The work samples in this section form the Level 6 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 6 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 6 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
The sample unit can be accessed at Level 6 Units - New for old.
Students analyse an existing packaging for a product according to its target audience. As part of a team, they conduct a survey, analyse their findings and develop a proposal to modify or design a new packaging for their product to meet the needs of a new target audience.
They write a business letter using appropriate tone, structure and language for a workplace text.
The elements of the Writing standard addressed by the task are:
(Students) compose a range of other texts, such as … workplace texts.
(Students) select subject matter and begin to use a range of language techniques to try to position readers to accept particular views … ideas and information.
(Students) write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives ...
(Students) write accurately punctuated, grammatically written and complex sentences ...
Template
Letter to company on your final product
(Date)
Dear Sir/Madam,
We, (team name), have recently completed our prototype for (cereal name)’s new packaging and website design.
Since our proposal, we have made a number of changes that we believe greatly improves the products. These changes were (identify the changes made and how they improve the product).
(Discuss what you think about your final products – why they are effective and will appeal to your target audience.)
(Finish your letter with a conclusion that states your team is happy with the finished product and you hope the company will be too.)
Yours sincerely,
(Your Name)
The following sample illustrates the kind of response that students produce when they have achieved the elements of the standard addressed by the task.
Part 1
Proposal to Company
Part 2
Package Design
Kellogg's and Fruity loops logos that were included in the original work sample have been removed due to copyright considerations. A written description replaces each image.
Part 3
Business Letter
Annotations
A. Outlines some of the texts created and utilised: surveys, analyses, sheet of results.
B. Shows understanding of linguistic structures and features appropriate to the task: subheadings, dot point summaries.
C. Shows written persuasive texts, dealing with complex ideas and issues in considered aspects of proposal, for example, connotative meaning of colour.
D. Shows understanding of persuasive language techniques throughout ‘Recommendations’. Outlines use of techniques used in text (packaging) produced for audience (business). Shows understanding of the nature and function (including positioning of intended audience) of techniques such as emphasis, use of heading, connotative language, font.
E. Shows careful selection of subject matter in text including written and pictorial elements. Uses persuasive language techniques (for example, emphasis, connotative language, layout, statistical evidence) to attempt to position target audience.
F. Shows control of text appropriate linguistic structures and features, for example, layout, colour, information summary.
G. Conforms to conventions of a workplace text (business letter).
H. Shows ability to write a persuasive text for a target audience, utilising persuasive language techniques such as emotive appeal to logic. Also outlines persuasive techniques used in other aspects of work (proposed packaging).
I. Writes accurately with correct punctuation and grammar.
Elements of the standard
(Students) compose a range of other texts, such as … workplace texts.
(Students) select subject matter and begin to use a range of language techniques to try to position readers to accept particular views … ideas and information.(Students) write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives …
(Students) write accurately punctuated, grammatically written and complex sentences …
Students were asked to write a persuasive piece for an adult audience using the two viewpoints provided as stimulus. The writing was completed in one 45-minute session.
The elements of the Writing standard addressed by this task are:
(Students) … write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues.
(Students) … select subject matter and begin to use a range of language techniques to try to position readers to accept particular … ideas and information.
(Students) write accurately punctuated, … complex sentences with embedded clauses and phrases.
(Students) … edit their own writing for accuracy, consistency and clarity.
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
Writing – Level 6
Paragraph 1: The student’s use of ‘I couldn’t agree more’ clearly establishes the main contention.
Element of the standard
(Students) … control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues.
Paragraph 2: The student effectively begins a line of enquiry and invites the reader to follow. This is marred by a punctuation omission ‘To start with, lets go back’ rather than ‘let’s go back’.
Paragraph 7: The student uses a generalisation to conclude a line of argument and introduces a new perspective and possible solution.
Element of the standard
(Students) … begin to use a range of language techniques to try to position readers to accept particular … ideas and information.
Paragraphs 2–3: The student mentions other points of view and repudiates them, using ironic comment; ‘in fact it went the other way’; ‘So their general behaviour got worse’.
Element of the standard
(Students) select subject matter and begin to use a range of language techniques to try to position readers to accept particular … ideas and information.
Paragraph 5: The student writes clear sentences appropriate for the audience and purpose and writes complex sentences with embedded phrases.
Element of the standard
(Students) write accurately punctuated, … complex sentences with embedded clauses and phrases.
Paragraph 10: The student re-reads work and makes appropriate vocabulary changes.
Element of the standard
(Students) … edit their own writing for accuracy, consistency and clarity.
Paragraphs 1–10: The student develops a clear, interesting and strongly focused argument that acknowledges other perspectives, using an engaging, if at times awkward and repetitive, style characteristic of oral signposting. For example, ‘To start with, lets go back’.
Element of the standard
(Students) write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues.
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