What a Character!

Assessment Schedule

The following progress indicators have been developed for the National Exemplar Project (see http://schools.unitecnology.ac.nz/exemplar/) to assist teachers when evaluating student progress and achievement in poetic writing. They are currently in draft form. 

Poetic Writing

LEVEL 3

Write on a variety of topics, shaping, editing, and reworking texts in a range of genres, and using vocabulary and conventions, such a spelling and sentence structure, appropriate to the genre. 

Progress Indicators

DEEPER FEATURES: 	
Ideas 
•	Develops ideas which are personally significant, adding detail and comment 
Structure 
•	Attempts to shape ideas for effect 
•	Begins to organise some ideas into paragraphs 
Sentences 
•	Uses a variety of sentence structures, including complex sentences 
Vocabulary 
•	Uses a range of vocabulary, eg., more precisely focused verbs, nouns, adjectives, and adverbs 
Language Features 
•	Uses figurative language to add interest and appeal to the senses, eg., simile and metaphor 
•	Uses direct speech to support characterization 	
SURFACE FEATURES 	
Grammar 
•	Uses most grammatical conventions correctly but with a few errors 
Punctuation 
•	Punctuates with increasing independence, eg., uses capital letters, full stops, question marks, speech marks, and the apostrophe 
Spelling 
•	Spells most high-frequency words correctly (Spellwrite lists 1-6) 
•	Demonstrates good understanding of all basic sounds and patterns in written English 	
THE WRITER - CONTEXT & PROCESS 	
•	Uses language and writing style appropriate to describe a character 
•	Provides audience with enough information for them to form an image of the character described 
•	In writing, seeks opportunities to explore and reflect on personal response to character 
•	Uses models of written text to extract criteria for writing 
•	Articulates the language strategies used 
•	Responds to and appreciates the writing of others 
•	Reflects on own writing 
•	Responds to and uses constructive criticism 
•	Writes independently for sustained periods 
•	Revises and edits work with growing independence 	

LEVEL 4

Write on a variety of topics, shaping, editing, and reworking texts in a range of genres, expressing ideas and experiences imaginatively and using appropriate vocabulary and conventions, such as spelling and sentence structure. 

Progress Indicators

DEEPER FEATURES: 	
Impact 
•	Maintains the reader's interest 
Voice 
•	Sincerity of voice sustained in the portrayal of character 
Ideas 
•	Explores ideas that are significant regarding the personal response to a particular character 
•	Clearly focuses on developing main attributes of character and specific aspects of interest 
•	Uses substantial illustrations, interpretive comments, evaluations, or observations to support the main points 
Structure 
•	Shapes ideas for a particular effect 
•	Organises ideas into paragraphs 
Sentences 
•	Uses a variety of sentence structures for effect 
Vocabulary 
•	Selects a range of vocabulary to suit the audience and purpose 
Language Features 
•	Uses figurative language to amplify the content or engage the audience 
•	Uses dialogue to enhance the telling 	
SURFACE FEATURES 	
Grammar 
•	Uses most grammatical conventions correctly 
Punctuation 
•	Uses appropriate punctuation independently, eg., parentheses, dashes, colons, semicolons, and the ellipsis (dots to show omissions). 
•	Demonstrates an understanding of paragraphing 
Spelling 
•	Spells most high-frequency words correctly (Spellwrite lists 1-7) 	
THE WRITER - CONTEXT & PROCESS 	
•	Is very confident in using written language as a tool to communicate responses and reflections on personal response to character 
•	Can articulate the elements of personal style and voice when reviewing work by other writers 
•	Can use a thesaurus to extend his or her understanding of word meanings 
•	Revises and edits work independently for greater effect 	

© Ministry of Education, Wellington, New Zealand (First published 1998)