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2011National Assessment ProgramLiteracy and NumeracyPersuasive Writing Marking GuideSchool release version

2011 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 Authority2011. NAPLAN 2011 Persuasive Writing Marking Guide,ACARA, Sydney.2

ContentsOverviewThe NAPLAN Writing taskWhat is persuasive writing?The marking guide:Rubric with marking criteriaSample scripts with annotationsThe marking criteria and skill focusesThe structure of the rubricCategory descriptors and their scoresUsing the marking guide55556677CriteriaAudienceText structureIdeasPersuasive devicesVocabularyCohesionParagraphingSentence tated sample scriptsPletRi DoLisalsome anmals cou’d dieAnimals getting cewdIt cruel to keep animalsanimals will feel sadany other animalThey won’t face dangerThey try to break outI agree and don’t agreeMy idea of a perfect zooAll animals started offCages and ZoosUnder Certain CircumstancesThe lion’s glorious hairIf humans can have a voice why can’t animalszoos can have useful purposes20222426303234384042465054586266Sample script summary table703

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OverviewThe NAPLAN writing taskThe writing task for the 2011 Writing assessment will be a persuasive writing task. It will be the same task forall students in Years 3, 5, 7 and 9.Before commencing the writing task, the students are given a full-colour stimulus sheet. The topic and thetask instructions are read aloud to the students by the teacher.A sample prompt is on the ACARA website at http://www.naplan.edu.au/writing 2011 - domains.htmlWhat is persuasive writing?The 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 his or her own personal knowledge and experience or may draw on detailed knowledge of a particularsubject or 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, the writers may choose themesand subjects, and the details to develop their ideas. The task will not specify a preference for particularcontent on the given topic.The marking guideThe marking guide consists of two components.1. The marking rubricThe rubric contains ten marking criteria which describe the features of writing that are assessed. Underlyingeach criterion is a continuum of development described by the category descriptors. The category descriptorsare coded numerically and these codes are used to score students’ writing.2. Sample scripts and annotationsThe sample scripts exemplify the standard for the particular category scores assigned. The annotations foreach sample script provide specific detail about how the marking criteria have been applied.Together, the criteria and the sample scripts and their commentaries are the means by which consistentmarker judgements are made. Both are equally important to the marking process.Eight of the ten persuasive writing marking criteria are based on equivalent narrative writing markingcriteria. Two Persuasive marking criteria are specific to the Persuasive form. These are Text structure andPersuasive devices.5

The marking criteria and skill focusesThe writing task for the 2011 Writing assessment will be a persuasive writing task. It will be the same task forall students in Years 3, 5, 7 and 9.Criteria1Skill focusAudienceThe 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 structure of the rubric The rubric consists of ten marking criteria. Each criterion is listed on a separate page. The skill focus atthe top of each page defines the underlying skill that is assessed. The category descriptor is a broad statement describing the particular skill level. This is an overallstatement that should be used to make the judgment. Category scores are shown to the left of the category descriptor. The range of category scores for eachcriterion is:Audience0-6TextIdeas Persuasive Vocabulary Cohesion Paragraphing Sentence 40-30-60-5Spelling0-6 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 a particular score are listed. The number in brackets isthe page reference. Sample scripts and annotations exemplifying the category scores follow the markingrubric.6

Category descriptors and their scoresThe progression represented by the various category descriptors is cumulative and hierarchical. That is,scripts cannot be awarded a Category 3 score for a criterion without also demonstrating achievement of thedescriptors for a Category 2 score. Also note that there is a range of scripts within the boundaries of eachcategory descriptor in all criteria. Thus, a script that falls close to category boundaries may be considered‘low’ or ‘high’ depending on which boundary it is closest to.Using the marking guideTo maximise reliability and validity of NAPLAN marking, markers in all Australian marking centresundertake extensive and rigorous training in the use of the marking guide. Ideally, teachers wishing to use themarking guide with the same reliability and validity should undertake training in its use.It is strongly recommended that teachers intending to use the guide to mark their students’ work withoutformal training thoroughly familiarise themselves with the rubric, the sample scripts and the commentaries.The wording in the marking guide is not open to individual interpretation. It should also be noted that each ofthe ten criteria is judged separately and independently of other criteria.Teachers who wish to learn the use the marking guide are recommended to follow these steps:1. Learn how to apply the criteria to your students’ writing Read through the rubric and the sample scriptsHave a go at applying a criterion score to the sample scriptsCheck your scoring against the annotations and adjust if necessary.2. Mark a student’s writing Use the sample scripts as a guide to mark a student’s writing. For each criterion, assign a categoryscore by judging:-- What category best describes the writing?-- Which sample script is the student’s writing closest to?7

CriteriaAudienceSkill focus: The writer’s capacity to orient, engage and persuade the reader.Category descriptor0 text contains simple writtencontentSample scriptsPletRi DoLiSal (20) symbols or drawings whichhave the intention of conveyingmeaning response to audience needs islimited1Additional information text is very shortSome anmals cou’d die (22)ORanimals getting cewd (24) a longer text (more than 1sentence) 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 understanding(more than assertions/opinions4AND begins to engage and persuadereader through language choices5 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 (26) reader may need to fill gaps ininformationanimals will feel sad (30) contains sufficient information forthe reader to follow the text fairlyeasilyThey wont face danger (34) writer’s choices mayMy idea of a perfect zoo (42)any other animal (32)they try to break out (38)I agree and don’t agree (40)-- create an appropriaterelationship with reader (e.g.polite, formal, social distance,personal connection)All animals started off (46)-- reveal values and attitudesUnder Certain Circumstances (54)-- persuade through control oftenorThe lion’s glorious hair (58)-- appeal to reason, emotions and/or cultural values-- subvert expectations (challengereaders’ values)-- acknowledge wider audienceCages and Zoos (50)If humans can have a voice whycan’t animals. (62)zoos can have useful purposes (66)