NZQA Assessment Support Material

Transcription

1 NZQA Assessment Support Material Unit standard Title Write formal texts for practical purposes (EL) Level 4 Credits 5 Version 1 Student guidelines Introduction Refer to the unit standard document for the outcome, evidence requirements and grading criteria. THIS UNIT STANDARD CAN BE AWARDED WITH AN ACHIEVED, MERIT, OR EXCELLENCE GRADE AWARD OF GRADES For award with Achieved, the purpose of the text is communicated. Content, structure and layout are generally appropriate to the practical purpose of the text, topic, and audience. Text is generally coherent and cohesive. A limited range of language features and vocabulary is used. Meaning of the text is generally conveyed but may contain errors and inaccuracies. Range language features may include but not limited to complete simple, compound and complex sentences, verb forms, modals; pronouns; reference; prepositional phrases; complex noun phrases; connectives; punctuation version 1 ASM version 1 Page 1 of 5

2 AWARD OF GRADES For award with Merit, the purpose of the text is communicated clearly. Content, structure and layout of the text are appropriate to the topic and text type. Content is developed and linked. Text is coherent and cohesive with minor lapses. A range of language features and vocabulary is used. Meaning of text is conveyed with minor inaccuracies. For award with Excellence, content is well developed and linked. Text is coherent and cohesive with minimal lapses. A wide range of language features and vocabulary is used. Meaning of text is conveyed with minimal inaccuracies. This unit standard has one outcome: Outcome 1: Write formal texts for practical purposes (EL). Range two texts each of at least 500 words, each written for a different purpose, assessed on separate occasions; texts may include but are not limited to procedural, formal letter, report, information version 1 ASM version 1 Page 2 of 5

3 Conditions of assessment You must write 500 words. You must submit your drafts and your final copy. You may use resource materials e.g. articles, books. Copies of any resource materials you use must be submitted with your work. Read through your writing with the checklist and make any changes you need to. Your writing does not need to be perfect but you should try to have as few errors as possible. The assessor needs to be able to understand what you mean. Task Write a procedural text that relates to your learning context. Some examples are given below: Academic: How to cite references in texts How to apply for a student loan How to apply for a tertiary institution General: How to apply for residency and citizenship in New Zealand. How to get a driver s licence in New Zealand Workplace Evacuation procedures Health and Safety features How a fax machine works version 1 ASM version 1 Page 3 of 5

4 Learner checklist In this assessment task you will need to show you have: or X Written approximately words To Achieve: communicated the purpose of your text - Heading e.g. How to create a reference list - Introduction e.g. A reference list is a list of all the sources that you refer to in the body of your text. To achieve with Merit: communicated the purpose of your text clearly - Introduction e.g. A reference list is a list of all the sources that you refer to in the body of your text. Referencing is how you acknowledge the work of other people. It is an academic requirement to reference all material used in research. Failure to reference any source is considered a form of plagiarism. To Achieve: used content, structure and layout that are appropriate to the topic, audience and the practical purpose of the text most of the time To achieve with Merit: consistently used content, structure and layout that are appropriate to the topic, audience and the practical purpose of the text - Content and structure relate to the text type used and the practical purpose of the text. - Layout is used appropriately to help achieve the purpose of the text. This may include; sub-headings, bullet points, numbering, supporting illustrations, maps, diagrams, photographs. - a formal tone is used throughout e.g. The following is the correct procedure To Achieve: developed content by explaining ideas followed by a colon and the name of the publisher To achieve with Merit: developed and linked content by explaining ideas with supporting details and examples followed by a colon and the name of the publisher e.g. Englewood Cliffs, NJ: Prentice- Hall To achieve with Excellence: developed and linked content well by explaining ideas with supporting details and examples and making connections between them clear followed by a colon and the name of the publisher e.g. Englewood Cliffs, NJ: Prentice- Hall If the book was published elsewhere, put the city, state or province and country followed by a colon and the publisher s name e.g. Ministry of Education. (1993). The New Zealand curriculum framework. Wellington, New Zealand: Learning Media. To Achieve: presented your ideas in a clear and understandable manner and used some cohesive devices correctly To achieve with Merit: presented your ideas in a clear and understandable manner and used cohesive devices between and within paragraphs or sections correctly most of the time version 1 ASM version 1 Page 4 of 5

5 To achieve with Excellence: presented your ideas in a clear and understandable manner and used a range of cohesive devices between and within paragraphs or sections correctly so that the text flows smoothly Cohesive devices may include: - time connectives e.g. next, after, then, first - conjunctions e.g. and, but, or - pronoun reference e.g. If you read an article in the New Zealand Herald online, it must be referenced using - substitution e.g. There are differences between the referencing style used for science and the one used for education. - ellipsis e.g. There are many different styles of referencing. APA (referencing) is most commonly used in education. - conditional connectives e.g. if, unless, although To Achieve: used a limited range of language features appropriate to text type To achieve with Merit: used a range of language features appropriate to text type To achieve with Excellence: used a wide range of language features appropriate to text type Language features appropriate to a procedural text may include: - modal verbs e.g. the list must be started and should be headed - time clauses e.g. Next, put the volume number, - dependent conditional clauses e.g. If the reference is an edited book - imperative verbs e.g. Put the surname first To Achieve: used a limited range of vocabulary relevant to the topic correctly To achieve with Merit: used a range of vocabulary effectively To achieve with Excellence: used a wide range of vocabulary precisely and fluently This may include: - correct meaning of vocabulary e.g. the date of publication - correct grammatical form of vocabulary e.g. the publisher s name - collocation e.g. electronic formatting, correct procedure - lexical groups e.g. documents, certificates, papers - parallel forms e.g. arrange the list.indent the second line - specialised vocabulary e.g. indent, format, ampersand Checked your work to ensure that the meaning of text is clear and that mistakes have been corrected version 1 ASM version 1 Page 5 of 5