Mäori Media Models

Assessment Schedule

Transactional Writing

LEVEL 4

Write instructions, explanations and factual accounts, and express and explain a point of view, in a range of authentic contexts, organizing and linking ideas logically and making language choices appropriate to the audience. 

Key indicators for this Task

You have:

·	written a factual account of a role model 
·	expressed and explained the impact the role model had on you or a group of people 
·	organized your material in chapters or sections 
·	linked ideas in a structure that shows an opening, a body and a conclusion 
·	used some well-chosen words 
·	proof read (see proofreading.rtf) your work for spelling and punctuation errors 

LEVEL 5

Write coherent logical instructions, explanations and factual accounts, and express and argue a point of view, linking main and supporting ideas, and structuring material in appropriate styles in a range of authentic contexts. 

Key indicators for this Task

You have:

·	written a coherent factual account of a role model 
·	explained and argued the positive impacts the role model had on you or a group of people 
·	organized your material in sequential chapters or sections with visuals or supporting material 
·	linked main and supporting ideas in a structure that shows an opening, a body and a conclusion 
·	used some well-chosen words such as whakataukï and appropriate style of writing 
·	proof read (see proofreading.rtf) your work for spelling and punctuation errors 

LEVEL 6

Write clear, coherent instructions, explanations and factual accounts, and express and justify a point of view persuasively, structuring material confidently, in appropriate styles in a range for different audiences, in a range of authentic contexts. 

Key indicators for this Task

You have:

·	written a clear and coherent factual account of a role model 
·	persuasively expressed and justified the positive impacts the role model had on you or a group of people by providing primary or secondary evidence 
·	confidently organized your material in sequential chapters or sections with appropriate visuals or relevant supporting material 
·	linked main and supporting ideas in a structure that clearly shows an appropriate opening, a body and a conclusion 
·	used some well-chosen words such as whakatauäkï and appropriate style of writing for a selected audience 
·	proof read (see proofreading.rtf) your work for spelling and punctuation errors 

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