Assessment of Recount Writing
5 6 7
Purpose:
❏ The writing retells past events in the order in which they occurred.
❏ The writing describes what and when the event occurred.
Structure:
❏ The introductory paragraph provides an orientation telling the reader who, when and where.
❏ Sequences are described in order.
❏ The writing expresses an evaluation about the event. (Optional)
Grammar:
❏ Proper nouns identify those involved in the text.
❏ Adjectives or describing words explain details.
❏ A variety of action verbs are used.
❏ The past tense is used for verbs.
❏ A variety of time connectives put the events in order (first, next, then, finally).
❏ Pronoun links between people and places are clear.
❏ Use of compound sentences to compare ideas (eg I enjoyed the day but others did not)
❏ Literary language is used (simile, metaphor, personification)
❏ Technical language is used
❏ Evaluative language is used
Writing Features:
❏ Writing is planned.
❏ Simple, compound and complex sentences are used.
❏ Paragraphs organise the happenings.
❏ The tense of verbs is consistent.
❏ The subjects and verbs agree.
❏ Plurals and articles are used correctly.
❏ Capital letters, full stops and other punctuation markers are used correctly.
❏ Spelling is carefully checked and corrected
Text Forms
· Newspaper article· Television interview
· Diary
· Speech
· Eyewitness account
· Log
· Journal
· Historical recount
· Conversation
· Letter
· Timeline
Student Self-Assessment Sheet for Recount Writing
Purpose:
❏ My writing tells the reader about an event.
Structure:
❏ I have written an orientation that gives information about who, when and where.
❏ I have described the events in order.
❏ I have written a personal evaluation about the events throughout the recount.
❏ I have reoriented or rounded off the sequence of events.
Grammar:
❏ I have used adjectives or describing words to build noun groups to explain details.
❏ I have used time connectives to put the steps in order.
❏ I have used the past tense.
❏ I have used pronouns to refer to people and places.
❏ I have used evaluative language.
Writing Features:
❏ I have planned my writing.
❏ I have used paragraphs correctly.
❏ I have used correct sentences.
❏ The subjects and verbs agree.
❏ I have used plurals and articles correctly.
❏ I have used capital letters, full stops and other punctuation markers correctly.
❏ I have checked my spelling and corrected any mistakes.
❏ I have re-read my work to edit it carefully.
I think that I need more help in:
Assessment of Procedure Writing
Purpose:
❏ Writing commands the reader on how to complete a process.
Structure:
❏ The goal is stated.
❏ Materials needed are stated in an appropriate manner.
❏ Steps to achieve the goal are stated.
Grammar:
❏ Action verbs in the present tense are used.
❏ Adverbs are used to indicate manner. (eg firmly, furiously, gradually)
❏ Different forms of modality are used to make meaning stronger or weaker. (eg. could, should, may, must, might)
❏ Temporal connectives are used to ensure processes are in correct time order. (eg first melt the butter then add the flour)
❏ Conditional connectives are used. (eg If stuck in a traffic jam and not moving, turn the engine off)
❏ Personal pronouns are used appropriately.
❏ Adjectives or describing words are used.
❏ Conjunctions or joining words are used.
Writing Features:
❏ Writing is planned.
❏ Both simple and compound sentences are used.
❏ The tense of verbs is consistent.
❏ The subjects and verbs agree.
❏ Plurals and articles are used correctly.
❏ Capital letters, full stops other punctuation makers are used correctly.
❏ Spelling is carefully checked and corrected.
Text Forms
· Recipes· Instruction manuals
· Directions
· Itineraries
· Experiment
Student Self-Assessment of Procedure Writing
Purpose:
❏ My writing commands the reader on how to complete a process.
Structure:
❏ The goal is stated.
❏ I have stated the materials needed in an appropriate manner.
❏ I have stated the steps to achieve the goal
Grammar:
❏ I have used action verbs in the present tense
❏ I have used adverbs indicate manner. (eg firmly, furiously, gradually)
❏ I have used different forms of modality make meaning stronger or weaker. (eg. could, should, may, must, might)
❏ I have used temporal connectives to ensure processes are in correct time order. (eg first melt the butter then add the flour)
❏ I have used conditional connectives. (eg If stuck in a traffic jam and not moving, turn the engine off)
❏ I have used personal pronouns appropriately.
❏ I have used adjectives or describing words.
❏ I have used conjunctions or joining words.
Writing Features:
❏ I have planned my writing.
❏ I have used simple and compound sentences.
❏ I have used paragraphs correctly
❏ The subjects and verbs agree.
❏ The tense of verbs is consistent.
❏ I have used plurals and articles correctly.
❏ Capital letters, full stops other punctuation makers are used correctly.
❏ I have checked my spelling carefully and corrected any mistakes.
❏ I have re-read my work to edit it carefully
Comments:
Assessment of Narrative Writing
Purpose:
❏ The writing entertains or instructs the reader.
❏ The writing provides a point of view through the eyes of the character telling the story or giving information
Structure:
❏ The writing has an orientation that gives information about who, when, where.
❏ A problem or complication is introduced that sets off a chain of events that influences the story
❏ A series of events is developed where the characters react to the complication.
❏ The sequence of events includes characters feelings, reactions and what they do
❏ The writing has a resolution which is solved by the characters.
❏ A theme is explored that provides a main idea or social message
❏ A coda providing a moral or social comment (Implicit or Explicit)
Grammar:
❏ Complex noun groups describe people and places.
❏ Quoted or reported speech is used correctly.
❏ Action verbs are used in the correct tense.
❏ Relating verbs sustain correct tense (eg were, was, is, are)
❏ A wide range of adjectives provide description and detail.
❏ A variety of time connectives or conjunctions link the events.
❏ Literary language is used (eg. similes, metaphors, personifications)
❏ Emotive language is used to engage the reader.
Writing Features:
❏ Writing is planned.
❏ Compound and complex sentences are used.
❏ Paragraphs organise the description.
❏ The tense of verbs is consistent.
❏ The subjects and verbs agree.
❏ Plurals and articles are used correctly.
❏ Capital letters, full stops and other punctuation markers are used correctly.
❏ The possessive apostrophe is used correctly
❏ Paragraphs are used appropriately
❏ Spelling is carefully checked and corrected.
Text Forms
· Novels· Short stories
· Historical fiction
· Science fiction
· Fairytales
· Fables
· Myths and legends
· Stage plays
· Scripts
· Poetry
· Ballads
· Cartoons
· Role plays
Student Self-Assessment of Narrative Writing
Planning:
❏ I have written a plan for the plot outline.
Purpose:
❏ I have written to entertain or instruct the reader.
❏ I have written a point of view through the eyes of the character telling the story or giving information
Structure:
❏ I have written an orientation that gives information about who, when and where.
❏ I have introduced a problem or complication that sets off a chain of events that influences the story
❏ I have a series of events where the characters react to the complication
❏ I have written a sequence of events including characters feelings, reactions and what they do
❏ I have written a resolution which is solved by the characters..
❏ I have written a theme that provides a main idea or social message
❏ I have included a coda providing a moral or social comment (Implicit or Explicit)
Grammar:
❏ I have used complex noun groups describe people and places.
❏ I have used quoted or reported speech correctly.
❏ I have used action verbs in the correct tense.
❏ I have used relating verbs to sustain correct tense (eg were, was, is, are)
❏ I have used a wide range of adjectives to provide description and detail.
❏ I have used a variety of time connectives or conjunctions to link the events.
❏ I have used literary language (eg. similes, metaphors, personifications)
❏I have used quoted or reported speech correctly.
Writing Features:
❏ I have used simple, compound and complex sentences.
❏ I have used paragraphs correctly.
❏ The tense of verbs is consistent.
❏ The subjects and verbs agree.
❏ I have used plurals and articles correctly.
❏ The possessive apostrophe is used correctly
❏ I have used capital letters, full stops and other punctuation markers correctly.
❏ I have checked my spelling carefully and corrected any mistakes.
❏ I have re-read my work to edit it carefully.
I think that I need more help in:
Assessment of Information Report Writing
Purpose:
❏ Writing classifies and/or describes a class of things.
❏ Utilises facts about behaviours, parts or qualities.
Structure:
❏ An opening statement introduces the subject
❏ The writing is organised into paragraphs where each new paragraph describes one new feature of the subject (eg appearance, function, behaviour, habitat)
❏ Paragraphs are constructed using a topic sentence with a noun group starting the sentence
❏ Details are given to describe the subject.
❏ A conclusion (if necessary) summarises the information presented.
Grammar:
❏ Nouns, especially in the introduction, are plural (whales, mammals, elephants) or general. (a whale, a mammal, the elephant)
❏ Modifiers are used that tell how much or how many (eg all, most, many, some, few, only, mainly, often, sometimes).
❏ Technical adjectives or describing words are used.
❏ Third person pronouns are used (eg him, her, it, them, and them) rather than first person pronouns (eg. I, we, me, us)
❏ Conjunctions or joining words are used.
❏ Verbs usually in simple present tense (eg Whales are mammals.)
❏ Technical language is used.
❏ Simple, compound and complex sentences are used.
❏ Passive voice is used.
Writing Features:
❏ Writing has an introduction, and paragraphs of information.
❏ Paragraphs, headings, sub-headings, labels and captions organise the information and assist the reader to locate information
❏ Facts are supported with appropriate use of illustrations, charts, maps, photos etc
❏ The tense of verbs is consistent.
❏ The subjects and verbs agree.
❏ Plurals and articles are used correctly.
❏ Sources of information are clearly acknowledged (eg footnotes or bibliography)
❏ Capital letters, full stops and other punctuation markers are used correctly.
❏ Spelling is carefully checked and corrected.
Text Forms
· Report· Scientific report
· Reference book
· Textbook
· Guidebook
· Documentary
· Experimental report
· Fact sheets
· Research assignments
· Lectures
· Group presentations
Student Self-Assessment Sheet for Information Report
Purpose:
❏ My writing classifies and/or describes a class of things.
❏ My writing utilises facts about behaviours, parts or qualities.
Structure:
❏ I have identified the subject of the report, defining and classifying it using an opening statement
❏ I have organised my writing into paragraphs where each new paragraph describes one new feature of the subject (eg appearance, function, behaviour, and habitat)
❏ My paragraphs are constructed using a topic sentence with a noun group starting the sentence.
❏ I have provided details to describe the subject.
❏ I have written a conclusion (if necessary) to summarise the information presented.
Grammar:
❏ I have used plural nouns, especially in the introduction, (whales, mammals, elephants) or general nouns. (a whale, a mammal, the elephant)
❏ I have used modifiers that tell how much or how many (eg all, most, many, some, few, only, mainly, often, sometimes).
❏ I have used technical adjectives or describing words
❏ I have used third person pronouns (eg he, she, it, they, them) rather than first person pronouns (eg. I, we, me, us)
❏ I have used conjunctions or joining words.
❏ I have used verbs in the present tense, e.g. is, are, have, has, live.
❏ I have used simple, compound and complex sentences.
❏ I have used passive voice.
Writing Features:
❏ My writing has an introduction, and paragraphs of information.
❏ My writing has paragraphs, headings, sub-headings, labels and captions organise the information and assist the reader to locate information
❏ My writing has facts supported with appropriate use of illustrations, charts, maps, photos etc
❏ The tense of verbs is consistent.
❏ The subjects and verbs agree.
❏ Plurals and articles are used correctly.
❏ Sources of information are clearly acknowledged (eg footnotes or bibliography)
❏ Capital letters, full stops and other punctuation markers are used correctly.
❏ Spelling is carefully checked and corrected.
Comments on my writing:
Assessment of Explanation Writing
Purpose:
❏ Writing explains how or why something occurs
❏ Writing explains each step of the process (how) and gives reasons (why) something occurs
Structure:
❏ A general statement identifies and defines the phenomena.
❏ A logical sequence of paragraphs explains the how and why.
❏ A conclusion is written.
Grammar:
❏ Technical language is used.
❏ General noun groups describe the subject of the explanation. (eg. the large cloud, particles of dust and gas)
❏ Modifiers are used that tell how much or how many (eg all, most, many, some, few, only, mainly, often, sometimes).
❏ Action verbs explain processes
❏ Simple present tense is used
❏ Causal language is used to show cause and effect (eg. because, so, as a result of)
❏ A variety of conjunctions or joining words are used to sequence processes.
❏ Third person pronouns are used (eg him, her, it, them, and them) rather than first person pronouns (eg. I, we, me, us)
❏ Conjunctions or joining words are used.
❏ Technical language is used.