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Writing Level 5

English Assessment Map

 Introduction

The work samples in this section form the Level 5 part of the assessment map for English – Writing. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.

The English Level 5 standards describe what students should know and be able do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 5 standard.

Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.

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 Sample at Level 5 – Childcare (Email exchange)

Context

Students participated in an email exchange of views on the topic ‘Should young children be left in child care for long periods every day?’ Following scaffolded discussion (see Discussion Guide) in small groups students were randomly allocated ‘sides’ and email correspondents. The discussion and email exchanges were completed in a one-hour session. Spelling and grammar checkers were permitted.

The elements of the  writing standard addressed by the task are:

(Students) … produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting.

(Students) write arguments that state and justify a personal viewpoint …

(Students) control tenses, and subject–verb and noun–pronoun agreement. They accurately … use different parts of speech.

Stimulus

Discussion Guide

SHOULD YOUNG CHILDREN BE LEFT IN CHILD CARE FOR LONG PERIODS EVERY DAY?

Ms Williams (director of a child care centre)

‘Some children arrive here at 6:30 in the morning and are not picked up by their parents until 7pm. It’s a very long day for them, and I can’t help but believe that they suffer as a result of being deprived of their parents for such long periods.’

Guido (father of eighteen month old Anna)

‘We have a mortgage to pay, and we want to be in a financial position to be able to give our children a private education. If we don’t work then we can’t give our children the kind of life they deserve.’

Dana (mother)

‘It’s not only the children who miss out when they’re away from their parents for long periods of time. It’s the parents themselves. They miss out on the joy of experiencing firsthand many of the significant milestones in their children’s development – such as the first time they crawl or walk, and their first words.’

Mr Zhuang (primary school teacher)

‘I think that children who have attended day care before they start school are better able to adjust to the demands presented by this huge change in their lives. They are better socialised because they have been used to interacting with others outside their families, and they are certainly more independent.’

Sample

The following samples illustrate the kinds of responses that students typically produce when they have achieved the elements of the standard addressed by this task.

Student email 1

Childcare Email Exchange - Student email 1

Student email 2

Childcare Email Exchange - Student email 2

Student email 3

Childcare Email Exchange - Student email 3

Student email 4

Childcare Email Exchange - Student email 4

View text version

Annotation

Writing – Level 5

The students use an innovative but appropriate layout of assertion and supporting evidence for argument.

Element of the standard

(Students) … produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting.

Writing – Level 5

Both students state and attempt to support their views on childcare.

Element of the standard

They write arguments that state and justify a personal viewpoint …

Writing – Level 5

While students use some colloquialisms, their views are grammatically expressed.

Element of the standard

They control tenses, and subject–verb and noun–pronoun agreement. They accurately … use different parts of speech.


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