Analysing Student Work Samples

The following report analyses a work sample that is a stage 3 persuasive text titled ‘Too much money is spent on toys and games’. The analysis identifies strengths and weakness in relation to the achievement standards of The Australian Curriculum, relevant outcomes from the English K-10 syllabus (NSW Education Standards Authority [NESA], 2012) and in relation to the Literacy Continuum and general capabilities for Literacy (Australian Curriculum and Reporting Authority [ACARA], 2014).

The work sample (Appendix A) was assessed using a pre-determined rubric (Appendix B). A number of key strengths and weakness were identified and relevant strategies were developed to address these and provide support in constructing a more effective persuasive text.?The work sample is assessed as below satisfactory level as indicated.

The strategies developed will assist the student to focus on the elaboration of the writing by strengthening the student’s vocabulary, incorporating sophisticated sentence structures and the use of such devises as elaboration. This will assist the student to develop ideas to better engage the audience and create a more cohesive, persuasive text.?

The work sample is in word processing form, and the presentation is appropriate for the purpose, content and the intended audience. The student uses some structures and language features of persuasive texts including statement of position, key ideas in each paragraph and a restatement of position as a conclusion. In relation to Word knowledge (ACARA, 2017), the student uses a variety of simple and compound sentences, with pronouns, nouns and adjectives. The student also uses high frequency words, such as for, they and get (ACARA, 2014; Board of Studies NSW [BOS], 2012).

While the student displays basic knowledge of the structure of a persuasive text and has written a cohesive argument that is divided into paragraphs for each point raised, sentence structures are overly simple, lacking elaboration and there is poor use of words and word groups (Hutton, 2011).?

Although, the student uses some positive evaluative language to strengthen argument, for example, ‘more money’, ‘better overall health’, ‘get better at learning’, more extensive use of noun groups to build an evaluative tone could be used. A stage 3 persuasive text should highlight the students understanding of text structure and how they achieve particular effects. Specifically, they should understand how language patterns are used for emphasis, how details can be used to support a chosen point of view, and how evidence can be used to justify that point of view and sway the audience (Jan, 2016).?

The student demonstrates meeting some key aspects of creating a persuasive text such as supporting the reader, by clearly stating their position in an introduction (Hutton, 2011). The student clearly expresses a point of view, but could have used more extended vocabulary including descriptive language to create a better argument and engage the audience. The student shows knowledge of the subject matter in favour of more money being spent on toys, but fails to adequately develop these ideas.?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????

The student demonstrates basic knowledge of grammatical structures such as the use of commas and full stops, however the text lacks the use of question marks, exclamation marks and apostrophes. The following table summarises the student’s strengths and weaknesses in relation to Stage 3 English Outcomes (NESA, 2012) and the sub elements for level 4 of the Literacy Learning Continuum (ACARA, 2017):?

Modelling, guided and independent practice is an overall pedagogical approach (Cope & Kalantzis, 1993) that will assist the student to build on strengths and increase their knowledge of writing an effective persuasive text (Appendix C). A variety fun and challenging activities will be embedded in each of these stages. As not all students in the class need to develop the same skills sets as this student most of the activates will be in small groups or pairs using scaffolding to build skills. Initially to expand students’ knowledge of descriptive and expressive language, they will play an ‘Action Jeopardy’ (DeVries, 2012).

In this game students define meanings of words, find synonyms and antonyms and use these words to complete a cloze activity that includes examples of complex sentences (Appendix D) (Taylor, 1953).?In the modelling phase the small group is provided with a number of informative texts about the topic. Students are provided with a worksheet (Appendix E) to identify the type and function of the text read and a summary of key information (Cope & Kalantzis, 1993). The students then start to create a persuasive text collaboratively through joint negotiation and discussion using information form their previous group activities (Appendix D & E). This is followed by joint construction of the persuasive text where students participate in the writing process, each student contributes to the text which is guided by the teacher, focusing on elaboration and expansion with the use of complex sentences, the use of noun groups, grammatical structure and word knowledge (Cope & Kalantzis, 1993).?

The key strategies used to enhance student understanding of writing a persuasive text, are modelled, guided and independent learning supported by activities to scaffold students understanding of the task and to build to literacy skill in writing persuasive text. Scaffolding student learning provides ‘the assistance necessary to enable learners to accomplish task to develop understandings that they would not quite be able to manage on their own (Hammond, J 2001).?By adopting the Genre approach to literacy, teachers are supporting students during all stages of the learning process, not only does the student expand their understanding of writing a persuasive text, but also their understanding of text knowledge (Cope & Kalantzis, 1993).

~ Shantelle Downey

Reference?

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Work sample portfolio summary. Retrieved from http ://docs.acara. edu.au/ curriculum/ worksamples/ Year_6_English _ Portfolio_Below.pdf??

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). English curriculum. Retrieved from https://www.australiancurriculum.edu.au/english/ curriculum

Board of Studies NSW. (2012). English K–10. Outcomes and content by modes and skills.?(Writing and representing; Grammar, punctuation and vocabulary; Spelling; Handwriting and using digital technologies). Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/es1-to-s1-content/

Cope, B., & Kalantzis, M. (1993) How a genre approach to literacy can transform the way writing is taught: A genre approach to teaching writing: London: Falmer Press, 1993. pp. 1-21?

DeVries, B. (2012). [Game: Action Double Jeopardy] Vocabulary assessment as predictor of literacy skills: New England Reading Association Journal: Portland Vol. 47, Issue. 2, 49,80.

Hammond, J. (2001) Scaffolding and language: Teaching and learning in language and literacy education: Newtown, N.S.W: Primary English Teaching Association, 2001, Chapter 2, pp. 15-30.?

Hutton, P. (2011). Writing persuasive texts: Primary English Teaching Association: e:update, Vol. 016, 2011, pp. 1-12: Marrickville: NSW.??

The Australian Curriculum (2012). The English K-10 syllabus: Content and Outcomes: NSW Education Standards Authority [NESA]. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/

Taylor, W. L. (1953). Cloze procedure: A new tool for measuring readability: Journalism Quarterly. Vol: 30, Issue: 4, 415–433: University of Illinois.

Appendix A

Appendix B

Appendix C

Source: Macken et al. (1989bl.

Appendix D

Appendix E