ESOL Rt/L1.2a

Distinguish how language and other textual features are used to achieve different purposes
(i) Recognise that choice of language, structural and presentational features reflect the purpose and genre of a text
(ii) Make use of these features to help distinguish between, for example, explanatory versus instructional texts, objective versus persuasive accounts
Example
In advertisements, the use of you, an informal register, superlatives, lexis with positive connotations, graphics to convey mood and desirability, different size/boldness of print to emphasise particular points.
(iii) Consider the sorts of texts one might choose to read for pleasure
(iv) Interact with texts in different ways, e.g. taking a critical stance when reading a media text or taking an interpretive approach when reading literature or poetry
(v) Notice how the use of passives and adverbials such as apparently and supposedly can distance the writer from the fact or opinion expressed
Example: The government's position on immigration has apparently been greeted with dismay by its backbenchers.
(vi) Know that different lexis carries different connotations and notice how the choice of lexis can imply a particular stance by the writer
Example: He admitted being a communist.
(vii) Recognise where choices of lexis have been made, in line with the register of a text
(viii) Recognise the impact of metaphor in text
Example: Britain is being flooded with cheap imports from China.

I created this activity for my ESOL students but it would also work well for Functional English.
The idea is taken from Laura Jeffrey Kiiza’s text types mind map drag and drop activity (L1) – see link below under See also.

Level
L1
L2
GCSE L1-5
English
Rt/L2.4
Rt/L2.2
Rt/L1.2
GCSE A2 Analyse
Functional English - reading
ESOL
ESOL Rt/L2.4a
ESOL Rt/L2.2a
ESOL Rt/L1.2a