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Persuasive Writing Marking Guide

2012 National Assessment ProgramLiteracy and NumeracyPersuasive Writing Marking GuideCopyrightMarking rubric and annotations ACARA.This work is copyright. In additional to any use permittedunder the Copyright Act 1968, this work may be downloaded,displayed, printed, or reproduced in whole or in part fornon-commercial purposes subject to an acknowledgment of thesource. Enquiries concerning copyright should be directed tothe Australian Curriculum, Assessment and Reporting Authority(ACARA).Contact detailsAustralian Curriculum, Assessment and Reporting AuthorityLevel 10, 255 Pitt StreetSydney NSW 2000T 1300 895 563F 1800 982 118www.acara.edu.auThe appropriate citation for this document is:Australian Curriculum, Assessment and Reporting Authority2012. NAPLAN 2012 Persuasive Writing Marking Guide,ACARA, Sydney.

ContentsAssessing Writing in the National Assessment Program . 5The NAPLAN writing task5Definition5The Marking Criteria6Using the marking rubric7Criteria . 81. Audience82. Text structure93. Ideas104. Persuasive devices115. Vocabulary126. Cohesion137. Paragraphing148. Sentence structure159. Punctuation1610. Spelling17Annotated sample scripts . 18PletRi DoLisal18some anmals cou’d die20Animals getting cewd22It cruel to keep animals24animals will feel sad28any other animal30They won’t face danger32They try to break out36I agree and don’t agree38Some toys and games are educational40My idea of a perfect zoo42All animals started off46Cages and Zoos50Under Certain Circumstances54Food, water and other nessasary supplies58The lion’s glorious hair62If humans can have a voice why can’t animals66zoos can have useful purposes70things should be regulated743

ContentsAnnotated Discussion scripts . 78One glorious morning78Bird Report82Note on Text Structure . 84Glossary . 861. Persuasive devices862. Vocabulary893. Cohesion914. Sentence structure935. Punctuation96Spelling reference list . 98Sample script summary table . 1044

Assessing Writing in the National Assessment ProgramThe NAPLAN writing taskThe writing task for the 2012 writing assessment is a persuasive writing task. It is the same task for all studentsin Years 3, 5, 7 and 9.The writing task is provided to the students on a full-colour stimulus sheet. It contains the topic, taskinstructions and colour images to support the students. The topic and task instructions are read aloud to thestudents by the teacher. Students have 5 minutes to plan, 30 minutes to write and 5 minutes to edit.The task instructions will be similar to:What do you think? Do you agree or disagree? Perhaps you can think of ideas for both sides of this topic.Write to convince a reader of your opinion. Start with an introduction. An introduction lets a reader know what you are going to write about.Write your opinion on this topic. Give reasons for your opinion. Explain your reasons for youropinion.Finish with a conclusion. A conclusion sums up your reasons so that a reader is convinced of youropinion.Remember to: plan your writing use paragraphs to organise your ideas write in sentences choose your words carefully to convince a reader of your opinion pay attention to your spelling and punctuation check and edit your writing so it is clear for a reader.DefinitionThe following definition has shaped the development of the task and the persuasive writing marking criteria.The purpose of persuasive writing is to persuade a reader to a point of view on an issue. Persuasive writing mayexpress an opinion, discuss, analyse and evaluate an issue. It may also entertain and inform.The style of persuasive writing may be formal or informal but it requires the writer to adopt a sense of authorityon the subject matter and to develop the subject in an ordered, rational way. A writer of a persuasive text maydraw on their own personal knowledge and experience or may draw on detailed knowledge of a particular subjector issue.The main structural components of the persuasive text are the introduction, development of argument (body) andconclusion.Within the broad persuasive genre and within the context of the given topic, writers may make decisionsabout themes and subjects they choose to write about and the details they use to develop their ideas. The taskdoes not specify a preference for particular content on the given topic.5

The Marking CriteriaStudents’ writing is assessed using an analytic criterion-referenced marking guide, consisting of a rubriccontaining ten marking criteria and annotated sample scripts. The ten criteria are:1AudienceThe writer’s capacity to orient, engage and persuade the reader2Text structureThe organisation of the structural components of a persuasive text(introduction, body and conclusion) into an appropriate and effective textstructure3IdeasThe selection, relevance and elaboration of ideas for a persuasive argument4Persuasive devicesThe use of a range of persuasive devices to enhance the writer’s position andpersuade the reader5VocabularyThe range and precision of contextually appropriate language choices6CohesionThe control of multiple threads and relationships across the text, achievedthrough the use of referring words, ellipsis, text connectives, substitutionsand word associations7ParagraphingThe segmenting of text into paragraphs that assists the reader to follow theline of argument8Sentence structureThe production of grammatically correct, structurally sound and meaningfulsentences9PunctuationThe use of correct and appropriate punctuation to aid the reading of the text10SpellingThe accuracy of spelling and the difficulty of the words usedThe following table shows the range of score points for each criterion:Audience0-66TextIdeas Persuasive Vocabulary Cohesion Paragraphing Sentence 40-30-60-5Spelling0-6

Using the marking rubricEach assessment criterion is displayed on a separate page. The top of each page shows the criterion numberand name. The skill focus defines the underlying skill being assessed.Each score category has a category descriptor. A category descriptor is a broad statement describing theparticular skill level. This is the overall statement that should be used to make the judgement.Additional information is included to help shape the judgement. However, this information is not anexhaustive list. Rather, it is indicative of features that may be present in students’ writing.Notes on the bottom of the page provide clarifying detail where necessary.Sample scripts which exemplify the standard for the category scores are listed. The number in brackets is thepage reference of the script.Sample scripts and their annotations exemplifying the category scores follow the marking rubric. Theannotations of the sample scripts describe how the marking criteria have been applied. Together, the criteriaand the sample scripts and their annotations are the means by which consistent marker judgements are made.Both are equally important to the marking process.Discussion scripts with annotations have been included to guide the marking of types of writing that may beencountered.The Note on Text Structure section gives information about the structural components of the persuasive texttype.Finally, a glossary of terms associated with the marking guide and a spelling reference list are provided.7

Criteria1. AudienceSkill focus: The writer’s capacity to orient, engage and persuade the reader.Category descriptor0 text contains simple writtencontentSample scriptsPletRi DoLiSal (18) symbols or drawings whichhave the intention of conveyingmeaning response to audience needs islimited1Additional information text is very shortSome anmals cou’d die (20)ORanimals getting cewd (22) a longer text (more than onesentence) where meaning isdifficult to accessOR copied stimulus material,including prompt topic2 shows basic awareness ofaudience expectations throughattempting to orient the reader provides some information tosupport reader understanding orients the reader3-- an internally consistentpersuasive text that attemptsto support the readerby developing a sharedunderstanding of context supports reader understanding45AND begins to engage and persuadereader through language choices supports, engages and persuadesthe reader through deliberatelanguage choices and persuasivetechniques controls writer/readerrelationship-- establishes strong, crediblevoice6-- crafts writing to influencereader by precise andsustained language choices andpersuasive techniques-- takes readers’ values andexpectations into account8 text may be short but is easily readit cruel to keep animals (24) reader may need to fill gaps ininformationanimals will feel sad (28) contains sufficient information forthe reader to follow the text fairlyeasilyThey won’t face danger (32)any other animal (30)they try to break out (36)I agree and don’t agree (38)Some toys and games areeducational (40) writer’s choices may-- create an appropriaterelationship with reader (e.g.polite, formal, social distance,personal connection)-- reveal values and attitudes-- persuade through control oftenor-- appeal to reason, emotions and/or cultural values-- subvert expectations (challengereaders’ values)-- acknowledge wider audienceMy idea of a perfect zoo (42)All animals started off (46)Cages and Zoos (50)Under Certain Circumstances (54)Food, water and other nessasarysupplies (58)The lion’s glorious hair (62)If humans can have a voice whycan’t animals. (66)zoos can have useful purposes (70)things should be regulated (74)

2. Text structureSkill focus: The organisation of the structural components of a persuasive text (introduction, body and conclusion) intoan appropriate and effective text structure.Category descriptor01Additional information no evidence of any structuralcomponents of a persuasive text symbols or drawings minimal evidence of persuasivestructure text may be-- structural components notclearly identifiableOR-- one component only, e.g. anintroduction or bodySample scriptsPletRi DoLiSal (18) inappropriate genre, e.g. narrative,description, recount, procedureSome anmals cou’d die (20)-- a statement such as an opinion animals getting cewd (22)and/or reason (may be followedit cruel to keep animals (24)by recount or description)animals will feel sad (28)-- a list of statements or beliefsany other animal (30)They won’t face danger (32)they try to break out (36) text contains two clearlyidentifiable structural components2OR all components are present butweak text contains an introduction, abody and conclusion3 structural components aredeveloped detailed longer text with twodeveloped components and oneweaker component body is developed with reasonsand supporting evidence coherent, controlled and completeargument conclusion may reflect on issuesraised and/or recommend action-- introduction with clear positionstatementAND-- body with reasons and detailedsupporting evidenceI agree and don’t agree (38)Some toys and games areeducational (40) often presents as a moreMy idea of a perfect zoo (42)developed body withunderdeveloped introduction andconclusionOR all components are well developed4 introduction or conclusion areclearly differentiated from thebodyAll animals started off (46)Under Certain Circumstances (54)Food, water and other nessasarysupplies (58)The lion’s glorious hair (62)Cages and Zoos (50)If humans can have a voice whycan’t animals. (66)zoos can have useful purposes (70)things should be regulated (74)AND-- conclusion that reinforces thewriter’s position9