Style Snapshot
This worksheet helps students analyse an author’s style by identifying key characteristics such as word choice, sentence structure, and tone. It encourages critical thinking and textual evidence use while providing a structured but open-ended approach. Ideal for upper primary or lower secondary students, it supports literary analysis skills and deeper engagement with texts.
Learning goals
- We are learning to identify, describe and discuss the similarities and differences between texts, including comparing two or more texts of the same author or illustrator to identify their individual style.
Curriculum alignment
AC9E6LE03
9
Identify and explain characteristics that define an author's individual style
ACELT1616
8.4
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.