Analysis Of A Procedural Text: Year 2 Student Beth

In terms of the purpose of the text, Year 2 student Beth has written a procedural text on how to build an igloo. Firstly, she has clearly demonstrated that the text she’s delivered is to instruct the readers on how to make something. Moreover, Beth takes on an authoritative role, hence explaining why sentences are in forms of commands, which is commonly found in procedural text (Humphrey & Vale, 2020). For instance, Beth uses simple verb choices such as place, make, and carry at the start of each step, emphasising the action that the audience has to take. All in all, she has shown CrT7 of the National Literacy Learning Progression (NLLP), where she has written an informative text appropriate to the audience and purpose (Australian Curriculum,

She uses numbers to show what the audience must do first before proceeding to the next stop. According to Humphrey and Vale (2020), a procedure includes an opening statement about the goal of the activity as well as materials needed to make the item. Although Beth did not indicate those, she has included a title ‘Building an Igloo’, which could possibly give readers an idea of what to expect from her text. Furthermore, Beth has also drawn an image of an igloo at the end of the text. This corresponds to the Victorian Curriculum, where it states that F-Level 2 students might use images to depict the final product (Department of Education and Training Victoria,

For example, in the sentence ‘Place the block onto a sled and carry them to site where you want to build an igloo’, Beth uses the conjunction ‘and’ to link two clauses together. From here, we can identify that she effectively displays ACELA1467 of the Australian Curriculum, which discusses about students equipping conjunctions to form compound sentences (ACARA, n.d.). Next, Beth uses many adverbial phrases of location and reason to provide further information about her idea. For instance, the sentence ‘.... carry them to the site where you want to build the igloo’ informs readers of where the blocks should be transported to. All in all, Beth demonstrates GrA5 of the NLLP and F-Level 2 of the Victorian Curriculum, where it states the well-usage of simple and compound sentences as well as adverbial