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Writing Standards
The focus of this section is on the second and fourth criteria of the writing standards.
Teachers are reminded of the purpose, or intent, of the writing achievement standards:
90052 (level 1 )
This achievement standard requires drafting, re-working and presenting writing that expresses imaginative and creative ideas, is organised using an appropriate format and structure, and uses acceptable spelling, punctuation and grammar.
90375 and 90376 (level 2)
These achievement standards require drafting, reworking, and presenting writing that develops and sustains/supports idea(s); is crafted to create effects; structured appropriately for the audience, purpose, and text type; and uses writing conventions accurately.
90720 (level 3)
This achievement standard requires developing, sustaining and/or supporting idea(s); crafting controlled writing that creates effects appropriate to audience, purpose and text type; structuring material in a way that is appropriate to audience, purpose and text type; and using writing conventions accurately, in an extended piece of writing.
THE SECOND CRITERION is sometimes over generously assessed, particularly at levels two and three. Teachers are reminded that all writing standards assess students' ability to 'craft' their writing. This aspect of students' writing is assessed in the second criterion of each standard.
Clarification of 'Crafting':
These examples are taken from student work submitted for 90375(Produce crafted and developed creative writing)
| Criteria | Student Exemplars | Comments | Explanatory Notes |
|---|---|---|---|
| Not Achieved | Tonight the skies were clear, the stars were out and the moon was full as I looked up and peered through the trees. "SNAP", "What was that". I froze my body was numb I got the feeling you get when you know you want to run but can't. I just stood there like a concrete statue. As I slowly peered behind I noticed two beady red eyes and that was it for me no way was I staying there a second longer to find out who or what they belonged to. | There is little evidence of 'crafting' (see EN 5). This appears to be first draft writing - the work is still at the 'recount of an incident' stage. The piece needs to be reworked: loosely co-ordinated sentences (particularly sentences beginning "I froze..." and "As I slowly...") There needs to be evidence of language 'selection': clich?d expressions ("like a concrete statue"), and repetitive structures ("I looked, I froze, I got...") lack impact. |
The work does not meet the requirements for EN5 (see below) |
Achieved Craft writing to create effects that are appropriate to audience, purpose, and text type |
The wave of the day is heading towards me, getting larger. I start paddling towards the beach. Feeling the enormous wave pick me up, I spring to my feet. I look behind me at the glass wall and lose balance, falling into it. The body of water picks me up and throws me on the bottom. Tossing and turning, I go into my own little world under the ocean. Struggling to get up I try to kick to the surface but the clasp of the wave has me held tightly. | There is evidence of the original incident /memory having been 'reworked and reshaped'. There is sufficient sentence variation (length, style and complexity of structures) to show 'crafting', but insufficient to show 'control' (EN 6), required for Merit. Simple vocabulary, almost clichēd expressions (e.g. tossing and turning); repetition of the simple structure (I start, I spring, I look, I go....) detracts from 'controlled' writing required for Merit. |
EN 5: Craft involves a systematic process of reworking and reshaping the writing, and selecting language deliberately to achieve a coherent, planned whole. |
Merit Craft controlled writing to create effects that are appropriate to audience, purpose, and text type. |
"Hello Missy." I know who Dad is speaking to immediately. Maybe because you sometimes get that special feeling when you know who is calling, or maybe just because Dad calls no-one but his sister Missy. We all call her Missy, or Miss. In my sixteen years of knowing my Auntie Mary, I'm still not entirely sure how she received the name. Maybe because she gives the impression of being almost 'stuck up' at times. Her kind of cold personality could make her seem, to a stranger, very off-putting. She is the woman who will not smile in photographs and getting that one snapshot where she is grinning, is unusual. Like a tiny break in the clouds, the hole may be small but the sunlight pours through, illuminating the room with an indescribable brightness. Very rarely have I seen this break in the weather, but like the eye of the storm it comes when you most need it. These are the unforgettable memories. |
There is sufficient evidence of 'controlled' writing (EN 6). Vocabulary is 'purposeful' and shows a 'sense of direction', e.g. the development of 'Missy' and the 'cold personality'. Sentence structure is varied and imagery is developed and sustained (weather metaphor). Repetition is effective (use of 'maybe'). The work does not contain sufficient control, nor is the imagery sufficiently secure to 'command attention' (required for Excellence). Although there is a strong 'personal style', it is insufficiently 'distinctive' to meet Excellence ( for example: the final sentence is not clearly linked to 'memories'; the appropriateness of the weather imagery at the end is a little forced and its link to the subject is not clearly explained). |
EN 6: Controlled means secure and purposeful use of language, with a sense of direction. |
Excellence Craft controlled writing to create effects that are appropriate to audience, purpose, and text type, and that commands attention |
As I looked over my shoulder and saw the figures of my family disappearing into the near distance, I felt a sense of coldness and loneliness. The thick rope that had bound us together had now been let loose, and I was the one being set adrift. I just stood there. As their silhouettes diminished in the darkness, I experienced the feeling of being disconnected - the independence that I had just obtained was over powering. For a moment, I pondered whether I had made the right decision...
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This piece crafts and effectively sustains the imagery of the family connection and the contrast of the present with the narrator's immediate past.
There is sufficient sentence variation which is effectively integrated with vocabulary selection and sustained imagery (boat metaphor) to 'command attention'.
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EN 8: Commands attention could be achieved through the use of a distinctive personal voice, the inventive use of language, use of a wide range of diction, innovative syntax, or original, innovative or striking style and approach
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Note:
Comparability of unit and achievement standards: Teachers should note that unit and achievement standards assess similar outcomes, although there are some differences in terminology. The term "conventions" is used in performance criteria 1.3 (or 1.4) to mean style and structure (see range statements).
Assessment of all unit standards: teachers should refer to the relevant level 'achievement' exemplars for the assessment tasks available for achievement standards ( www.tki.org.nz ). These exemplars provide an accurate indication of the standard required at credit for unit standards.
THE FOURTH CRITERION: All writing standards assess students' ability to use appropriate writing conventions accurately. This aspect is assessed in the fourth criterion (achievement standards) and by PC1.4/1.5 (unit standards).
Clarification of 'Writing Conventions':
These examples are taken from student work submitted for 90052: Produce creative writing.
| Criteria | Student Exemplars | Comments | Explanatory Notes | National Moderators' Report |
|---|---|---|---|---|
Not Achieved |
Some scared looking sheep stoped eating to stare at me some leap't away in fright, they looked hot and bothered as their long curly wool has not been shaved of yet. That's it we are away home. Wow that last three months have flowen by, it is now time to start building our house. |
The work contains 'intrusive errors.' Basic spelling errors, syntax errors ('run on' sentences in particular), punctuation omissions (particularly commas). |
EN10 : Writing conventions include spelling, punctuation, grammar, syntax and paragraphing. Note: a deliberate misuse of writing conventions for effect/impact shows an awareness of the conventions of writing. |
"The assessment of spelling, grammar and punctuation still seems to present issues for some assessors. ..... teachers should be looking for patterns of errors in grammar and syntax, such as sentence fragments, participle use, order, tense and number mismatches. Assessment or writing conventions should not be based on a counting of errors. Several combinations of reasons may result in a piece not meeting the standard required." |
Not Achieved |
The sun was climbing the sky as it sheads its light on the pinhead size island. A beam of light strikes my eyelids and immediately waking me up. As if it wants me to look at its magnificent streams of light bursting on me. The waves were crashing on the beach like big white horses running on the beach bringing with them starfish that looks like the little flashes in the sky at night. |
The work contains 'intrusive errors' (see Explanatory notes.) The change in tense is particularly intrusive: from past (was climbing) to present (sheds, strikes, wants) to past (were crashing) to present (bringing, looks like). There are also intrusive syntax (e.g. incomplete sentence) and grammar errors. |
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Achieved Use writing conventions without intrusive errors |
It was just after dusk, and the early morning light gave the garden an eerie look. The greens were vibrant, reds luminous, even the frangipani shone with an unexpected brilliance. It was a beautiful Sunday morning in the Cook Islands. My friend Apii and I had just woken due to the clanging of pots. Followed by the calling of my mum. Breakfast consisted of hot donuts, butter, jam and sweet tea. After our delectable breakfast we all prepared for church. Looking spick and span we cram ourselves into our compact car and off we went. |
The work meets the achieved criterion.
There are some errors (e.g. a tense change, an incomplete sentence) but they are not 'intrusive' nor do they form a 'pattern'. |
EN11: Without intrusive errors means writing is expected to be free of significant error patterns in the use of writing conventions, e.g. mixed tense sequences, run on sentences, miscapitalisations. |
"For achievement (90052): "Use writing conventions without intrusive errors;" and for credit ( 8812, 8813 ): "final product is crafted to a publication standard", some errors in the use of conventions are acceptable. However, repeated or significant error patterns in syntax (e.g. sentence fragments - where structures are not used intentionally; and 'run on' syntax); or other significant error patterns (e.g. mixed tense sequences, miscapitalisation, spelling errors) will result in writing that does not meet the standard for this criterion." |
Merit and Excellence Use writing conventions accurately |
No longer alive the forest stands still. Here and there I come across the occasional echo of a lost dream but the lonely plants and what life was between are gone. White shrivelled flowers lie in a sombre bunch. Reaching out to softly touch them they curl away in protest. Where are the fairies now - where is the magic? A sign warns me not to step of the track. This isn't because waiting for me there are magical creatures, no; poison has been put in place...to kill moths. A couple of empty beer cans are scattered at the end of the walk-way by a tree. A honey-coloured tree. Gazing hopefully I try my hardest to conjure up even the faintest sound of an elf. Nothing |
The work meets the merit/excellence criterion. There are some minor errors, but work still meets the requirement to 'use writing conventions accurately'. |
EN12: Accurately means only minor editing is required. |
"Some random errors are acceptable for Merit and Excellence for (90052)" Teachers should refer to the annotated exemplars in writing tasks available at www.tki.org.nz for further details." |
NOTE:
Level 1 unit standards: The standard of technical accuracy required in 8812 and 8813 (PC 1.4): "Final product is crafted to publication standard" is identical to achievement level for the conventions criterion: "use writing conventions without intrusive errors" (achievement standard)
Level 2 and 3 unit and achievement standards: The performance criterion "Final product is crafted to publication standard" should be viewed as synonymous with: "Use writing conventions accurately"(achievement standards), despite different terminology being used in unit standards. The fourth criterion does not change across Achieved, Merit and Excellence in AS90375, 90376 and 90720. When the work does not meet the fourth criterion, it does not meet it at any grade level.
Assessment of all unit standards: Teachers should refer to the relevant level 'achievement' exemplars for the assessment tasks available for achievement standards ( www.tki.org.nz .). These exemplars provide an accurate indication of the standard required at credit for unit standards.
Last updated: 31 March 2009