Transactional Writing Level 4

English: Written Language
Transactional Writing: Argument

ACCESS THE ENGLISH EXEMPLARS ONLINE AT www.tki.org.nz/r/assessment/exemplars/eng/
LEVEL
1i
1ii 1iii
Child Slavery
THE LEARNING CONTEXT
The teacher led a four-week focus on persuasive writing. This particular piece was developed over two weeks. Students listened to a variety of School Journal stories and examples of written texts based on argument and persuasion. After each session the teacher would ask: What did you think of that? Was it convincing? Why/ why not? What language features did you notice? With the teachers help, the students devised a list of criteria for their writing, including: a snappy introduction four or five statements backed up with evidence a convincing conclusion.
INTEGRATING READING AND WRITING

Opportunities should be sought in close reading of persuasive texts, particularly in guided reading, to explore: How the writer maintains readers interest. The language features and how they could be applied to the students own writing. Focus could be on formal and informal vocabulary, and on the use of absolutes are they convincing? Further articles and even novels both contemporary and historical about child labour or slavery. Opportunities for skim reading, note-taking and summarising.
WHERE TO NEXT?
To move Harriet towards the next learning step, the teacher might encourage her to focus on: Ideas encouraging greater consistency and linking to other ideas. They tend to be a little scattered. Vocabulary demonstrating greater control and consistency. The writer is taking risks, e.g., unjustification, but this can lose the reader. Language features taking care not to overdo certain persuasive language features (e.g., rhetorical questions, and emotive words such as vile, disgusting). There is an overall need to maintain honesty in the writing. These points could be developed through: a guided reading programme, especially to identify the language features of arguments and persuasive writing teacher modelling regular individual conferencing.
They recorded this in their draft books. The teacher began each writing session by writing up topics that were of interest to them. This led to a discussion designed to capture their imagination and motivate them to write. Points for and against a topic were always discussed and debated. Harriet researched her material independently. She used this information, along with her notes on the structure of an argument, to write the initial draft. After this, she produced a second draft and finally a published copy.
Teacher-student conversations
During individual conferencing they discussed the requirements of writing an argument. Teacher: Harriet: Teacher: Harriet: What can you tell me about writing an argument? I have to persuade my audience. And how can you do that? A good introduction evidence to back up what youre saying Teacher: Right. Have you provided plenty of evidence here? Harriet: I used the information I found out. Teacher: Good. These specifics really make the argument credible and authentic. The teacher also discussed the effectiveness of rhetorical questions in this type of writing. Harriet used these conversations to help her edit the second draft of her writing, where she identified one or two spelling errors and possible scope for emotive language.
Page
1
of 4

LEVEL
1i
1ii 1iii
Child Slavery
CURRICULUM LINKS
English in the New Zealand Curriculum Level 4: Writing Functions
Transactional Writing: Students should write instructions, explanations and factual accounts, and express and explain a point of viewing a range of authentic contexts, organising and linking ideas logically and making language choices appropriate to the audience.
Level 3 and 4: Reading and Writing Processes

Exploring Language: Students should be able to identify, discuss, and use the conventions, structures, and language features of different texts, and discuss how they relate to the topic. Thinking Critically: Students should be able to discuss and convey meanings in written texts, exploring relevant experiences and other points of view English in the New Zealand Curriculum, pages 35-36 http://www.tki.org.nz/r/language/curriculum/p34_36_e.php
REFERENCE
Ministry of Education. (1994). English in the New Zealand Curriculum. Wellington: Learning Media.
Page
2
of 4

LEVEL
1i
1ii 1iii
Child Slavery
WHAT THE WORK SHOWS: Harriet has argued logically, comprehensively, and strongly to persuade the reader of her point of view.
She has given a variety of factual examples to demonstrate and substantiate each point.
Page
3
of 4

LEVEL
1i
1ii 1iii
Child Slavery
Page
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of 4

Transactional Writing Level 4

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Transactional Writing Level 4

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English: Written Language

Transactional Writing: Argument

INTEGRATING READING AND WRITING

English: Written Language

Transactional Writing: Argument

Level 3 and 4: Reading and Writing Processes

English: Written Language

Transactional Writing: Argument

English: Written Language

Transactional Writing: Argument

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