New Requirements For NAPLAN Writing 2011
New requirements for NAPLANWriting 2011 In 2011, students will be required to write apersuasive text for the Writing section of theNAPLAN Test. Students will be provided with a prompt. The prompt will be the same for all yeargroups sitting the test – Years 3, 5, 7and 9.
Background Information Students are taught to write a variety of forms of writing at school.The three main forms of writing (also called genres or text types)that are taught are narrative writing, informative writing andpersuasive writing. Persuasive writing aims to convince the reader of certain points ofview or opinions. Persuasive texts can be reviews, expositions, discussions,advertisements, letters, pamphlets, posters, biographies, editorials,debates and arguments but, for the purpose of the NAPLANassessment, students will be required to write an exposition.Students may present just one side of the argument or they maypresent both.
Yr 9 Writing StandardStudents: write a range of coherent texts for imaginative, informative andpersuasive purposes. select relevant subject matter to present and justify arguments topersuade others. construct representations of people, places and events, making choicesto position and appeal to audiences. organise ideas and link information in texts. They use different textstructures and language conventions to compose texts for particularpurposes and effects. make vocabulary choices that enhance the atmosphere, description andaccuracy of texts. They mostly use correct punctuation to supportmeaning in complex sentences with embedded clauses and phrases.
What the task might look likeBooks or TVReading books is better than watching TVWhat do you think about this idea?Write to convince a reader of your opinions.Think about: if you agree or disagree or see both sides of the argument an introduction – a way to introduce your ideas by clearly saying what you think aboutthe topic your opinions – with reasons or evidence that explain them a conclusion – a summary of the main points of your argumentRemember to: plan your writing write in sentences
Changes in the marking guideNarrative genrePersuasive genreAudience: The writer’s capacity to orient,engage and affect the readerAudience: The writer’s capacity to orient,engage and persuade the readerText structure: The organisation of narrativefeatures including orientation, complicationand resolution into an appropriate andeffective text structureText structure: The organisation of structuralcomponents of a persuasive text(introduction, body and conclusion) into anappropriate and effective text structureIdeas: The creation, selection and craftingof ideas for a narrativeIdeas: The selection, relevance andelaboration of ideas for a persuasiveargumentCharacter and setting:Character: The portrayal and developmentof characterSetting: The development of a sense of aplace, time and atmospherePersuasive devices: The use of a range ofpersuasive devices to enhance the writer’sposition and persuade the readerVocabulary: The range and precision oflanguage choicesVocabulary: The range and precision ofcontextually appropriate language choices
Changes in the marking guideNarrative genrePersuasive genreCohesion: The control of multiple threads andrelationships over the whole text, achievedthrough the use of referring words,substitutions, words associations and textconnectivesCohesion: The control of multiple threads andrelationships over the text, achieved throughthe use of referring words, substitutions,words associations and text connectivesParagraphing: The segmenting of text intoparagraphs that assists the reader tonegotiate the narrativeParagraphing: The segmenting of text intoparagraphs that assists the reader to followthe line of argumentSentence structure: The production ofgrammatically correct, structurally sound andmeaningful sentencesSentence structure: The production ofgrammatically correct, structurally sound andmeaningful sentencesPunctuation: The use of correct andappropriate punctuation to aid reading of thetextPunctuation: The use of correct andappropriate punctuation to aid reading of thetextSpelling: The accuracy of spelling and thedifficulty of the words usedSpelling: The accuracy of spelling and thedifficulty of the words used
Persuasive Writing
When writing something which is intendedto persuade, there are severalimportantfeatures to remember.
Checklist For Persuasive WritingOpen with a statement of the issue being addressed.State your position on the issue.Main body of text contains the arguments that are elaboratedwith reasons and evidence ( facts ).End with a summary.
Language Features Usemainly the present tense. Use logical and cause and effectconnectives. Use emotive language. Use technical language. Use rhetorical questions. Dare the reader to disagree. Try to make opinions sound like facts. Use powerful verbs and strong adjectives.
Personal pronounsUsing words like ‘we’, ‘you’, ‘our’and ‘us’ to make your audiencethink you are talking only to them.
AlliterationRepeating the consonantsounds at the beginning ofwords to make them stand out.e.g. Eat Yo Yos. They’re yummy inyour mouth!
Groups of threeWhen three adjectives or phrases areused together to make them standout.e.g. Homework is boring, dull anduninteresting.
RepetitionWords or phrases are repeated sothat they stick in the reader’smind.e.g. remember what is was like to be atschool; remember how much workyou had.
Emotive LanguageWhen words are used to make thereader feel a certain emotion, likesadness or anger.e.g. We are the poor, helpless childrenwho are forced to do hours and hoursof homework every night.
ExaggerationWhen information is given thatis over the top, or slightlyuntrue.e.g. If I get one more piece ofhomework, I am going to move to themoon!
Rhetorical questionsUsing questions that don’t need ananswer to get the audience tothink.e.g. Could you live with yourself ifyou missed out on thisopportunity?
Facts and StatisticsWhen truthful information is givento back up a point.e.g. 95% of pupils feel that there is toomuch homework.
Calling All SleepyheadsSleep is important. Nobody fullyunderstands why we need it, butscientists think that the body usesthe time to recover and to repairdamage. When we fall asleep ourheart and breathing rates slowdown, muscles relax and oursenses rest. If this is the case, areyou giving your body enough rest?
Lack of sleep means that the body and braindo not work properly. If you don’t go to bedat a reasonable time, you will be sleepy inclass and not learn so much. Tirednessmeans you may not be able to thinkclearly, and you may also be a danger toother people. Accidents can happen. Youwill lack energy, and even playingbecomes too much of an effort. Is stayingup late really worth it?
There is some truth in the old saying“Early to bed and early to rise, makes ushealthy, wealthy and wise.”Next time you start to argue about yourbedtime, remember your body needs abreak.From:Have Your SaybyKaravis and Matthews
Calling All SleepyheadsSleep is important. Nobody fullyunderstands why we need it, but scientiststhink that the body uses the time torecover and to repair damage. When wefall asleep our heart and breathing ratesslow down, muscles relax and our sensesrest. If this is the case, are you giving yourbody enough rest?
Calling All SleepyheadsSleep is important. Nobody fullyunderstands why we need it, but scientiststhink that the body uses the time torecover and to repair damage. When wefall asleep our heart and breathing ratesslow down, muscles relax and our sensesrest. If this is the case, are you giving yourbody enough rest?
Lack of sleep means that the body and braindo not work properly. If you don’t go to bedat a reasonable time, you will be sleepy inclass and not learn so much. Tirednessmeans you may not be able to thinkclearly, and you may also be a danger toother people. Accidents can happen. Youwill lack energy, and even playingbecomes too much of an effort. Is stayingup late really worth it?
Lack of sleep means that the body and braindo not work properly. If you don’t go to bedat a reasonable time, you will be sleepy inclass and not learn so much. Tirednessmeans you may not be able to thinkclearly, and you may also be a danger toother people. Accidents can happen. Youwill lack energy, and even playingbecomes too much of an effort. Is stayingup late really worth it?
Lack of sleep means that the body and braindo not work properly. If you don’t go to bedat a reasonable time, you will be sleepy inclass and not learn so much. Tirednessmeans you may not be able to thinkclearly, and you may also be a danger toother people. Accidents can happen. Youwill lack energy, and even playingbecomes too much of an effort. Is stayingup late really worth it?
Lack of sleep means that the body and braindo not work properly. If you don’t go to bedat a reasonable time, you will be sleepy inclass and not learn so much. Tirednessmeans you may not be able to thinkclearly, and you may also be a danger toother people. Accidents can happen. Youwill lack energy, and even playingbecomes too much of an effort. Is stayingup late really worth it?
Lack of sleep means that the body and braindo not work properly. If you don’t go to bedat a reasonable time, you will be sleepy inclass and not learn so much. Tirednessmeans you may not be able to thinkclearly, and you may also be a danger toother people. Accidents can happen. Youwill lack energy, and even playingbecomes too much of an effort. Is stayingup late really worth it?
There is some truth in the old saying“Early to bed and early to rise, makes ushealthy, wealthy and wise.”Next time you start to argue about yourbedtime, remember your body needs abreak.From:Have Your SaybyKaravis and Matthews
Example: Mobile Phones and Schools Don’t MixStructureFirst argument Topic sentence Elaboration Examples withreference to aglobal context Concludingsentence thatlinks to thesis.Second argument Topic sentence Examples withreference to aglobal context Concludingsentence thatlinks to thesis.TextOne of the most worrying trends emerging from mobilephone technology is the capacity for photos andimages to be shared with a worldwide audience andnot just a local school community. Powerful mobilephones work as mini video and sound recordingdevices. Teachers, however, should be able to teachand students should be able to learn without fear ofbeing photographed or filmed without permission.News reports indicate that in some schools studentsuse mobile phones to record events in the classroomand the playground and then upload these ontoYoutube for anyone in the world to see. I think it is anoutrageous invasion of privacy to be filmed withoutyour consent and a key reason we should ban mobilephones in schools.There are other more dangerous issues associated withincreased use of mobile phones by young people.There have been reported cases in Australia andoverseas of mobiles being used as a tool to bullyclassmates through ‘texting’, causing emotional harm,and distress. In addition, children are being exposed tounsuitable images sent to their phones. These andother dangerous uses, makes these devices unsuitablefor a school environment.Language devicesEmotive languageParallel constructionModalityConnectivePersonal voiceAppeal to audienceCohesive tieEmotive languageImpersonal voiceModality
Techniques to Assist DevelopingWriters cont Action verbs (imperatives) encourage the reader to do somethingquickly and impart a sense of urgency and command (eg “When youget home, go to your fridge and have a look at the amount of sugarand fatty foods in it. Ask yourself, are you doing the right thing foryour family?”, “ I urge you all to ”).Building a sense of urgency – “do something now” – good in aconclusion.Refuting an opposing view (eg “Although some people think , Ifeel this misses the point as ”).Using famous people and experts.Sound devices such as alliteration and rhyme increase memory (egslogans).Use of word chains (lists) to build topic information.
Techniques to Assist DevelopingWriters cont Signal words (connectives) to indicate cause and effect, problemand solution and compare and contrast.Cause and effect (eg eating too much junk food makes us fat).Exaggeration – used to make something appear better or worsethan it is.Repetition – for reinforcement and to ensure the reader rememberskey ideas and words.Generalisations – broad sweeping statements that sound effectiveand are not immediately questioned for accuracy.Using research studies and information in words, graphs, tables,illustrations.Plays on words (eg puns grab attention and create rapport by usinghumour).
Vocabulary for Persuasive Writing Opinion adjectives (eg reliable, exciting, unfair, quality, poorly-made) Comparing adjectives (eg best, worst, most sophisticated, morepractical) Viewpoint adverbs (eg apparently, fortunately, ideally, preferably) Connectives to link reasons, actions and opinions eg firstly,secondly, furthermore, finally, in addition, also, moreover, as well, as if,result, as though, consequently, whereas, therefore, so long as,otherwise, afterwards, until, instead, as well as, howeverModality Low modality words are approximations and used to create anatmosphere in which the reader or listener feels free to engage indiscussion on the topic. High modality words are used when the write or speaker wishes touse persuasive language to put forward a convincing argument thatleaves no room for discussion.
New requirements for NAPLAN Writing 2011 In 2011, students will be required to write a persuasive text for the Writing section of the NAPLAN Test. Students will be provided with a prompt. The prompt will be the same for all year groups sitting the test – Years 3, 5, 7 and 9.
1. Run through the Lesson 1 Persuasive Writing PowerPoint slides. 2. Outline to students the direction of the teaching and learning program (initial focus is on persuasive writing, then narrative writing). 3. Explain to students that to help prepare them for the NAPLAN writing task, you will be revising conventions surrounding persuasive .
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Persuasive writing in NAPLAN* Blake Education Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 A new text type – Persuasive Texts – will be assessed in the national NAPLAN* tests in May 2011. Th
First, AES cannot assess some of the key criteria addressed by the NAPLAN writing test, such as audience, ideas, and persuasive devices (i.e. the logic of an argument). Second, AES is more reliable providing a single holistic score rather than the sum of analytic scores, such as the ten trait scores of the NAPLAN.
likely to score high on the NAPLAN reading test (i.e., the curve in the graph shifts to the right). Similarly, Figure 4 shows that boys who are read to more frequently are also more likely to score high on the NAPLAN reading test. Figure 3: NAPLAN reading skill by intensity with which the child is being read to at age 4-5 – Girls at age 8-9 3
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In the English writing system, many of the graphemes (letters and letter groups) have more than one possible pronunciation. Sometimes, specific sequences of letters can alert the reader to the possible pronunciation required; for example, note the letter sequences shown as ‘hollow letters’ in this guide as in ‘watch’, ‘salt’ and ‘city’ - indicating that, in these words with .
