Download 4-W-CT202b

Sub-Strand: Creating Texts
4.W.CT.202b
Component: Writing Process
Plan and design more complex multi-modal texts.
Students will be planning, drafting and revising imaginative, informative and persuasive texts
experimenting with text structures, language features, images and digital resources. They will select
features of language and grammar to construct texts that engage and invite response.
Students will have achieved this when they
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deliberately structure language in a way that creates more cohesive imaginative, informative and
persuasive texts.
select appropriate language (technical, evaluative, emotive and colloquial) and multimodal options for
the writing purpose, e.g. descriptive, persuasive topics
create well-planned, extended texts that include more complex and detailed subject matter and
language features such as nominalization.
select some sophisticated and subtle language features, literary devices (e.g. irony, humour) and
grammatical features (e.g. modality) to engage and influence an audience
make sentence level choices (e.g. short sentences to build tension; complex sentences to add detail)
using a variety of sentence beginnings and dependent clauses.
use a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose
additional information, quotation marks and commas to indicate clauses
These are examples of classroom activities which help students learn
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Identify some good examples of complex texts in a variety of text types (this may be done with many
texts in one focused text type). As a whole class discuss one deconstructing the techniques used.
Discuss the ‘flow’ of ideas and link to planning that may have taken place. Box up the text structure. Do
this by placing boxes around key structural features (e.g. orientation, rising action, etc. for a narrative
or headings, subheadings, captions, diagrams, etc. for informational texts). Discuss the purpose of each
aspect of the structure.
Then draw attention to the language used and engage in a discussion how effectively the purpose is
met. Draw attention to the punctuation and how that contributes to the text purpose and readability.
Lastly look at the sentences and if a variety is used. Annotate these language features and discuss the
impact they have on engaging the reader and meaning.
Repeat this activity in groups of four-each group with the same text (not the one done as a class). To
conclude compare the findings. Ask the whole group:
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Who might have written this?
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Why was it written?
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Who was it written for?
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Was it successful for the purpose and audience for whom it was written?
As you explore texts create an anchor chart for various language features (e.g. emotive language,
evaluative language, technical language for that topic). Model referencing these while writing and
encourage students to use them in their own writing
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Create a place to collect quality examples of effective use of literary devices. Use these as inspiration
for quick writes at the beginning of a writing session.
Teaching notes
It is important to have many examples of complex texts for various text types. Students should be
immersed in the text type as a reader and explore them as a writer to develop full understanding the text
structure and language features.
Assessment
Have students complete the checklist as applied to a finished piece of writing. It is intended to guide a
personal reflection on his/her completed writing. However, it could be used collaboratively between the
teacher and student in a writing conference. As a more formal assessment it could be completed by the
teacher. If the latter, the teacher must provide clear comments to guide the student giving the next steps
for the writing.
Writing Product
Comment
Topic
Is the topic appropriate to the audience?
Is there sufficient information or are there things the reader still
needs to know?
Are the ideas or events properly sequenced?
Is there coherence? (Related to the text type)
Are the ideas original?
Are they presented originally? (Retelling and modeling may be
encouraged but copying the work of others (plagiarism) should be
discouraged.)
Audience
Who is the audience?
Is the subject matter appropriate to the audience?
Is the language appropriate to the audience?
Is the type of presentation appropriate to the audience?
• spelling
• punctuation
• grammar
• handwriting
• layout
• visual effects
Has the writing been edited and proofread? (Are spelling,
punctuation and grammar appropriate.)
Purpose
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What was the purpose of the writing?
Was it achieved?
Did the writing entertain, inform, persuade, make comparisons,
record observations, clarify thinking, predict or hypothesise, etc
depending on the text type?
Text type
Did I structure and sustain a narrative, report, letter or play, or
does the structure break down?
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