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    Assessing Recount Text Checklist

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    hydeist zaini
    This document provides a guide for students to use when writing a recount. It lists 14 criteria for an effective recount and asks students to evaluate if a recount they have written meets each criteria along a continuum from "Doesn't Do" to "Does" to "Does Well". The criteria include having a clear title, setting the scene, organizing events in paragraphs and order, using descriptive details, a conclusion, past tense, and making it engaging with voices and variety. Students are to use this guide to self-assess and improve their recount writing.

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    Download as PDF, TXT or read online from Scribd

    Assessing Recount Text Checklist

    Uploaded by

    hydeist zaini
    36 views1 page
    This document provides a guide for students to use when writing a recount. It lists 14 criteria for an effective recount and asks students to evaluate if a recount they have written meets each criteria along a continuum from "Doesn't Do" to "Does" to "Does Well". The criteria include having a clear title, setting the scene, organizing events in paragraphs and order, using descriptive details, a conclusion, past tense, and making it engaging with voices and variety. Students are to use this guide to self-assess and improve their recount writing.

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    This document provides a guide for students to use when writing a recount. It lists 14 criteria for an effective recount and asks students to evaluate if a recount they have written meets each criteria along a continuum from "Doesn't Do" to "Does" to "Does Well". The criteria include having a clear title, setting the scene, organizing events in paragraphs and order, using descriptive details, a conclusion, past tense, and making it engaging with voices and variety. Students are to use this guide to self-assess and improve their recount writing.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    36 views1 page

    Assessing Recount Text Checklist

    Uploaded by

    hydeist zaini
    This document provides a guide for students to use when writing a recount. It lists 14 criteria for an effective recount and asks students to evaluate if a recount they have written meets each criteria along a continuum from "Doesn't Do" to "Does" to "Does Well". The criteria include having a clear title, setting the scene, organizing events in paragraphs and order, using descriptive details, a conclusion, past tense, and making it engaging with voices and variety. Students are to use this guide to self-assess and improve their recount writing.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    3/8/2021 WL3706

    Learning intention guide – Writing a recount


    Name: _________________ Date: __________ Title: _________________________

    Deeper Features Doesn't   Does   Does
    Mark how the writer is meeting each criteria along each continuum:   Do          Do      Well

    The title tells the reader the topic of the recount,


    1 e.g., Room 5's Trip to Te Papa <----------------->
    The first paragraph sets the scene for the reader. There are usually details about
    who, what, where, when, why, and/or how something happened,
    2 e.g., On Monday 4 February we spent the day at Te Papa in Wellington. We learnt about Samoan <----------------->
    arts as part of our study of Pasifika cultures.
    Each new event has a new paragraph,
    3 e.g., We were met by Sione when we arrived at Te Papa. <----------------->
    Each event has details to support it,
    4 e.g., He was our guide, so he took us up to the Pasifika Exhibition. <----------------->

    5 The events are in order as they happened. <----------------->


    Different sentence beginnings and lengths have been used to make the recount
    more interesting,
    6 e.g., "Swish!" went the doors of the bus. Gears screeched! The bus lurched forward and we were <----------------->
    off to Te Papa.

    7 The recount has a conclusion. <----------------->


    The conclusion wraps up the topic,
    8 e.g., By the end of the day, we were all tired, but we had enjoyed our visit to Te Papa. We had <----------------->
    learnt many things about Samoan art.
    The conclusion has a personal comment,
    9 e.g., I had learnt so much, but I was so tired I fell asleep on the bus trip back to school. It had <----------------->
    been a long day!
    A variety of words to do with time are used,
    10 e.g., at first, as soon as, before, early on Saturday morning. <----------------->
    The recount is written in the past tense,
    11 e.g., We climbed back onto the bus. <----------------->
    Details are added, like humour and people speaking, to add interest,
    e.g., There was so much noise on the bus because everyone was so excited about the trip. "Let's
    12 sing a song," called out our teachers. That made it even noisier, but at least all the noise was <----------------->
    in tune.
    A variety of interesting words are used,

    13 <----------------->

    e.g., 'explored', not 'looked'.

    The way it is written makes me feel I am really there, experiencing it with the
    14 writer. <----------------->

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