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Title / Read and understand complex transactional texts (EL)
Level / 4 / Credits / 5
Purpose / This unit standard is for people for whom English is an additional language.
People credited with this unit standard are able to read and understand complextransactional texts (EL).
Classification / Languages > English Language
Available grade / Achieved, Merit, and Excellence
Criteria for Merit / Clear understanding of complex written texts is demonstrated by analysing the overall idea, main points and supporting details. Language features and essential vocabulary key to understanding the text are located and linked to meaning.
Criteria for Excellence / Thorough understanding of complex written texts is demonstrated by evaluating the overall idea, main points and supporting details. Language features and essential vocabulary key to understanding the text are explained.
Prerequisites / Unit 28056, Read and understand texts on familiar topics (EL), or demonstrate equivalent knowledge and skills.
Guidance Information
1English Language (EL) refers to the acquisition of English as an additional language.
2This unit standard can be awarded with an Achieved, Merit, or Excellence grade. For the Achieved grade to be awarded, the outcome must be achieved as specified in the outcome statement. For Merit grade to be awarded, the candidate must meet the Achieved and Merit criteria. For Excellence grade to be awarded, the candidate must meet the Achieved, Merit and Excellence criteria.
3This unit standard is at a level comparable to the Common European Framework of Reference B2.
4This unit standard may contribute to the New Zealand Certificate in English Language (Level 4) [Ref:1883] for the general, workplace and academic qualifiers. Assessment of the academic qualifier will also require assessment against English for Academic Purposes Level 4 unit standards, in the subfield Languages. These unit standards can be accessed at
5All assessment activities must be conducted in English, which must not be the candidate’s first language.
6It is recommended that:
ithe outcomes are assessed as part of an integrated unit of work, relevant to the learning context of the candidate;
iiassessment be conducted in conjunction with assessment against other English Language unit standards at this level.
7Candidates may use an English dictionary, but must not use electronic devices other than for word processing.
8Candidate’s responses may be oral, or written, as relevant and appropriate. Responses may contain some minor textual or linguistic inaccuracies, but errors must not obscure meaning, or interfere with fluency. This standard assesses reading skills, not spoken or written skills.
9A range of assessment tasks must be used for assessment against this unit standard, and may include, but is not limited to – short answer questions, multiple-choice, true/false/not given, sorting, matching, gap-fill, open-ended questions requiring explanation and interpretation.
10The assessor must be satisfied that the candidate can independently demonstrate competence against the unit standard.
11For this unit standard, texts:
imust be at least 2000 words in length over two texts. These texts need not be of equal length;
iimay have complementary illustrations or diagrams;
iiimust be related to contexts that are relevant to the candidate;
ivmust not have been seen by the candidate prior to the assessment;
vmay include but are not limited to – reports and reviews, in which the writers express specific points of view; news articles; formal letters relating to community or professional interests;
vimay be abridged versions designed for language candidates;
viimust be authentic text, based on The New General Service List and A New Academic Word List, but need not include highly-specialised vocabulary.
12References
Browne,C., Culligan, B., Phillips, J. 2013. The New General Service List, Cambridge University Press
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2), 213-238. Available at:
13Assessment support material for English Language unit standards can be found at:
14Definitions
Discussion refers to a text which looks at an issue from a range of perspectives, before making a judgement or recommendation.
Essential vocabulary refers to vocabulary that is necessary to understand the text.
They are typically words that relate to the topic.
Grammatical cohesive devices refer to the use of language to relate ideas and information and make links between different parts of a text. Examples of grammatical cohesive devices are reference and text connectives.
Information text refers to writing that classifies and presents information. It contains a logical sequence of facts that are stated without any personal involvement.
Lexical cohesive devices refer to the use of word associations or semantic relationships between vocabulary items which enable readers to make links between items in a text and track how meaning is developed. Examples of lexical cohesive devices are the use of synonyms, antonyms, repetition of key words, collocation, class/sub-class relationships, and whole/part relationships.
Persuasive textrefers to the use of words to convince the reader of his/her view regarding an issue. It contains a statement of viewpoint, supporting evidence and restatement of viewpoint.
Review refers to an evaluation of a text. It establishes context with background information, describes the text and concludes with an opinion or judgment.
Outcomes and Performance criteria
Outcome 1
Read and understandcomplex transactional texts (EL).
Rangetwo texts of different topics and text types, assessed on separate occasions;
texts may include but are not limited to –information, persuasive, review,
discussion.
Performance criteria
1.1Understanding of complex written texts is demonstrated by identifying the intention, viewpoint(s) of the writer, and overall idea; and linking main points and supporting details. The meaning of language features and essential vocabulary key to understanding the text is identified.
Rangelanguage features may include but are not limited to – lexical and grammatical cohesive devices;
minimum of three different language features for each text;
minimum of twelve vocabulary items for each text.
Replacement information / This unit standard and unit standard 28060 were replaced by unit standard 30999.This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 17 October 2013 / 31 December 2019
Rollover and Revision / 2 / 21 May 2015 / 31 December 2019
Review / 3 / 29 March 2018 / 31 December 2019
Consent and Moderation Requirements (CMR) reference / 0226
This CMR can be accessed at
NZQA National Qualifications ServicesSSB Code 130301 / New Zealand Qualifications Authority 2018 / / New Zealand Qualifications Aut