Excel Test Zone. Get the Results You Want! SAMPLE TEST WRITING

Transcription

1 Excel Test Zone Get the Results You Want! NAPLAN*-style YEAR 6 SAMPLE TEST WRITING It was announced in 2013 that the type of text for the 2014 NAPLAN Writing Test will be either persuasive OR narrative. We have included both types of text in this test to help you with your preparation. FIRST NAME LAST NAME CLASS 0 :40 Time available for students to complete the Writing Test: 40 minutes Use 2B or HB pencil only. * This is not an officially endorsed publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments

2 Today you are going to write a persuasive text, often called an exposition. Curfews for minors under 15 years of age Your local council has just put up these signs all around your town or suburb. What do you think of the idea? Are you in favour of it or are you against such a curfew? Write to convince a reader of your opinion. Before you start writing give some thought to: whether you strongly think this issue needs attention the way you will present your ideas clearly list or order your points the reasons or evidence for your arguments your brief but definite conclusion. In your conclusion list some of your main points. You may add a personal opinion. Don t forget to: plan your writing before you start writing write in correctly formed sentences and take care with paragraphing choose your words carefully and pay attention to your spelling and punctuation write neatly but don t waste time quickly check your persuasive text once you have finished. Your position should be clear to your reader. Remember: the stance taken in a persuasive text is not wrong as long as the writer has evidence to support his or her opinion. How the opinion is supported is as important as the opinion itself. 2

3 Today you are going to write a narrative or story called Beach discovery. The first line of your story will be: We were walking towards the end of the beach when I saw something odd perched on one of the rocks. It could be a story about you or about someone else. In other words, your story could be in the first person (using I) or the third person (about someone else). You story might be amusing or it might be serious. Don t be tempted to fill it with weird or distasteful events. Before you start writing, give some thought to: where your story takes place (the setting) the characters and what they do in the story the events that take place in the story and the problems that have to be resolved how your story begins, what happens in your story, and how your story ends. Don t forget to: plan your story before you start write in correctly formed sentences and take care with paragraphing choose your words carefully and pay attention to your spelling and punctuation write neatly but don t waste time quickly check your story once you have finished. 3

4 4

5 5

6 6

7 Advanced level sample persuasive writing Structure Language and ideas Audience The issue of curfews for minors could be contentious. Background information is provided to give context to the points raised. A brief statement outlines the issue to be discussed. Persuasive devices The points raised are obviously important to the writer in a personal way. The points are identified numerically. Arguments for the proposal are in separate paragraphs. The text is not totally one-sided. Text structure Evidence is introduced to support the argument. The writer writes with conviction. Paragraphing A new paragraph is used for each new point. Each paragraph focuses on one easy-to-follow point. Curfews for minors under 15 years of age Our council has made this new regulation. Children under fifteen years of age can t wander the streets at night without being accompanied by an adult. This seemed a bit harsh at first but then I thought, what a good idea! Firstly, and most importantly, it throws the responsibility back onto parents to know where their children are at night and who they are with. Too many parents have opted out of their family responsibilities. If the kids go out at night an adult must be with them. Secondly, if parents are in control of their offspring then the police can be freed up to deal with more important problems, such as traffic accidents, vandalism and robberies. It makes it difficult for police to chase hoons if they are tied up protecting young people. In our times there are also more opportunities for young people to get into trouble or be led astray. There are unscrupulous people on the lookout for naive victims. Young people are most often not aware of what they could be letting themselves in for. If an adult is with them they can be warned or made aware of the pitfalls. Some young people might think the curfew is like being grounded. It is totally different. Being grounded is a punishment. A curfew is a way of protecting young people from unforeseen dangers. Young people still have plenty of time to do their thing. The curfew doesn t start until 10 at night and is lifted by 6 the next morning. Finally, groups of young people together often dare one another to have a bit of adventurous fun. This may end up as something silly or dangerous. It can start off quite innocently but often it can get out of hand. Adults will see potential dangers. Their presence is important. Vocabulary A good variety of verb types is used to establish strong, informed arguments. Nouns are used to make generalised statements. Adverbs and adjectives are well selected to qualify statements. Sentence structure There is a good variety of sentence beginnings, types and lengths. The writer has a controlled use of the pronoun I. A topic sentence is used to introduce each paragraph s main idea. Conjunctions are used effectively. Exclamations are used sparingly and to effect. A short sentence is used to effect. Ideas Ideas are well balanced to create a sense of rational, logical argument. A strong viewpoint is expressed with careful choice of words. Punctuation Punctuation, including apostrophes and stops, is correctly applied. Cohesion The final paragraph establishes clearly where the writer stands on the issue. The text has a clever, forceful, concluding sentence. The curfew is a smart idea. Parents should be responsible for their children. A curfew may improve children s chances of growing up safely. Everyone wants to see children reach adulthood without accident or criminal record or involvement in drugs. As my parents say it is better to be safe than sorry! Spelling There are no spelling mistakes of common or unusual words (e.g. potential, adulthood, naive). Please note that this sample has not been written under test conditions. However, it gives you a standard to aim for. This writing sample has been analysed based on the marking criteria used by markers to assess the NAPLAN Writing Test. 7 Log in to

8 Advanced level sample narrative writing Structure Language and ideas Audience The main characters (narrator and Tegan) are introduced early in the first paragraph, and the reader becomes aware of their problem (orientation): what have they discovered? Character and setting In the beginning, the reader is quickly told about what, who, when and where. Text structure The middle is a series of events that are related in the order in which they happen. The narrator and Tegan try to work out if what they can see is a threat. The reader has to read on to discover the outcome. Paragraphing Paragraphs are used to show a change of subject and to show when actual words are spoken (direct speech). Dialogue keeps the storyline progressing and sustains the tension. Cohesion The story has an obvious beginning, middle and end. The problem is resolved and the final sentences round off the story in an unexpected but satisfying manner. Beach discovery We were walking towards the end of the beach when I noticed something odd perched on one of the rocks. I stopped and stared. So did Tegan. I pointed at the shape, frowning. She peered at the shape and shrugged. I waited to see if it moved. It kept perfectly still. Could it be alive? Surely not. It was hard to tell because it was dark and partially hidden in the late afternoon shadows. Tegan and I looked at one another, then moved closer and closer across the warm sand. Tegan suddenly stopped. It moved, she whispered hoarsely. It s alive! Maybe it s a massive crab with bone-breaking claws. Or an octopus ready to spring onto anyone that passes by, I hissed nervously. A gull soared in and circled the object, then flew off squawking into the wind, across the swirling surf. There s danger here, I thought, and out of the corner of my eye I noticed Tegan had ventured a little closer like an intruder. A small wave washed over our feet. Suddenly the sun came out from behind a cloud. The object glistened and moved as a breeze wafted along the beach bouncing grains of sand as it went. Could be a lost, baby sea monster, I said as I picked up a driftwood stick. Or an alien! It s got arms or legs or tentacles. I saw them move. It could be venomous! Tegan whispered. Suddenly a big wave boiled over the rocks and rolled down the beach towards us. The object spiralled along in the foamy surge. My hand clenched tightly over my flimsy stick. Tegan screamed and I gasped as the object swirled towards us. There was no escape. Almost at once the waves slipped back into the sea and we were left with a slimy mass by our feet. Our unknown menace was nothing more than some stranded seaweed! Vocabulary Adjectives and adverbs are used to enhance the story. A variety of verbs is used effectively. Hissed is used instead of said to reveal feeling and tension. Sentence structure A variety of sentence beginnings adds interest. A variety of sentence lengths keeps the story moving. The story is written in past tense using first person (I). Correct grammar aids the smooth flow of the story. Ideas Interesting detail is included (description of a gull). An exclamation sentence highlights the tension. The inclusion of sound /feel words improves the setting description. A simile improves a movement description. Repetition and short sentences are used to increase tension. Boiled is used in a metaphoric sense. Punctuation Punctuation is correct throughout, including in direct speech. Spelling There are no spelling errors. Please Please note note that that this this sample sample has has not not been been written written under under test test conditions. conditions. However, During a it test gives you you might a standard not have to aim the for. time This writing sample to produce has such been a analysed polished based piece on of writing. the marking However, criteria this used sample by markers gives you to assess a standard the NAPLAN to aim for. Writing Test. Log in to 8