Read Sample Persuasive Writing tasks text version

2011 NAPLAN -- Literacy

Sample Persuasive Writing tasks

Sample Persuasive Writing tasks: "Mobile phones in schools" and "Animals in cages"

The QSA recommends that teachers administer a sample persuasive writing test during the fortnight before the NAPLAN test week to familiarise students with the format of the test and the test conditions. The QSA sample writing tasks supplement a similar task available from the ACARA NAPLAN website <www.naplan.edu.au> select Domains> Writing 2011. This website also has the marking guide used to mark the NAPLAN Writing test. specific elements of writing. For example, they can choose to focus on some rather than all of the following elements: · how to interrogate a stimulus and to work to and beyond it · how to plan · use of persuasive appeals to the audience, e.g. appeals to emotion and/or to intellect or use of a confident writer stance · text structure · sentence structure · vocabulary choice · active editing and proofreading strategies. If used in this way, the task can provide feedback about the strengths and limitations of individual students or the class in general. Teachers using these tasks as either formative or summative assessment should use the timing and the processes that are part of their usual assessment protocols. Adapted versions of previous Queensland persuasive writing tests with more resources for formative and summative assessment are available on the QSA website <www.qsa.qld.edu.au/10524.html>.These materials offer a marking rubric that is more "fine-grained" and diagnostic than the NAPLAN marking guide.

The task

This writing task is an on-demand task; students need to respond independently and in one session. (Refer to Teachers notes: Writing on demand at <www.qsa.qld.edu.au/ 1443.html>. Students are asked to write in prose (an essay) to persuade a reader of their ideas on a given topic about which it is possible for reasonable people to hold opposing views. Part of the skill in responding is to analyse the task instructions and to interpret the topic on the stimulus page. The topics chosen (phones in school and animal caging) are ones about which students are likely to hold strong views. However, even if they do not, part of the task demand is to think quickly and to take a stance. Students need to demonstrate their awareness of the social situation evoked by the issue shown on the stimulus page. They have to think about their own social position and how they relate to the readers they choose to address. Students also need to know how to communicate this social understanding through their choices of language. Obviously, a student's ability to respond to the task varies with their stage of development as a writer. Nevertheless, the NAPLAN test conditions are identical across all of the tested year levels. Students, especially less skilled ones, will need to be taught the skills of on-demand writing before they can attempt the task under test conditions. For this task, in particular, they also need to be taught how to recognise and write a persuasive essay rather than a narrative.

For NAPLAN test familiarisation

To familiarise students with the format and conditions of the test, administer one of the sample writing tests using the following script during the fortnight before the NAPLAN test week

Time allocation and classroom preparation

The Writing test lasts for 40 minutes, made up of: · Planning: 5 minutes · Writing: 30 minutes · Editing: 5 minutes Write these times on the board. Make sure students cannot copy from neighbours or from printed material displayed in the room.

Materials needed for each student:

· the colour Sample Writing Test stimulus page · three lined pages stapled together plus one planning

page

For teaching

Although they are designed to assist test preparation, QSA sample tests allow for flexible uses. That is, they can be used as a formative (teaching) assessment tool or a summative (post-teaching) assessment tool as part of a unit of regular classroom work and marked using a teacherdeveloped rubric. The task allows the teacher to focus on

· a 2B or HB pencil (not hard pencils such as the

mechanical, propelling Pacer­type pencils)

· an eraser.

Administration script

READ

You will now do a Writing test. On your desk you should each have three lined pages to write on, a stimulus page -- [show the page] -- a piece of blank paper for planning, a pencil, a sharpener and an eraser. Do not begin to write until I tell you.

Allow students time to check they have the required materials. READ

Do not do any writing until I tell you to. Listen carefully now. In this test you are going to write about the topic you have been given on this page [show the stimulus page]. You will be using the information on this page to help you write a persuasive essay. You will be trying to make the reader understand and agree with your ideas on this topic. Look at the pictures and the words to help you with your ideas. You can use the ideas that you might get by looking at the pictures on this page or you can use your own ideas about this topic. Follow carefully while I read what is on the page.

Hold up a copy of the writing stimulus page for the students to see. Point to the information that you are going to read. Read everything on the writing stimulus page, from top to bottom, to the students. DO NOT: · brainstorm with students · allow students to discuss the topic · give students ideas or pre-developed plans · discuss the pictures on the stimulus page · write anything on the board other than the start and finish times for the writing and editing part of the test · plan for the students. READ

Before you begin to write your persuasive essay, you have time to plan. People like to plan in different ways. For example, you could plan by writing down some ideas, making a timeline, making an outline, or by drawing pictures. You can also plan by quietly thinking about the topic, what you think about it and how you want to write. Remember, you can use the dot points on the stimulus page to help you plan. Choose the kind of planning that best helps you to write clearly. You can use your blank sheet of paper for planning. This will not be marked. It is to help you decide what you will write. Think about how much you will be able to write in half an hour.

Show the planning sheet.

You have five minutes planning time. Write only on your planning sheet. I will tell you when the planning time is finished. (Pause.) You may begin planning now.

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| 2011 NAPLAN -- Literacy

Actively supervise students to make sure they are planning their work independently. If a student is having difficulties, encourage them to look at the stimulus page. During the planning stage ensure all students are writing. The aim is to have students draft ideas that will assist them to write. After 5 minutes, READ

That's all the time that you have for planning. Put your planning sheet where you can see it while you write. Now put in front of you the pages that you are going to write on. Print your name at the top of the first page. [Wait for all students to do this. Check they are writing on the correct page.] There are three pages to write on. You do not have to fill all the pages, but you should try to write as much as you can to tell a reader what you want them to think and to know and to feel. You now have 30 minutes to write your persuasive essay. After that you will have five minutes to edit your work. I will tell you when you are halfway through your writing time and remind you when you have five minutes left. You may start writing now.

Actively supervise the students to make sure that they have begun writing. Quietly encourage those students who are not working. Refer them to the stimulus page for ideas but do not help them to write. After 15 minutes, READ

You have fifteen minutes left to finish writing.

After 25 minutes, READ

You have five minutes left to finish your writing. If you have already finished, use this time to start checking your work.

After 30 minutes, READ

Your writing time is now finished. You have five minutes to edit and check your work. Check your writing by reading it carefully. You can edit by adding or changing words or sentences if you have noticed that you have left something out or make your ideas clearer. You don't have time to make big changes. You can only make the small changes that will make your writing clearer. Check your spelling and punctuation and correct any mistakes. Make sure you have paragraphs where you need them. If you have been editing and proofreading while writing, you may choose to complete your writing. When you have finished, sit quietly or do some quiet work.

Actively supervise students to make sure they are editing and completing their writing. Some students edit as they write and may need this time to complete their writing; however no additional time can be provided for editing. After the 5 minutes editing time, READ

Please put your pencils down. Thank you. That is the end of the writing. Well done!

Queensland Studies Authority

2011

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Sample Persuasive Writing tasks

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