproducing some of the structural,
conventional and textual features of a report (e.g. appropriate paragraphing, use of sub headings,
clear and concise language) (Application)
Note: For the Language study, the student’s choice of topic influences which specific features are a
focus, although all assessment design criteria are to be addressed.
Page 3 of 4
Stage 2 English Pathways annotated student response for use in 2011
Ref: A89057 (revised July 2011)
© SACE Board of South Australia 2010
Performance Standards for Stage 2 English Pathways
A
Knowledge and
Understanding
Analysis
Application
Communication
Detailed knowledge and
understanding of the ideas,
values, and beliefs in familiar and
unfamiliar texts.
Detailed analysis of complex
connections between personal
experiences, ideas, values, and beliefs,
and those explored in familiar and
unfamiliar texts.
Use of a comprehensive range of
language skills to interact effectively
in different contexts, and to analyse
and solve simple and complex
problems.
Perceptive analysis of a range of ways
in which authors use language
techniques to influence opinions and
decisions in familiar and unfamiliar
texts.
Location, recording, analysis, and
synthesis of knowledge relevant to
familiar and unfamiliar contexts.
Fluent and precise writing
and speaking, using an
appropriate style and
structure for a range of
mainly unfamiliar
audiences and contexts.
Knowledge and understanding of
the ways in which the creators
and readers of familiar and
unfamiliar texts use a range of
language techniques to make
meaning.
B
C
Comprehensive knowledge and
understanding of the ways in
which familiar and unfamiliar
texts are composed for a range
of purposes and audiences.
Perceptive analysis of aspects of
familiar and unfamiliar cultural, social,
and technical roles of language that
support effective interactions in different
contexts.
Sound knowledge and
understanding of some ideas,
values, and beliefs in familiar,
and some unfamiliar, texts.
Analysis of some complex connections
between personal experiences, ideas,
values, and beliefs, and those explored
in familiar, and some unfamiliar, texts.
Use of a sound range of language
skills to interact effectively in different
contexts, and to solve simple and
complex problems.
Knowledge and understanding of
the ways in which the creators
and readers of mainly familiar
texts use some language
techniques to make meaning.
Well-considered analysis of a range of
ways in which authors use language
techniques to influence opinions and
decisions in familiar, and some
unfamiliar, texts.
Location, recording, analysis, and
occasional synthesis of knowledge
relevant to mostly familiar contexts.
Sound knowledge and
understanding of the ways in
which mainly familiar texts are
composed for some purposes
and audiences.
Well-considered analysis of aspects of
mainly familiar, and some unfamiliar,
cultural, social, or technical roles of
language that support effective
interactions in different contexts.
Knowledge and understanding of
some ideas, values, or beliefs in
familiar texts.
Competent analysis of simple
connections between personal
experiences, ideas, values, or beliefs,
and those explored in familiar texts.
Use of competent language skills to
interact effectively in different
contexts, and to solve routine
problems in familiar contexts.
Descriptive analysis of a number of
ways in which authors use language
techniques to influence opinions and
decisions in familiar texts.
Location, recording, and occasional
analysis of knowledge relevant to a
familiar context.
Knowledge and understanding of
the ways in which the creators
and readers of a narrow range of
familiar texts use some language
techniques to make meaning.
D
Knowledge and understanding of
the ways in which familiar texts
are composed for familiar
purposes and audiences.
Competent analysis of some aspects of
mainly familiar cultural, social, or
technical roles of language that support
effective interactions in different
contexts.
Identification of some simple
ideas, values, or beliefs in some
familiar texts.
Reference to simple connections
between uncomplicated personal
experiences, ideas, values, or beliefs,
and those explored in familiar texts.
Knowledge and understanding of
the ways in which the creators
and readers of a narrow range of
familiar texts use a restricted
range of language techniques to
make simple or factual meaning.
Knowledge of the ways in which
familiar texts are composed for
personally relevant purposes and
familiar audiences.
E
Sophisticated skills in reproducing
the structural, conventional, and
textual features of text types for a
range of familiar and unfamiliar
contexts, audiences, and purposes.
Identification of a simple idea,
value, or belief in a familiar text.
Some knowledge and emerging
understanding of the way in
which a creator or reader of a
highly familiar text uses a
language technique to make
factual meaning.
Some knowledge of the ways in
which highly familiar texts are
composed for personally relevant
purposes and highly familiar
audiences.
Page 4 of 4
Reference to some ways in which
authors use language techniques to
influence opinions and decisions in
familiar texts.
Reference to some simple aspects of
familiar cultural, social, or technical
roles of language that support effective
interactions in one or more contexts.
Sound skills in reproducing some of
the structural, conventional, and
textual features of text types for a
range of mainly familiar, and some
unfamiliar, contexts, audiences, and
purposes.
Skills in reproducing some of the
structural, conventional, and textual
features of some text types for
familiar contexts, audiences, and
purposes.
Use of a restricted range of language
skills to interact in familiar contexts,
and to solve simple problems.
Location and recording of factual
knowledge relevant to a familiar
context.
Limited skills in reproducing some of
the structural, conventional, or textual
features of a text type for a familiar
context, audience, or purpose.
Recognition of a simple connection
between a straightforward personal
experience, idea, value, or belief, and
that explored in a highly familiar text.
Use of a restricted range of language
skills to interact in highly familiar
contexts, and to solve simple
problems.
Reference to the way in which an
author uses language techniques to
influence opinions and decisions in a
highly familiar text.
Location or recording of factual
knowledge relevant to a highly
familiar context.
Recognition of some simple aspects of
highly familiar cultural, social, or
technical roles of language that support
effective interactions in one or more
contexts.
Restricted skills in reproducing a
limited number of structural,
conventional, or textual features of a
text type for a highly familiar context,
audience, or purpose.
Appropriate use of
language to convey
mostly complex meaning
in a range of familiar and
unfamiliar contexts.
Mostly fluent and precise
writing and speaking,
using an appropriate style
and structure for a range
of mostly familiar
audiences and contexts.
Appropriate use of
language to convey
complex and simple
meaning in a range of
familiar, and some
unfamiliar, contexts.
Generally clear and
accurate writing and
speaking, using an
appropriate style and
structure for familiar
audiences and contexts.
Appropriate use of
language to convey
simple meaning in a
narrow range of familiar
and unfamiliar contexts.
A level of fluency in
writing and speaking in
personally relevant
situations, using an
appropriate style and
structure for a narrow
range of familiar
audiences and contexts.
Occasionally appropriate
use of language to
convey simple meaning in
familiar contexts.
Emerging development of
fluency in writing and
speaking in personally
relevant situations, using
an appropriate style and
structure for a narrow
range of highly familiar
audiences and contexts.
Occasionally appropriate
use of language to
convey literal meaning in
highly familiar contexts.
Stage 2 English Pathways annotated student response for use in 2011
Ref: A89057 (revised July 2011)
© SACE Board of South Australia 2010