Levels 7 and 8
Achievement Objectives
Written language: Writing
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Students
should: |
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| Level 7 |
write
regularly, confidently, and fluently to reflect on, interpret, and explore
a wide range of experiences, ideas, feelings, and texts, developing a
personal voice |
Expressive Writing |
| Level 8 |
use expressive
writing regularly, fluently, and by choice, to reflect on, interpret,
and explore a wide range of experiences, ideas, feelings, and texts, expressing
complex thoughts in a personal voice |
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| Level 7 |
write
on a variety of topics, shaping, editing, and reworking texts to investigate
and explore ideas imaginatively in a wide range of genres, using the conventions
of writing securely, and integrating techniques with purpose |
Poetic Writing |
| Level 8 |
write
on a variety of topics, in a wide range of genres, shaping, editing, and
reworking texts and demonstrating depth of thought, imaginative awareness,
and secure use of language, including accurate and discriminating use
of the conventions of writing, and integrating techniques with purpose |
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| Level 7 |
write
clear, coherent explanations and reports, and debate a proposition or
point of view, structuring well researched material effectively, in appropriate
styles for different audiences, in a range of authentic contexts |
Transactional Writing |
| Level 8 |
write
explanations and reports on complex issues, and debate in depth a proposition
or point of view, structuring well researched material effectively, in
appropriate styles for different audiences, in a range of authentic contexts |
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In achieving
the objectives of understanding and using written language, students should: |
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| Levels 7 and 8 |
using
appropriate terminology, describe, discuss, analyse, and evaluate the
way language features, structures, and conventions of a wide range of
texts suit the topic, purpose, and audience, and apply these understandings |
Exploring Language |
| Levels 7 and 8 |
interpret,
evaluate, and produce written texts, identifying and discussing their
language and literary qualities and relating them to personal, social,
cultural, political, and historical contexts |
Thinking Critically |
| Levels 7 and 8 |
using
a variety of resources and types of technology, retrieve, select, interpret,
synthesise, and present accurate and coherent information, evaluating
the processes used |
Processing Information |
Teaching, Learning, and Assessment Examples
Example 1
Achievement Objectives
Expressive writing; transactional writing; poetic writing: exploring language
Teaching and Learning
Context: a study of newspaper and magazine columns
- Students read and discuss various examples of columns from newspapers and
magazines, paying attention to tone, and the elements of style which contribute
to tone, such as irony, hyperbole, and metaphor, and to the language features
which convey a personal voice. They compare different examples in terms of
the intended audiences and record their impressions.
- Students write about a personal experience or point of view, adopting the
style of one of the published columnists, with an emphasis on writing for
the selected audience.
Assessment
- Students exchange their texts, and assess each other's texts in terms of
their suitability for their audience.
- Students then write another piece on the same topic, developed for a different
audience, in the voice of a different columnist, and in a different tone.
This text could, for example, be persuasive, frivolous, or hard-hitting.
- The teacher and student assess the texts, identifying contrasting features
for different audiences.
Links With Other Strands
Reading, Speaking, Listening
Example 2
Achievement Objectives
Expressive writing; poetic writing: exploring language; thinking critically
Teaching and Learning
Context: reading fiction, non-fiction, and poetry on a similar theme,
such as relationships or the environment
- Students read and listen to a wide range of texts on the theme, including
extracts from longer texts and texts of their own choice.
- They write reflections on some of the texts, expressing ideas, thoughts,
and feelings. The teacher also writes, sharing with students approaches to
writing which result in thoughtful exploration.
- Students review their expressive writing and choose one idea, thought, or
feeling which they then develop into the first draft of a poem or short piece
of prose.
- Using other texts, students explore language features and techniques, aspects
of structure, and use of the conventions of written language, in a number
of different forms, to increase their understanding of poetry and personal
voice.
Assessment
- Students review their expressive writing to observe their own processes.
- Students revise, edit, and present their poetic or crafted texts, by reading
them aloud, recording, or displaying them.
- The teacher observes and notes the processes used by each student, and assesses
the final text.
Links With Other Strands
Speaking, Listening, Reading, Presenting
Example 3
Achievement Objectives
Poetic writing: exploring language
Teaching and Learning
Context: a study of language and gender
- In small groups, students write a short playscript in which a woman is interviewed
for a job by a male employer. Students are told to avoid satire or obvious
stereotyping, but are not told the next stage of the task.
- They change the situation, so that a man is now being interviewed by a female
employer, without changing the script. Groups discuss and report back, in
detail, on the extent to which the language fits the new situation.
- Individual students find and select written interviews, extracts from plays,
and sections of dialogue from books, and remove any names or gender-specific
pronouns. They exchange extracts, and discuss and explore whether the gender
of the participants is clear from the language used by and about them.
- Students write a report on their findings, analysing and evaluating the
relationships between language, gender, and context.
Assessment
- The students' reports are assessed by the teacher in terms of the clarity
of their analysis of the relationships between language features, gender,
and context.
Links With Other Strands
Reading, Speaking, Listening
Related example in another strand at the same level: Reading, Example 3.
Example 4
Achievement Objectives
Transactional writing: exploring language
Teaching and Learning
Context: the formats and conventions of letters
- Students collect examples of a range of semi-formal and formal letters,
such as formal invitations, applications for jobs, insurance or bank enquiries,
and club or organisational letters.
- In groups, students discuss the formats and conventions, identifying different
language features used for different purposes.
- Working in pairs or groups, and using a word processor if possible, students
prepare a number of draft models for a range of different situations.
- The class pools the drafts and each student has a copy.
- Students work together to redraft and revise their writing, seeking and
using advice from experts, such as teachers in other relevant areas, parents
who work in business or employ others, and local bank staff.
- Students select and publish examples in a handbook for their own reference.
- In groups, students develop guidelines for other writers about preparing
formal correspondence, and add it to their handbook.
Assessment
- The teacher and students assess the students' understanding of the language
features, structures, and conventions of letter writing.
- The teacher observes and notes the students' ability to write in a style
which is appropriate for an audience.
Links With Other Strands
Reading, Speaking, Listening
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