Assessment of Recount Writing

567

Purpose:

The writing retells past events in the order in which they occurred. The writing describes what and when the event occurred.

Structure:

The introductory paragraph provides an orientation telling the reader who, when and where. Sequences are described in order. The writing expresses an evaluation about the event. (Optional)

Grammar:

Proper nouns identi y those involved in the text. !d"ectives or describing words explain details. ! variety o action verbs are used. The past tense is used or verbs. ! variety o ti#e connectives put the events in order ( irst, next, then, inally). Pronoun lin$s between people and places are clear. %se o co#pound sentences to co#pare ideas (eg & en"oyed the day but others did not) 'iterary language is used (si#ile, #etaphor, personi ication) Technical language is used (valuative language is used

Writing Features:

)riting is planned. Si#ple, co#pound and co#plex sentences are used. Paragraphs organise the happenings. The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly. *apital letters, ull stops and other punctuation #ar$ers are used correctly. Spelling is care ully chec$ed and corrected

Text Forms
Newspaper article Tele ision inter iew !iar" Speec# $"ewitness account

%og &ournal 'istorical recount (on ersation %etter Timeline

Stu)ent Self*Assessment S#eet for Recount Writing

Purpose:
+y writing tells the reader about an event.

Structure:
& have written an orientation that gives in or#ation about who, when and where. & have described the events in order. & have written a personal evaluation about the events throughout the recount. & have reoriented or rounded o the sequence o events.

Grammar:
& have used ad"ectives or describing words to build noun groups to explain details. & have used ti#e connectives to put the steps in order. & have used the past tense. & have used pronouns to re er to people and places. & have used evaluative language.

Writing Features:
& have planned #y writing. & have used paragraphs correctly. & have used correct sentences. The sub"ects and verbs agree. & have used plurals and articles correctly. & have used capital letters, ull stops and other punctuation #ar$ers correctly. & have chec$ed #y spelling and corrected any #ista$es. & have re,read #y wor$ to edit it care ully. + t#in, t#at + nee) more #elp in:

Assessment of Proce)ure Writing

Purpose:
)riting co##ands the reader on how to co#plete a process.

Structure:

The goal is stated. +aterials needed are stated in an appropriate #anner. Steps to achieve the goal are stated.

Grammar:

!ction verbs in the present tense are used. !dverbs are used to indicate #anner. (eg ir#ly, uriously, gradually) -i erent or#s o #odality are used to #a$e #eaning stronger or wea$er. (eg. could, should, #ay, #ust, #ight) Te#poral connectives are used to ensure processes are in correct ti#e order. (eg irst #elt the butter then add the lour) *onditional connectives are used. (eg & stuc$ in a tra ic "a# and not #oving, turn the engine o ) Personal pronouns are used appropriately. !d"ectives or describing words are used. *on"unctions or "oining words are used.

Writing Features:

)riting is planned. .oth si#ple and co#pound sentences are used. The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly. *apital letters, ull stops other punctuation #a$ers are used correctly. Spelling is care ully chec$ed and corrected. Text Forms Recipes +nstruction manuals !irections +tineraries $xperiment

Stu)ent Self*Assessment of Proce)ure Writing

Purpose:
+y writing co##ands the reader on how to co#plete a process.

Structure:

The goal is stated. & have stated the #aterials needed in an appropriate #anner. & have stated the steps to achieve the goal

Grammar:

& have used action verbs in the present tense & have used adverbs indicate #anner. (eg ir#ly, uriously, gradually) & have used di erent or#s o #odality #a$e #eaning stronger or wea$er. (eg. could, should, #ay, #ust, #ight) & have used te#poral connectives to ensure processes are in correct ti#e order. (eg irst #elt the butter then add the lour) & have used conditional connectives. (eg & stuc$ in a tra ic "a# and not #oving, turn the engine o ) & have used personal pronouns appropriately. & have used ad"ectives or describing words. & have used con"unctions or "oining words.

Writing Features:

& have planned #y writing. & have used si#ple and co#pound sentences. & have used paragraphs correctly The sub"ects and verbs agree. The tense o verbs is consistent. & have used plurals and articles correctly. *apital letters, ull stops other punctuation #a$ers are used correctly. & have chec$ed #y spelling care ully and corrected any #ista$es. & have re,read #y wor$ to edit it care ully

(omments:

Assessment of Narrati e Writing

Purpose:
The writing entertains or instructs the reader. The writing provides a point o view through the eyes o the character telling the story or giving in or#ation

Structure:

The writing has an orientation that gives in or#ation about who, when, where. ! proble# or co#plication is introduced that sets o a chain o events that in luences the story ! series o events is developed where the characters react to the co#plication. The sequence o events includes characters eelings, reactions and what they do The writing has a resolution which is solved by the characters. ! the#e is explored that provides a #ain idea or social #essage ! coda providing a #oral or social co##ent (&#plicit or (xplicit)

Grammar:

*o#plex noun groups describe people and places. /uoted or reported speech is used correctly. !ction verbs are used in the correct tense. 0elating verbs sustain correct tense (eg were, was, is, are) ! wide range o ad"ectives provide description and detail. ! variety o ti#e connectives or con"unctions lin$ the events. 'iterary language is used (eg. si#iles, #etaphors, personi ications) (#otive language is used to engage the reader.

Writing Features:

)riting is planned. *o#pound and co#plex sentences are used. Paragraphs organise the description. The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly. *apital letters, ull stops and other punctuation #ar$ers are used correctly. The possessive apostrophe is used correctly Paragraphs are used appropriately Spelling is care ully chec$ed and corrected.

Text Forms
No els S#ort stories 'istorical fiction Science fiction Fair"tales Fa-les ."t#s an) legen)s Stage pla"s Scripts Poetr" /alla)s (artoons Role pla"s

Stu)ent Self*Assessment of Narrati e Writing

Planning:
& have written a plan or the plot outline.

Purpose:
& have written to entertain or instruct the reader. & have written a point o view through the eyes o the character telling the story or giving in or#ation

Structure:
& have written an orientation that gives in or#ation about who, when and where. & have introduced a proble# or co#plication that sets o a chain o events that in luences the story & have a series o events where the characters react to the co#plication & have written a sequence o events including characters eelings, reactions and what they do & have written a resolution which is solved by the characters.. & have written a the#e that provides a #ain idea or social #essage & have included a coda providing a #oral or social co##ent (&#plicit or (xplicit)

Grammar:
& have used co#plex noun groups describe people and places. & have used quoted or reported speech correctly. & have used action verbs in the correct tense. & have used relating verbs to sustain correct tense (eg were, was, is, are) & have used a wide range o ad"ectives to provide description and detail. & have used a variety o ti#e connectives or con"unctions to lin$ the events. & have used literary language (eg. si#iles, #etaphors, personi ications) & have used quoted or reported speech correctly.

Writing Features:
& have used si#ple, co#pound and co#plex sentences. & have used paragraphs correctly. The tense o verbs is consistent.

 The sub"ects and verbs agree. & have used plurals and articles correctly. The possessive apostrophe is used correctly & have used capital letters, ull stops and other punctuation #ar$ers correctly. & have chec$ed #y spelling care ully and corrected any #ista$es. & have re,read #y wor$ to edit it care ully.

+ t#in, t#at + nee) more #elp in:

Assessment of +nformation Report Writing

Purpose:
)riting classi ies and1or describes a class o things. %tilises acts about behaviours, parts or qualities.

Structure:

!n opening state#ent introduces the sub"ect The writing is organised into paragraphs where each new paragraph describes one new eature o the sub"ect (eg appearance, unction, behaviour, habitat) Paragraphs are constructed using a topic sentence with a noun group starting the sentence -etails are given to describe the sub"ect. ! conclusion (i necessary) su##arises the in or#ation presented.

Grammar:

2ouns, especially in the introduction, are plural (whales, #a##als, elephants) or general. (a whale, a #a##al, the elephant) +odi iers are used that tell how #uch or how #any (eg all, #ost, #any, so#e, ew, only, #ainly, o ten, so#eti#es). Technical ad"ectives or describing words are used. Third person pronouns are used (eg hi#, her, it, the#, and the#) rather than irst person pronouns (eg. &, we, #e, us) *on"unctions or "oining words are used. 3erbs usually in si#ple present tense (eg )hales are #a##als.) Technical language is used. Si#ple, co#pound and co#plex sentences are used. Passive voice is used.

Writing Features:

)riting has an introduction, and paragraphs o in or#ation. Paragraphs, headings, sub,headings, labels and captions organise the in or#ation and assist the reader to locate in or#ation 4acts are supported with appropriate use o illustrations, charts, #aps, photos etc The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly. Sources o in or#ation are clearly ac$nowledged (eg ootnotes or bibliography) *apital letters, ull stops and other punctuation #ar$ers are used correctly. Spelling is care ully chec$ed and corrected.

Text 4or#s
Report Scientific report Reference -oo, Text-oo, Gui)e-oo, !ocumentar" $xperimental report Fact s#eets Researc# assignments %ectures Group presentations

Stu)ent Self*Assessment S#eet for +nformation Report

Purpose:
+y writing classi ies and1or describes a class o things. +y writing utilises acts about behaviours, parts or qualities.

Structure:
& have identi ied the sub"ect o the report, de ining and classi ying it using an opening state#ent & have organised #y writing into paragraphs where each new paragraph describes one new eature o the sub"ect (eg appearance, unction, behaviour, and habitat) +y paragraphs are constructed using a topic sentence with a noun group starting the sentence. & have provided details to describe the sub"ect. & have written a conclusion (i necessary) to su##arise the in or#ation presented.

Grammar:
& have used plural nouns, especially in the introduction, (whales, #a##als, elephants) or general nouns. (a whale, a #a##al, the elephant) & have used #odi iers that tell how #uch or how #any (eg all, #ost, #any, so#e, ew, only, #ainly, o ten, so#eti#es). & have used technical ad"ectives or describing words & have used third person pronouns (eg he, she, it, they, the#) rather than irst person pronouns (eg. &, we, #e, us) & have used con"unctions or "oining words. & have used verbs in the present tense, e.g. is, are, have, has, live. & have used si#ple, co#pound and co#plex sentences. & have used passive voice.

Writing Features:
+y writing has an introduction, and paragraphs o in or#ation. +y writing has paragraphs, headings, sub,headings, labels and captions organise the in or#ation and assist the reader to locate in or#ation +y writing has acts supported with appropriate use o illustrations, charts, #aps, photos etc The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly.

 Sources o in or#ation are clearly ac$nowledged (eg ootnotes or bibliography) *apital letters, ull stops and other punctuation #ar$ers are used correctly. Spelling is care ully chec$ed and corrected.

(omments on m" writing:

Assessment of $xplanation Writing

Purpose:
)riting explains how or why so#ething occurs )riting explains each step o the process (how) and gives reasons (why) so#ething occurs

Structure:

! general state#ent identi ies and de ines the pheno#ena. ! logical sequence o paragraphs explains the how and why. ! conclusion is written.

Grammar:

Technical language is used. 5eneral noun groups describe the sub"ect o the explanation. (eg. the large cloud, particles o dust and gas) +odi iers are used that tell how #uch or how #any (eg all, #ost, #any, so#e, ew, only, #ainly, o ten, so#eti#es). !ction verbs explain processes Si#ple present tense is used *ausal language is used to show cause and e ect (eg. because, so, as a result o ) ! variety o con"unctions or "oining words are used to sequence processes. Third person pronouns are used (eg hi#, her, it, the#, and the#) rather than irst person pronouns (eg. &, we, #e, us) *on"unctions or "oining words are used. Technical language is used. Si#ple, co#pound and co#plex sentences are used. Passive voice is used.

Writing Features:

)riting is planned. *orrect sentences are used. Paragraphs are chronologically ordered. The sub"ects and verbs agree. Plurals and article are used correctly. )riting has an introduction and paragraphs o in or#ation. .ullet points, arrows, scales, text boxes and captions organise the in or#ation and assist the reader to locate in or#ation 3isual in or#ation such as diagra#s, illustrations, charts, #aps, photos etc support the written explanation. Sources o in or#ation are clearly ac$nowledged (eg ootnotes or bibliography)

 *apital letters, ull stops and other punctuation #ar$ers are used correctly. Spelling is care ully chec$ed and corrected.

Text Forms
Scientific report Reference -oo, Text-oo, Fact s#eets !ocumentar" Researc# assignment Spo,en presentation

(omments:

Stu)ent Self* Assessment of $xplanation Writing

Purpose:
& have written an explanation o how or why things occur or how things wor$. +y writing explains each step o the process (how) and gives reasons (why) so#ething occurs

Structure:
& have written a general state#ent identi ying and de ining the pheno#ena. & have written a logical sequence to explain how and why the pheno#ena occurs & have written a concluding state#ent.

Grammar:
& have used technical language. & have used general noun groups to describe the sub"ect o the explanation. (eg. the large cloud, particles o dust and gas. & have used action verbs to explain processes in si#ple present tense. & have used si#ple present tense is used & have used ti#e connectives or con"unctions to sequence processes & have used #odi iers that tell how #uch or how #any (eg all, #ost, #any, so#e, ew, only, #ainly, o ten, so#eti#es). & have used causal language to show cause and e ect (eg. because, so, as a result o ) & have used a variety o con"unctions or "oining words to sequence processes. & have used third person pronouns (eg he, she, it, they, the#) rather than irst person pronouns (eg. &, we, #e, us) & have used si#ple, co#pound and co#plex sentences. & have used passive voice.

Writing Features:
& have planned #y writing. & have used si#ple, co#pound and co#plex sentences. & have used paragraphs in chronological order. +y writing has an introduction and paragraphs o in or#ation. The tense o verbs is consistent. The sub"ects and verbs agree. & have used plurals and articles correctly.

 +y writing has bullet points, arrows, scales, text boxes and captions to organise the in or#ation and assist the reader to locate in or#ation +y writing has visual in or#ation such as diagra#s, illustrations, charts, #aps, photos etc to support the written explanation. +y writing has sources o in or#ation clearly ac$nowledged (eg ootnotes or bibliography) & have used capital letters, ull stops and other punctuation #ar$ers correctly. & have chec$ed #y spelling care ully and corrected any #ista$es. & have re,read #y wor$ to edit it care ully

Assessment of $xposition Writing

Purpose:
)riting persuades the reader to accept one side o an argu#ent Presents an argu#ent or or against a particular point o view

Structure:

The writer de ines the pheno#ena The writer puts orward a thesis or viewpoint. The writer supports their viewpoint with evidence 3iewpoints are logically ordered. The irst point is argued and elaborated. (ach new paragraph begins with a topic sentence with supporting detail !rgu#ents and elaborations are provided or each point. The point o view is restated in the conclusion.

Grammar:

The ti#eless present tense is used consistently. Ti#e connectives lin$ ideas. Thin$ing verbs are utilised (eg. believe, thin$, eel) 2o#inalisation o the verbs 6 ie the verb beco#es the noun (eg. pollute 6 pollution, destroy 6 destruction) (valuative language is used to persuade the reader. (eg i#portant, signi icant, valuable) 7igh #odality and active voice 6 e.g. 8*ertainly we #ust9 6 is used. The i#personal voice is used to indicate ob"ective opinion (eg &t could be argued that : +ini#al use o personal pronouns are used

Writing Features:

)riting is planned. Paragraphs are used correctly. Si#ple, co#pound and co#plex sentences are used. The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly. *apital letters, ull stops and other punctuation #ar$ers are used correctly. Spelling is correct. )or$ is edited care ully.

T$0T F1R.S

A) ertisement Spo,en argument %ecture $)itorial %etter to t#e $)itor Speec# Newspaper article .aga2ine article %egal )efence

(omments:

Stu)ent Self*Assessment of $xposition Writing

Purpose:
+y writing persuades the reader to accept one side o an argu#ent +y writing presents an argu#ent or or against a particular point o view

Structure:
+y writing de ines the pheno#ena +y writing puts orward a thesis or viewpoint. +y writing supports #y viewpoint with evidence +y 3iewpoints are logically ordered. The irst point is argued and elaborated. (ach new paragraph begins with a topic sentence with supporting detail !rgu#ents and elaborations are provided or each point. +y point o view is restated in the conclusion.

Grammar:
& have used the ti#eless present tense is used consistently. & have used the ti#e connectives to lin$ ideas. & have used the thin$ing verbs (eg. believe, thin$, eel) & have used no#inalisation o the verbs 6 ie the verb beco#es the noun (eg. pollute 6 pollution, destroy 6 destruction) & have used evaluative language to persuade the reader. (eg i#portant, signi icant, valuable) & have used high #odality and active voice 6 e.g. 8*ertainly we #ust9 & have used i#personal voice to indicate ob"ective opinion (eg &t could be argued that :) & have #ini#al use o personal pronouns

Writing Features:
& have planned #y writing. & have used paragraphs correctly. & have used si#ple, co#pound and co#plex sentences. The tense o verbs is consistent (ti#eless present 6 a#, is, are, has, have). The sub"ects and verbs agree. & have used plurals and articles correctly. & have used capital letters, ull stops and other punctuation #ar$ers correctly. & have chec$ed #y spelling care ully and corrected any #ista$es.

 & have re,read #y wor$ to edit it care ully.

(omments on m" writing:

Assessment of !iscussion Writing

Purpose:
)riting provides the reader with )ifferent points o view on a topic The writing clearly shows the authors perspective or point o view

Structure:

The writer de ines the topic in the introductory paragraph. The writer introduces the discussion including a preview o how both sides o the issue will be presented. ! series o paragraphs that begin with the point o view supported by evidence or elaboration The writer argues and elaborates their viewpoint with evidence The writer argues and elaborates their viewpoint with evidence 3iewpoints are logically ordered. ! conclusion which su#s up the discussion and provides a reco##endation or opinion

Grammar:

The ti#eless present tense is used consistently. Ti#e connectives lin$ ideas. Thin$ing verbs are utilised (eg. believe, thin$, eel) 2o#inalisation o the verbs 6 ie the verb beco#es the noun (eg. pollute 6 pollution, destroy 6 destruction) (valuative language is used to persuade the reader. (eg i#portant, signi icant, valuable) 7igh #odality and active voice 6 e.g. 8*ertainly we #ust9 6 is used. )ords to lin$ argu#ents (eg but, also, supporting this, si#ilarly) )ords which show a co#parison or contrast (eg. however, on the other hand, another point o view) The i#personal voice is used to indicate ob"ective opinion (eg &t could be argued that : +ini#al use o personal pronouns are used

Writing Features:

)riting is planned. Paragraphs are used correctly. Si#ple, co#pound and co#plex sentences are used. The tense o verbs is consistent. The sub"ects and verbs agree. Plurals and articles are used correctly. *apital letters, ull stops and other punctuation #ar$ers are used correctly. Spelling is correct.

 )or$ is edited care ully.

T$0T F1R.S
!e-ate con ersation Speec# Newspaper article .aga2ine article Tal,-ac, ra)io

(omments:

Stu)ent Self*Assessment of !iscussion Writing

Purpose:
+y writing provides the reader with )ifferent points o view on a topic +y writing clearly shows #y perspective or point o view

Structure:
& have de ined the topic in the introductory paragraph. & have stated #y point o view and included a preview o how & will present both sides o the issue in the introduction. & have a series o paragraphs that begin with the point o view supported by evidence or elaboration & have argued and elaborated the irst side o the issue with evidence & have continued to argue and elaborate the other side o the issue. +y viewpoints are logically ordered. & have argued and elaborated #y viewpoint with evidence & have written a conclusion which su#s up the discussion and provides a reco##endation or opinion

Grammar:
& have & have & have & have & have & have #ust. used used used used used used ti#eless present tense consistently through #y writing. ti#e connectives to lin$ #y ideas. co#plex noun groups to provide in or#ation. ;hedging< language to quali y state#ents. evaluative language. di erent degrees o #odality, e.g. perhaps, should,

Writing Features:
& have planned #y writing. & have used paragraphs correctly. & have used correct sentences. The tense o verbs is consistent (ti#eless present 6 a#, is, are, has, have). The sub"ects and verbs agree. & have used plurals and articles correctly. & have used capital letters, ull stops and other punctuation #ar$ers correctly. & have chec$ed #y spelling care ully and corrected any #ista$es. & have re,read #y wor$ to edit it care ully.

(omments on m" writing:

Assessment of Response Writing

Purpose:
The text #a$es a "udge#ent, opinion or reaction to an artistic wor$ or text. Structure: The the#e is consistent. The text begins with a context stating the wor$ being "udged, the creator, when text constructed, other wor$s by creator and intended audience. The text has a paragraphs o "udge#ent. The text has a su##ary o "udge#ents and reco##endations

Grammar:

The text contains a variety o ad"ectives which are used to describe the wor$ The text uses evaluative or persuasive language which #a$es the writers "udge#ents clear. The text uses si#ple, co#pound and co#plex sentences. Pronouns are used consistently and correctly. The text is written in the present tense. Personal voice is con ined to the inal paragraph. (very clause has a sub"ect (#ay be i#plied), verb, ob"ect (#ay be i#plied) pattern. Sub"ects and verbs agree. !rticles are used correctly.

Writing Features:

& have planned #y writing. & have used paragraphs correctly. & have used correct sentences. The sub"ects and verbs agree. & have used plurals and articles correctly. & have used capital letters, ull stops and other punctuation #ar$ers correctly. & have chec$ed #y spelling care ully and corrected any #ista$es. & have re,read #y wor$ to edit it care ully.

T$0T F1R.S
/oo, re iew .o ie re iew T#eatre re iew T3 critic re iew (! re iew Art critic re iew

Restaurant re iew Personal response

(omments:

Stu)ent Self*Assessment of Response Writing

Purpose:
+y writing #a$es a "udge#ent, opinion or reaction to an artistic wor$ or text. Structure: The the#e o #y text is consistent. & have begun #y text with a context stating the wor$ being "udged, the creator, when text constructed, other wor$s by creator and intended audience. & have used paragraphs o "udge#ent. & have used a su##ary o "udge#ents and reco##endations

Grammar:
& have used a variety o ad"ectives to describe the wor$ & have used evaluative or persuasive language which #a$es "udge#ents clear. & have used si#ple, co#pound and co#plex sentences. & have used pronouns consistently and correctly. & have written in the present tense. & have used personal voice con ined to the inal paragraph. (very clause has a sub"ect (#ay be i#plied), verb, ob"ect (#ay be i#plied) pattern. Sub"ects and verbs agree. !rticles are used correctly.

Writing Features:
& have planned #y writing Punctuation is correct (capitals, co##as, ull stops, question #ar$s). +odelled spelling copied ro# the environ#ent is correct. 7igh, requency words are spelt correctly. Shows evidence o care ul revision and editing.