writing portfolios
AS91101 - Produce a selection of crafted and controlled writing - is internally assessed and worth 6 credits. These count towards UE literacy writing.
To begin with our writing tasks will aim to improve our writing skills - word choice, sentence variety, integration of language features; meaningful expression of thoughtful ideas; structure; awareness of purpose and audience. Teacher input, suggestion, guidance, feedback is allowed with these learning writing tasks.
We will also complete 3-4 'hands off' writing drafts. These pieces will have minimal teacher influence so that the work is essentially your own. From these pieces, you will select TWO to edit and recraft before putting forward for your writing portfolio assessment.
The final assessment is due at the end of term three.
NCEA guidelines state that the minimum word count for each piece is 500 words.
Watch this video tutorial for tips on making creative writing effective.
To begin with our writing tasks will aim to improve our writing skills - word choice, sentence variety, integration of language features; meaningful expression of thoughtful ideas; structure; awareness of purpose and audience. Teacher input, suggestion, guidance, feedback is allowed with these learning writing tasks.
We will also complete 3-4 'hands off' writing drafts. These pieces will have minimal teacher influence so that the work is essentially your own. From these pieces, you will select TWO to edit and recraft before putting forward for your writing portfolio assessment.
The final assessment is due at the end of term three.
NCEA guidelines state that the minimum word count for each piece is 500 words.
Watch this video tutorial for tips on making creative writing effective.
Write in response to a photo of yourself.
Write a page of complaints in the style of Grumpy Old Men. |
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Describe a meal at your place, in the style of a sports commentator. |
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cross-curricular writing
Cross-curricular writing for your portfolio
You do a significant amount of writing in your other subjects. Plenty of standards require you to present a report on your findings relevant to your topic of study. Can you use these reports for your writing portfolio? The answer is yes and no!
The success criteria for the English writing portfolio expects that you can demonstrate writing craft. This means that your sentence structures, word choice, the inclusion of language features and overall style have been deliberately chosen to suit your purpose and audience. A report designed to show your content knowledge for your subject teacher does not meet this aspect of the crafting criteria.
However, writing on what you know and understand is to be encouraged for your portfolio. So it is acceptable to take your research and learning from another subject and use this as your context for your writing portfolio. A simple way to adapt your report is to imagine that the information is to be printed in a farming/economic/geographic/health magazine. The likely audience will have some base knowledge of your topic but your writing style will need to be engaging and interesting.
The accuracy aspect of the writing portfolio standard is a challenge for some students. Gaining the credits in the writing portfolio attests that you can independently spell, punctuate and use grammar accurately. If someone else types, proofreads or corrects your work for you, then it is not suitable to be assessed for the writing portfolio standard. You are strongly encouraged to make use of the Grammarly app (or similar) to check your work independently.
You can read NZQA's advice on integrated writing here.
You do a significant amount of writing in your other subjects. Plenty of standards require you to present a report on your findings relevant to your topic of study. Can you use these reports for your writing portfolio? The answer is yes and no!
The success criteria for the English writing portfolio expects that you can demonstrate writing craft. This means that your sentence structures, word choice, the inclusion of language features and overall style have been deliberately chosen to suit your purpose and audience. A report designed to show your content knowledge for your subject teacher does not meet this aspect of the crafting criteria.
However, writing on what you know and understand is to be encouraged for your portfolio. So it is acceptable to take your research and learning from another subject and use this as your context for your writing portfolio. A simple way to adapt your report is to imagine that the information is to be printed in a farming/economic/geographic/health magazine. The likely audience will have some base knowledge of your topic but your writing style will need to be engaging and interesting.
The accuracy aspect of the writing portfolio standard is a challenge for some students. Gaining the credits in the writing portfolio attests that you can independently spell, punctuate and use grammar accurately. If someone else types, proofreads or corrects your work for you, then it is not suitable to be assessed for the writing portfolio standard. You are strongly encouraged to make use of the Grammarly app (or similar) to check your work independently.
You can read NZQA's advice on integrated writing here.
Week 7 Term 3 Writing task: An issue
The New York Times sponsors an annual editorial writing competition. You may choose to use one of their argument topic suggestions found here. Notice that each topic links to a NY Times article that helps you to think about the background to the issue.
You may choose an issue more close to home, such as our current flag debate or Maori language month; or local farming topics such as use of fertilizers, water controls, burning off; or issues related to land use and public access.
Whatever topic you choose, make sure you are well informed with a variety of perspectives - read around your topic and talk to affected people other than your family. Your writing should show a balanced awareness, and reasoning in support of claims.
You can write about the issue in the style of
Both types of writing use persuasive language techniques such as rhetorical question, repetition, statistics, connotative words, personal pronouns, triple constructions... . A sense of the writer's personality should be evident in a column, but not present in an editorial.
Many writers commence their novels or chapters within novels with quotations from another text. They use this to add a commentary to their writing or establish a tone to the chapter that follows. Your task is to now write a piece of prose inspired by your haiku. Some suggestions follow:
The New York Times sponsors an annual editorial writing competition. You may choose to use one of their argument topic suggestions found here. Notice that each topic links to a NY Times article that helps you to think about the background to the issue.
You may choose an issue more close to home, such as our current flag debate or Maori language month; or local farming topics such as use of fertilizers, water controls, burning off; or issues related to land use and public access.
Whatever topic you choose, make sure you are well informed with a variety of perspectives - read around your topic and talk to affected people other than your family. Your writing should show a balanced awareness, and reasoning in support of claims.
You can write about the issue in the style of
- an editorial - mostly formal, succinct background to the issue, balanced presentation of arguments, your favoured solution and why.
- a column - more informal, some personal connection to the issue shared, a proposed solution or desirable outcome (may be a bit fanciful)
Both types of writing use persuasive language techniques such as rhetorical question, repetition, statistics, connotative words, personal pronouns, triple constructions... . A sense of the writer's personality should be evident in a column, but not present in an editorial.
Many writers commence their novels or chapters within novels with quotations from another text. They use this to add a commentary to their writing or establish a tone to the chapter that follows. Your task is to now write a piece of prose inspired by your haiku. Some suggestions follow:
- a narrative recalling a past event
- a short story centered on working on the farm / holidaying at the lake / fishing at the river
- an interior monologue of you on Mt Hutt
- a column or magazine article on Growing Up Rural
- Imagine your life was turned into a film - write a character analysis of yourself as you are portrayed
- You are an alien talent scout - write a report on the suitability (strengths, weaknesses, charm) of your place for the aliens' purpose
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