Panui & Tuhituhi Asttle

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Progress Indicators and Exemplars for Tuhituhi

This section summarises the theoretical basis of asTTle’s approach to Tuhituhi. The approach is based on work undertaken in asTTle English Writing, with modifications to compensate where Mäori language structure and grammar differ significantly from English.

Writing is a purposeful social interaction that functions to accomplish certain social goals. To use language as a system for representing and transforming their own worlds, students need to develop knowledge not just about texts, but also about writing as a purpose-driven communicative response in social and cultural contexts. The asTTle team conceptualised genre as driven by functional purpose rather than mode (text form). That is, the features of texts are related to the purposes and contexts for writing, and the same form may serve different purposes and a purpose may be served by more than one form of text. The design of the progress indicators reflects these ideas.

Although there are different ways of classifying the functions of writing, there is considerable overlap among the systems of various authors. Using such research, we viewed writing as serving six major functions or processes. Note that although the curriculum map for Tuhituhi in Levels 5 and 6 (Technical Report 39) recommended release of materials for analyse, it was found through trials that no students were able to complete any of the analyse tasks. Thus, no materials are published for this eventh purpose. The six valid purposes in asTTle V4 are: s

• To argue or persuade (tautohe)

• To classify, organise and describe (whakaatu)

• To explain (whakamärama)

• To inform or entertain through narrating or story telling including imaginative narrative or personal interpretive (tuhi paki)

• To instruct or lay out a procedure (tohutohu)

• To recount (taki)

Using this framework and the New Zealand Curriculum and supporting documents, we developed progress indicators for each of the six major functions to score tasks designed to demonstrate that function. The progress indicators contain two levels from which to consider the features of text as related to the purpose and context (see Figure 9). Within the deep and surface features there are seven categories with detailed criteria.

• Deep features (ähuatanga höhonu) include: effectiveness, i.e., audience awareness and purpose, content or ideas, structure or organisation, and language knowledge/resources for achieving purpose.

• Surface features (ähuatanga päpaku) include grammar, punctuation and spelling.

Criteria within the deeper features differ according to purpose, whereas the three surface features of text are common across all progress indicators.

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Figure 9 A Common Framework for All asTTle Progress Indicators

Ähuatanga Höhonu (Deep Features)

Effectiveness (Audience Awareness and Purpose): This level of analysis relates to the writer’s ability to respond to the given task. A task is provided that requires a particular sort of communicative response for a specified audience. Scores awarded in this feature will ask teachers to judge the extent to which a writer was able to take account of the questions “Who am I writing this for?”, “Why am I writing this?”, and “What shape or form will this take?” to produce a piece that achieves its communicative purpose.

Content/Ideas: This incorporates two main areas of the text written: domain elements and content/information. Domain elements acknowledge that texts have some common features or elements that are accepted as part of the cultural resources for achieving a purpose. In a report format, for example, we would generally expect to see a classification statement identifying the subject of the report, body text dealing with details of the subject, and a final or rounding-off statement. These aspects of text are closely linked to the structuring of the text but are considered here only in terms of their inclusion in the text. The ordering of text is dealt with in another section of the progress indicator. Content material is mainly concerned with what might be called “the aboutness” of the text. For any given task, we would expect that writers will write on the topic specified and that the content included will be, to a greater or lesser degree, relevant to achieving the purpose.

Structure/Organisation: This dimension of text refers to the ordering or organisation that writers demonstrates in their text. The focus here is on the management of text through sequencing and linking of ideas. There are two main ways in which organisation is seen to operate. There is the “global” organisation of the text, dealing with sequence from start to finish. This kind of paragraphing may be a tool used by a writer to group ideas and between paragraph links. Another way in which text may be organised is through the linking of ideas within and across sentences. This may be particularly useful in texts where the job of the writer is to explain. In such texts, cause and effect sequences need to be made explicit.

Language Knowledge/Resources: This feature deals only with language use. In order to achieve certain purposes in writing, the language we use reflects three main considerations:

What are we writing about? (content influences vocabulary).

asTTle V4 Manual 1.0, Appendix

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What is our purpose? (language choices and grammatical structures that are associated with a desire to argue, to entertain, to instruct, etc.)

Who are we writing for? (language choice and grammatical choices that acknowledge different ways of addressing our parents, our friends, the teacher, the principal, etc.).

These three considerations combine to influence the language in use in a text. Studies of writers and writing highlight aspects of grammar that are common to achieving certain purposes through writing. There are differences to be seen again when a writer is attempting to persuade a reader. Also included here are aspects relating to sentences (e.g., control of simple and/or complex sentences). Tautohe (Persuade) Purpose: Deep Features

This section describes the key characteristics of the deep features of Tautohe (persuade or argue) purpose writing.

Effectiveness (Audience Awareness and Purpose): This function of writing centres on an assumption that a writer must convince a particular reader, whether real or imagined, through the presentation of relevant points with supporting evidence. There are many types of persuasive texts with variations in focus, but the main focus here is to argue a position or to persuade a reader to a particular point of view.

Content/Ideas: A thesis or position statement may provide the reader with the context. In the body of the text, there are main points with elaboration, usually in the form of supporting evidence. This part of the text takes the reader through a structured and logical presentation of information (i.e., evidence and/or illustration) to support the writer’s position or thesis. The conclusion restates the writer’s position and/or makes a recommendation for action about what ought or ought not to be done.

Structure/Organisation: There is a focus on objects and ideas, rather than events, happenings or processes. Information and ideas are grouped logically and linked thematically. Organising devices such as paragraphing and conjunctions are used to show relations among content items or ideas.

Language Knowledge/Resources: Arguments name and describe generalised participants or abstract concepts (e.g., parents or teachers). Arguments make statements of fact and offer personal opinions on the topic. Precise, descriptive, factual language is employed to give detail and credibility to the argument. Persuasive or emotive language is commonly used to add to the impact on the reader and make the argument seem powerful. There may be use of idiomatic language to appeal to readers’ senses and emotions. Technical language related to the topic (where appropriate) adds authority to the text and writer.

Appropriate language is used to make clear the state of play. The choice of vocabulary often reflects the desire to create particular information-laden meanings for the reader.


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Table 9 Progress Indicators for Tautohe (Persuade) Deep Features

Dimension Level 2 Proficient Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient Whaihua (Audience awareness and purpose)

• Some or little evidence that writer recognises that his/her opinion is needed.

• May state opinions from a personal perspective.

• Evidence that writer recognises that his/her opinion is needed.

• Few opinions maybe stated from a personal perspective. May be little

• evidence of an attempt to influence.

• Language use and writing style generally appropriate to audience. Writer states his/her position on the issue and makes some attempt to influence.

• Language use and writing style mostly appropriate and directed to audience (e.g. writing attempts to persuade reader). Clearly stated position is usually evident.

• Language use and writing style appropriate and directed to audience (e.g. writing attempts to persuade reader). Clearly stated position is evident and maintained throughout.

Kiko (Content/Ideas)

• Writing covers some (1 or more) task and topic appropriate domains: (e.g. position statement – writer identifies position on the issue, makes 2 or more simple opinion /statements related to the topic, makes use of a final statement to round off the text in some way).

• Can include many statements not really relevant to the topic and/or task.

• Some argument domain elements are present (main points, some supporting evidence/illustration, re-statement of position).

• Little elaboration of main points occurs.

• Can include few statements not really relevant to the topic and/or task.

• Most argument domain elements are present (main points, some supporting evidence/illustration, re-statement of position).

• Some elaboration of main points occurs.

• May include limited information that does not contribute to argument.

• May include appropriate conclusion.

• Argument domain elements (e.g. position statement, main points, illustration/evidence of main points, re-statement) are sometimes comprehensive and elaborated.

• Content is mostly relevant & usually functions to add weight to the writer’s position.

• Includes appropriate conclusion (summarising points made & expanding the argument).

• Argument domain elements (e.g. position statement, main points, illustration/evidence of main points, re-statement) are comprehensive and elaborated.

• Content is relevant & functions to add weight to the writer’s position.

• Include appropriate conclusion (providing thematic integration of argument rather then summarising

• points made). Hanganga (Structure/ Organisation)

• Some or little semblance of organisation is evident (e.g. occasional grouping of ideas)

• Text often limited because of presentation of opinion statements as separate elements.

• Some Evidence of attempts at overall structuring of content through grouping ideas within and across sentences (limited use devices such as paragraphing and simple linking of ideas through conjunctions or linking devices such as häunga, nö te mea, nä reira, otirä, engari, me te mea nei, waihoki etc).

• Evidence of attempts at overall structuring of content through grouping ideas within and across sentences (use of devices such as paragraphing and simple linking of ideas through conjunctions or linking devices).

• Content generally managed effectively through grouping and/or paragraphing main ideas & supporting evidence.

• Ideas are sometimes linked in more complex ways (e.g. use of linking words & devices, phrases, and conjunctions).

• Relevant material selected to support ideas used to persuade audience.

• Content managed effectively through grouping and/or paragraphing main ideas & supporting evidence.

• Ideas are linked in more complex ways (e.g. varied use of linking words & devices, phrases, and conjunctions).

• Arrangement is logical and aims to assist the reader’s understanding of the writer’s argument.


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Mätauranga Reo (Language Knowledge/ Resources)

• Language has structure of simple opinion statements (e.g. may be stated from a personal perspective “Ki a au nei”).

• Topic related language present but very little opinion is conveyed through language choices (e.g. vocab. is very limited).

• Simple sentences always used.

• Some evidence of some use of task appropriate structures and language.

• Topic related language present but little opinion is conveyed through language choices (e.g. vocab. is sometimes limited).

• Simple sentences mainly used. • Limited use of complex

sentences.

• Good evidence of some use of task appropriate structures and language.

• Evidence that the writer is a beginning to select language to create a particular effect and to influence the reader.

• May be some unclear or repetitious reference.

• Many simple sentences correct. Some complex sentences used.

• Mostly consistent use of appropriate language for task & topic.

• Language supports a particular viewpoint and is used to persuade the reader.

• Reference links mostly clear. • Most sentences correct. • Some control of complex

sentences evident. • Generally uses complete

sentences.

• Consistent use of appropriate language for task and topic.

• Language supports a particular viewpoint and is used to persuade the reader.

• Reference links clear. • Almost all sentences correct. • Control of complex sentences

evident, where appropriate. • Uses complete sentences.


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Figure 10 Annotated Example for Tautohe (Persuade)

Whainga (Audience Awareness & Purpose)

3B Language use and style appropriate, Writer’s position on topic clear. To score higher than 3B Writer needs to display more evidence of attempts to influence audience.

Kiko (Content/Ideas) 2A A number of good points given to support position. To score higher than 2A Requires more elaboration of main points, more evidence and could re-state position.

Hanganga (Structure/ Organisation) 3B

Evidence of structured argument with appropriate linking. To score higher than 3B Needs clearer separation (or better grouping) between arguments and clear paragraphing.

Matauranga Reo (Language knowledge/Resources) 3P

Mostly appropriate simple and complex sentences. Vocabulary mostly sufficient. To score higher than 3P Requires more descriptive language & vocabulary. Elaboration and more commentary possible on key arguments.

Wetewete Reo (Grammar) 3P Most of grammar suffices, and appropriate for an argument. Odd mistake, e.g., use of passive suffix following me, also possessive a and o not always correct. To score higher than 3P Requires fewer mistakes.

Tuhituhi Kupu (Spelling) 3B Most spelling is correct and macron use is sometimes accurate. Word separation (e.g., passive suffix) not always accurate. To score higher than 3B Requires consistent application of macron (e.g., rätau) and fewer mistakes.

Tohutuhi (Punctuation) 3B Most punctuation is correct, sentence separation generally good (although difficult to see full stops), includes limited use of paragraphs. To score higher than 3B Requires accurate paragraphing and use clearer sentence.


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Whaihua (Audience awareness and purpose) 5P

Language use appropriate. Writer clearly states the issue and position taken, followed by attempts to persuade audience. To score higher than 5P Writer would need to adhere to stated position throughout the text.

Kiko (Content/Ideas) 5P Main argument elements present and elaborated. Most of the content is relevant and adds weight to the writers position. To score higher than 5P Conclusion would need to provide thematic integration of argument.

Hanganga (Structure/ Organisation) 5P

Content generally managed effectively and grouped appropriately. Linking phrases are generally appropriately used. To score higher than 5P Arrangement could be improved, in terms of how main ideas are presented to aid the readers understanding.

Mätauranga Reo (Language Knowledge/Resources) 5P

Appropriate language used. Good use to idiom to emphasise certain points. Sentences mostly correct and complete. To score higher than 5P Demonstration of control of complex sentences and structures more appropriate and more use of language deliberately aimed to persuade the reader.

Wetewete Reo (Grammar) 5P Few errors and appropriate range of sentence structures. To score higher than 5P Demonstration of a wider range of sentence/grammatical structures and more accurate use of sentence separation and coordination.

Tohutuhi (Punctuation) 5P Punctuation mostly correct. Dialogue punctuation accurate. To score higher than 5P Punctuation always correct and accurate use of complex punctuation.

Tuhituhi Kupu (Spelling) 5P Very few errors, occasional macron missing, e.g., pä, märama, käore. To score higher than 5P No errors and accurate use of macrons.


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Tohutohu (Instruct) Purpose: Deep Features

This section describes the key characteristics of the deeper features of the Tohutohu (instruct purpose writing).

(Effectiveness) Audience Awareness and Purpose: This purpose usually involves describing how something may be accomplished through a sequence of actions or steps to tell someone how something is done. There are several common types of text associated with this function, namely recipes, appliance manuals, assembly instructions, games’ rules, etc.

Content/Ideas: Texts intended to instruct or to outline a procedure contain information statements that tell another person how something may be achieved. Domain elements usually include a goal statement or often a title that provides information for the reader about the nature of the procedure to be outlined. It identifies the product to be made or the process to be carried out. There is information about materials, though this is not required for all procedural texts, which tells the reader what resources may be required to complete the procedure. This is usually ordered. Then the description of the sequence of steps required in order for the reader to achieve the goal is laid out. Advice or background information may be included at any time as a means of clarifying the procedure.

Structure/Organisation: The text is generally organised around a process from beginning to end. The focus is on actions and human agency. Content is structured according to the prescribed sequence of events required to complete the task. Text organisers such as titles, headings or subheadings may be used to orient readers.

Language Knowledge/Resources: Precise, descriptive language is employed to clarify aspects of the procedure. Vocabulary is used to describe processes to be done by the reader (e.g., whisk, cut, deal, transfer, twist). Precise word choices reflect the desire to clarify meanings for the reader (e.g., trim rather than cut). Time and sequence relationships when instructing or laying out a procedure are generally indicated by the use of specific language (e.g. i te tuatahi, ka, I, I muri mai… etc. or numbering).


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Table 10 Progress Indicators for Tohutohu (Instruct) Deep Features

Dimension Level 2 Proficient Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient

Hahira (Audience awareness and purpose)

• Some evidence that the writer recognises the purpose for writing (e.g., attempts to instruct the reader) and that he/she is writing for an audience other than the self.

• May assume much shared knowledge with the reader.

• Good evidence that the writer recognises the purpose for writing (e.g., attempts to instruct the reader) and that he/she is writing for an audience other than the self.

• Language use and writing style is mostly appropriate to audience.

• Instructs but relies on context.

• Interprets needs of audience. • Language use and writing style

directed to audience.

• Experience, background, purpose motivation and needs of audience taken into account.

• Gives/explains to audience appropriate rationale for instruction.


• Few elements of procedure (e.g., headings, actions, materials) included.

• Some topic-related information included.

• Evidence of instruction-like statements.

• May be some elements of procedure (e.g., headings, actions, materials) included.

• Little elaboration of elements. • Some irrelevant information.

• Basic procedure elements (i.e., headings, actions, materials) included.

• Some elaboration of elements. • Limited irrelevant information. • May include list-like

instructions.

• Procedure elements (i.e., headings, sub-headings, materials, actions).

• Sufficiently elaborate, precise, and comprehensive.

• Mostly appropriate content. • Ideas given with evidence of

selection where appropriate.

• Procedure elements (i.e., headings, sub-headings, materials, actions) sufficiently elaborate, precise, and comprehensive.

• Includes only appropriate content.

• Affective selection of details included.

• May include conditional steps. Hanganga (Structure/ Organisation)

• Semblance of order to procedure.

• May use a simple ordering device (e.g., numbers).

• Limited grouping or sequencing of procedure elements evident.

• Limited simple ordering device (e.g., numbers).

• Some grouping or sequencing of procedure elements evident.

• Adequate use of headings, or numbering & conventional paragraphing.

• Generally clear, logical, coherent structure.

• Elements of procedure mostly grouped or sequenced appropriately.

• Deliberate use of ordering devices where applicable.

• May include a concluding address to reader.

• Clear, logical, coherent structure.

• Elements of procedure grouped or sequenced appropriately.

• Variety of affective, appropriate methods to organise material (itinerary, list, subject group paragraphs)

• Affective concluding address to reader.


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• Simple, unelaborated statements evident.

• Some command-like statements present.

• Actions recounted from a personal perspective.

• Simple sentences mostly used.

• Some evidence of use of task-appropriate language to describe materials and actions.

• Command-like statements may predominate.

• Simple sentences used but may attempt complex sentences.

• Evidence of use of task-appropriate language to describe materials and actions.

• Sometimes may refer to reader in generalised way (koe).

• Many simple sentences correct. • Some successful complex

sentences evident.

• Consistent use of task-appropriate language to describe materials and actions.

• May refer to reader in a varieties of ways (koe, koutou).

• May adjust language to both instruct and advise.

• Most sentences correct. • Control of complex sentences

evident, where appropriate. • Usually uses complete

sentences.

• Language use (including vocab. always appropriate for task.

• Sentences always correct. • Good control of complex

sentences evident, where appropriate.

• Always uses complete sentences.


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Figure 11 Annotated Example for Tohutohu (Instruct)

Kiko (Content/Ideas) 3P Basic procedures given in order with some elaboration on certain points. To score higher than 3P Requires clearer description and more detail on key stages in the instructions.

Whainga (Audience Awareness & Purpose) 3P

Details requirements and sequence of events appropriate for audience. To score higher than 3P Writer needs to display evidence of more effective and clearer orientation to audience.

Hanganga (Structure/Organisation) 3P

Instructions are sequenced and in order (with corrections of sequence indicated by use of arrows). To score higher than 3P Needs clearer separation (or better grouping) between major sections of instructions.

Matauranga (Language knowledge/Resources) 3P

Mostly appropriate simple sentences and instructions. Vocabulary sufficient (odd mistake, e.g., hiako can’t be used as verb). Use of English to describe non-standard terminology is acceptable to some teachers, and not permissible for others. To score higher than 3P Requires more descriptive language & vocabulary. Elaboration and more commentary required on key instructions.

Tuhituhi Kupu (Spelling) 3P Most spelling is correct and some macron use is usually accurate. To score higher than 3P Requires consistent application of macron (e.g. ngä) and fewer mistakes (e.g., hiakö, käria).

Tohutuhi (Punctuation) 3B Most punctuation is correct, sentence separation generally good, includes use of paragraphs. To score higher than 3B Requires accurate paragraphing and use of appropriate markers for lists.

Wetewete Reo (Grammar) 3P Most of grammar suffice, and appropriate for instructions. Marking of object after passive verb is inconsistent (sometimes i in front of object used, other times the i is correctly omitted). To score higher than 3P Requires fewer mistakes.


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Tuhi Paki (Narrate) Purpose: Deep Features

This section describes the key characteristics of the deep features of Tuhi Paki (narrative) purpose writing).

Effectiveness/Audience Awareness and Purpose: Here the writer informs or entertains a reader or listener by constructing a view of the world that the reader can enter. Narratives centre on a problem that is usually resolved in the course of the telling. There are many types of narrative with variations in focus, including püräkau, pakiwaitara, körero paki, folk-tales, myths, legends, and short stories (e.g., historical, romance, fantasy, crime, science fiction, adventure, etc.). Narratives develop characters and include settings, plot and theme. A point of view (perspective from which the story is told) is evident. There is often use of dialogue.

Content/Ideas: Many narratives contain the elements of orientation, complication, resolution and coda (conclusion), although not always in this order. The orientation provides the setting and usually introduces the main characters. The complication presents a problem or crisis where something is or goes wrong. This usually necessitates going through a series of events (i.e., steps to resolve the problem) until readers are taken through to a resolution where the problem is solved, for better or worse. The coda is an optional part and is a reflective statement often related to the theme that may occur at any time in some types, although it is most commonly found at the end.

Structure/Text Organisation: A narrative is generally organised around events or happenings and/or as a temporal sequence.

Language Knowledge/Resources: Specific people, places and events are named. Language resources (e.g., figurative language devices such a metaphor, idiom, etc.) are commonly used to add interest, engage the audience, and give detail to characters, settings and events. Dialogue or direct speech is often used to develop characters and plot and to give the story a “realistic” feel. Vocabulary choices include words that tell of happenings and behaviours in addition to words that are used to describe the thoughts and feelings of characters. The choice and use of vocabulary often reflects the desire to create particular images or feelings for the reader.


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Table 11 Progress Indicators for Tuhi Paki (Narrate) Deep Features


Whaihua (Audience awareness and purpose)

• Some evidence that the writer recognises the purpose for writing (to tell a story) and that he/she is writing for an audience other than the self.

• Good evidence that the writer recognises the purpose for writing (to tell a story) and that he/she is writing for an audience other than the self.

• May attempt to adopt a perspective to tell the story.

• Evidence of attempts to capture the reader’s interest.

• Language use and writing style appropriate to telling a story.

• Attempts to adopt a perspective to tell the story.

• Attempts to create internally consistent “world” for reader

• Engages audience and generally sustains reader attention.

• Language use and writing style usually enhance the story telling.

• Mostly consistent “world” created for reader

• Engages audience and consistently sustains reader attention.

• Language use and writing style always enhance the story telling.

• Sustained, credible world created for reader.

Kiko (Content/ Ideas)

• Some attempt at a story. • Writing is a series of loosely

related sentences or a series of sentences that all describe a single event.

• Reasonable attempt at a story. • Writing is a series of sentences that

all mostly attempt to describe a single event.

• Some important elements of story (has essentials of characters, settings, and events) included.

•

• Writing includes important elements of story e.g. has essentials of characters, settings, and events.

• Evidence of inclusion of problem or complication.

• May attempt to conclude events.

• Story mostly includes comprehensive elements (e.g. orientation, complication, resolution, and sometimes coda) .

• Some focus on and development of specific events, characters, and settings.

• Ending not always adequately controlled.

• Story includes comprehensive elements (e.g. orientation, complication, resolution, and sometimes coda conclusion).

• Clear focus on and development of specific events, characters, and settings.

• Ending appropriate and involves completion.

Hanganga (Structure/ Organisation)

• Semblance of order evident but limited because of haphazard or stream of consciousness-type organisation.

• Reasonable semblance of order evident but occasionally limited because of haphazard or stream of consciousness-type organisation.

• Some arranging of story elements evident.

• The story is organised around happenings and has a point.

• Ideas/events may be linked through the use of devices such as paragraphing or linking words and/or phrases (e.g., I muri mai i …, nö te mea …).

• Story element arrangement mostly managed well (e.g., effective plot or development of events).

• Effective linking is mostly evident through the use of some linking devices (e.g. I muri mai i …, nö te mea …, otirä, engari, etc.), which make the story flow.

• Story element arrangement managed well (e.g., effective plot or development of events).

• Effective linking is evident through the use of some linking devices.


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• Language is simple. • Actions recounted with little

elaboration, and, overall, style lacks variety (may be limited for topic e.g. limited use of vocabulary).

• May insert direct speech but context lacks clarity.

• Simple sentences used.

• Language is mostly simple. • Actions sometimes recounted with

little elaboration, and, overall, style lacks variety (may be limited for topic e.g. limited use of vocabulary).

• May insert direct speech.. • Simple sentences mostly used but

may attempt complex sentences

• May be evidence of attempts to add interest and detail through the use of descriptive language.

• May attempt to use dialogue to add to story.

• Many simple sentences correct.

• Some successful complex sentences evident.

• May use language devices (e.g. figurative language, idiom) and descriptive language to engage the audience and give detail to and develop characters, actions, and settings.

• Purposeful use of dialogue (where included).

• Most simple sentences correct.

• Control of complex sentences evident where appropriate.

• Language devices used (e.g. figurative language, idiom) and descriptive language to engage the audience and give detail to and develop characters, actions, and settings.

• Control of appropriate types of language.

• Purposeful use of dialogue. • Simple sentences correct. • Control of complex sentences

evident.


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Figure 12 Annotated Example for Tuhi Paki (Narrate)

.

Whaihua (Audience Awareness & Purpose) 3A

Good evidence of attempts to capture audience attention by outlining a whare mataku full of rauemi täkaro and setting scene of children entering the whare. To score higher than 3A Writer needs to develop the scene with effective and organised language.

Kiko (Content/Ideas) 3A Good display of ideas and setting of scene for an interesting narrative. Scene, characters well set and good activity for children to undertake with significant obstacles. To score higher than 3A Needs clearer focus on setting of scene and character introduction and their associated tasks.


Good introduction and organisation, and sequence of events, well linked through correct use of sentence joiner ä.. To score higher than 3P Plot could be better organised and developed.

Matauranga Reo (Language knowledge/Resources) 3P Some of use of complex sentences (e.g., the introductory sentence). Mostly correct linking through use of ä and nä te mea. Good use of modifiers for emphasis tino mataku rawa. Good combination of simple and complex sentences. Vocabulary appropriate. To score higher than 3P Requires more descriptive language and more detailed language for character development.

Wetewete Reo (Grammar) 3P Most of grammar correct. Occasional mistake – e.g., e rima ngä tamariki vs. ngä tamariki e rima(tokorima). Also a räua tuahine vs. ö räua tuähine. To score higher than 3P Requires fewer mistakes and wider range of appropriate constructions.

Tohutuhi (Punctuation) 3P Punctuation is correct, but no evidence of paragraphs. To score higher than 3P Requires accurate paragraphing.

Tuhituhi Kupu (Spelling) 3B Most of spelling is correct and generally macron use is accurate. Mostly appropriate simple sentences and descriptions. Vocabulary sufficient. To score higher than 3B Requires correct spelling of common words and consistent application of macron.

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Whakaatu (Describe) Purpose: Deep Features

This section describes the key characteristics of the deep features of Whakaatu (describe or report purpose writing).

Effectiveness (Audience Awareness and Purpose): The purpose of this type of writing is to document, organise, and store factual information on a given topic. It usually classifies and describes whole classes of living and non-living things or specific living and non-living things. There are many types. This progress indicator deals specifically with information reports and factual descriptions.

Content/Ideas: Texts that report and describe contain information statements. Domain elements include a general classification statement that provides information for the reader about the nature of the subject of the text (e.g., “Kiwis are flightless birds”).

Elaborated, information-laden sections follow to tell what the phenomenon or item under discussion is like, and to provide details about, depending on the topic of the report or description, components and their functions, properties, behaviours, uses, locations or habitats, types, and their relationship to the writer. The writer may conclude the text in a simple manner, although such a conclusion is optional. The writer may round off with a general statement about the topic (e.g., “Today the Kiwi is well known around the world as a symbol of New Zealand”).

Structure/Text Organisation: The text is generally organised around things and their description. There is a logical ordering of information. Content is grouped or structured according to common themes evident in the information presented. Sentences are linked thematically to the topic of a paragraph or section. Text organisers such as titles, headings, and subheadings are commonly used to orient readers.

Language Knowledge/Resources: Descriptions name and describe specific people or things, while reports name and describe generalised participants or whole classes of things. Precise, descriptive, factual language is used rather than flowery or aesthetically pleasing language, while technical language related to the topic is common in reporting.


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Table 12 Progress Indicators for Whakaatu (Describe) Deep Features



• Some evidence that the writer recognises the purpose for writing.

• Gives some information from a writer’s perspective.

• Evidence that the writer recognises the purpose for writing.

• Gives information from a writer’s perspective.

• Language use and writing style generally appropriate to audience and purpose.

• Informs but may require some reader inference.

• Evidence of use of task-appropriate structures and language.

• Provides adequate background, little reader inference required.

• Audience included directly or indirectly in text and referred to at beginning and end.

• Appropriate background and context to meet intended audience’s needs.

• Consistent/sustained reference to audience needs and own purpose throughout text.


• Some evidence of statements of fact.

• Writing includes some facts relevant to the topic and task, covering, for example, some (2 or more) task-appropriate domains: attributes, behaviours, properties, functions, location, etc.

• Can include many statements irrelevant to the topic or task.

• Evidence of statements of fact.

• Writing includes facts relevant to the topic and task, covering, for example, some (2 or more) task-appropriate domains: attributes, behaviours, properties, functions, location, etc.

• Can include few statements irrelevant to the topic or task.

• Most domain elements appropriate to the task present (e.g., the writer classifies and deals with attributes, behaviours, properties, functions, location, etc.).

• May include some material irrelevant to the topic of the given task.

• Domain elements are comprehensive & detailed for the given task. (e.g., title, the writer classifies what is to be described or reported.

• Almost all material related to topic of the given task.

• Describes and adds some interpretation or evaluation material.

• Comprehensive, detailed information and consistent elaboration (i.e., the writer classifies, deals with attributes, behaviours, properties, functions, location etc.)


• Some semblance of framework (e.g., some grouping of information).

• Text is limited because of presentation of fact statements as discrete elements.

• May be attempting to section or paragraph.

• Semblance of framework (e.g., some grouping of information).

• Text is sometimes limited because of presentation of fact statements as discrete elements.

• Limited evidence of attempts to section or paragraph.

• Evidence that the writer is using a framework for ordering content (e.g., categorising or classifying).

• May not be consistently or optimally ordered, and elements may be inappropriately assigned to parts of framework.

• Evidence of attempts at sectioning or paragraphing.

• Mostly logical, effective, and obvious framework for ordering report or description (e.g., categorisation or classification, grouping statements).

• Elements appropriately assigned.

• Paragraph or sections support the structure.

• Thematic linking of sentences to topic of paragraph/section.

• Coherent logical, thematic structure throughout.

• Introduction and conclusion enhance writer’s purpose.

• Description is coherent and cohesive.

• Structure enhances and strengthens ideas in text.


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• Language has structure of simple factual descriptions.

• Topic-related language present but little detail conveyed through language.

• Vocabulary limited. • Simple sentences used.

• Language has structure of mostly simple factual descriptions.

• Topic-related language present, some detail conveyed through language.

• Simple sentences used, but may attempt complex sentences.

• Evidence of use of task-appropriate structures and language.



• Uses complex sentences.

• Consistent use of appropriate language for task and topic.

• Language of comparison may be used to enhance understanding.


evident, where appropriate. • Uses complete sentences.

• Rich and appropriate vocabulary evident.

• Uses a range of language techniques (possibly includes figurative language) deliberately to create an affect.

• Controlled/sustained variety of sentence structure for effect.


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Figure 13 Annotated Example for Whakaatu (Describe)

Whaihua (Audience Awareness & Purpose) 2P

Writer attempts to describe and explain the different types of activities. To score higher than 2P Writer needs to display detail including differences between the various activities.

Kiko (Content/Ideas) 2P Writer describes some differences between each of the activities, how they are undertaken and their effects on the body. To score higher than 2P Requires clearer descriptions and more details on differences between activities and what is involved.


Mostly simple sentences generally in sequence, separation not always clear. To score higher than 2P Needs clearer separation (or better grouping) and organisation of major activities discussed.

Matauranga Reo (Language Knowledge/Resources) 2P

Mostly appropriate simple sentences and descriptions. Vocabulary sufficient. To score higher than 2P Requires more descriptive language & wider range of vocabulary. Tohutuhi (Punctuation) 2B

Some punctuation is correct, sentence separation often not clear, no evidence of paragraphs, sometimes incorrect use of capitals. To score higher than 2B Requires correct use of capitals, clear sentence separation and paragraphing.

Tuhituhi Kupu (Spelling) 2P Most of spelling is correct and some macron use is accurate (noa iho is misspelled). Word separation sometimes is not correct (e.g., rerekë tanga, mete...) To score higher than 2P Requires correct spelling of common words and consistent application of macron, and accurate word separation.

Wetewete Reo (Grammar) 2P Most of grammar OK, and appropriate for description. Occasional mistake (e.g., i a koe he maha). To score higher than 2P Requires less mistakes and wider range of appropriate constructions.

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Whakamärama (Explain) Purpose: Deep Features

This section describes the key characteristics of the deeper features of whakamärama (explain) purpose writing.

Effectiveness (Audience Awareness and Purpose): The explain purpose gives an account of how something is formed or works, along with associated reasons. It involves explaining the processes involved in, and the reasons for, mechanical, natural, technological, or socio-cultural phenomena. There are two main types of explanation, with variations in focus. One concerns how something works. The other involves an explanation of why something is the way it is.

Content/Ideas: Essential features include an introduction that comprises a general statement to establish the purpose of the text and to position the reader, which may be in the form of a title. This introductory portion identifies the phenomenon to be explained. The body portion is used to elaborate the explanation sequence, and an account is given of how and/or why something occurs/works, with a focus on giving reasons and making the process understandable. Note that complex explanations may have multiple parts or subsections. Explanations may be part of more complex or substantial texts (e.g., a piece on the tuatara may include an explanation section to detail the reproductive cycle – “How tuatara reproduce”).

Structure/Text Organisation: This generally involves organisation around a sequence explaining why something is or how it works. The ordering is logical. Links between aspects of the phenomenon (e.g., sequence or parts) and their associated reasons or functions are evident through the use of conjunctions of time, or cause and effect. Organising devices such as paragraphs assist writers to structure related aspects into themed groups and links between paragraphs help to create cohesion and relevance.

Language Knowledge/Resources: Precise, descriptive, factual language is employed to give detail to the explanation and causal circumstances. Technical language related to the topic, where appropriate, adds authority to the text and writer. Vocabulary usage involves words that tell of actions and behaviours, depending on the field.


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Table 13 Progress Indicators for Whakamärama (Explain) Deep Features



• The writer provides some recognition that an explanation is required and that he/she is writing for an audience other than the self.

• Assumed shared knowledge with the reader may interfere with meaning.

• The writer recognises that an explanation is required and that he/she is writing for an audience other than the self.

• Assumed shared knowledge with the reader on few occasions interferes with meaning.

• Language and writing style is appropriate to the audience.

• May rely on context and requires some reader inference to understand explanation.

• Language use and writing style is mostly appropriate to explanation and directed to the reader/audience (e.g., evidence that needs of reader are being considered).

• Explanation is mostly clear and can stand alone.

• Language use and writing style appropriate to explanation and directed to the reader/audience (e.g., evidence that needs of reader are being considered).

• Explanation is clear and can stand alone.


• Writer makes some attempt to identify the phenomenon/process and gives at least one simple reasons for its occurrence.

• May include statements that are irrelevant to the topic and/or task or include a personal perspective to the explanation.

• Writer generally makes an attempt to identify the phenomenon/process and gives two or more simple reasons for its occurrence.

• May include a few statements that are irrelevant to the topic and/or task or include a personal perspective to the explanation.

• Writer identifies the phenomenon or process clearly.

• Body of text contains further elaboration and gives associated reasons for why/how it occurs.

• Limited irrelevant information evident.

• Content is mostly clear, adequately detailed and relevant to topic sentences/ paragraphs.

• Simplistic single chain-like immediate causes are used to explain why phenomenon occurs.

• Generalised level of relevant, accurate details provided for at each stage.

• Content is clear, comprehensive and relevant to topic sentences/ paragraphs.

• Multiple causes/aspects of phenomenon are acknowledged and explained.

• Specific relevant, accurate details

• selected and targeted to support explanation.


• Somewhat organised at sentence level.

• Limited attempts to paragraph.

• Generally organised at sentence level.

• May be attempting to paragraph.

• Evidence of attempts at structuring content through the grouping of ideas within and across sentences.

• May be attempting to construct between-paragraph links.

• Attempts at grouping or sequencing of explanation evident.

• Across the text there is a sense of an attempt to sequence content.

• Concise introduction to topic and structured overview if student’s own text given.

• Clear sequential structures/ transitions evident within and between paragraphs and throughout the text.

• Appropriate and varied linking language sustained in use.


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• Vocabulary choices adequate.

• Topic-related vocabulary present but very little detail conveyed through the language.

• Only simple sentences used.

• Vocabulary choices reflect topic and task.

• Topic-related vocabulary present but little detail conveyed through the language.

• Simple sentences used but may attempt complex sentences.

• Evidence of use of task appropriate language.

• Topic-related vocabulary contributes to understanding of parts or aspects of phenomenon to be explained.



• Some successful complex sentences evident.

• Mostly consistent use of appropriate language for task and topic enhances the clarity and coherence of the explanation (e.g., technical language is included where appropriate).

• Most sentences correct. • Control of complex

sentences evident, where appropriate.

• Uses complete sentences.

• Precise use of appropriate language for task and topic enhances the clarity and coherence of the explanation

• Control of a variety of sentence structures is evident.

• Sentences used are complete and correct.


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Figure 14 Annotated Example for Whakamärama (Explain)

Whaihua (Audience Awareness & Purpose) 2P Writer attempts to explaithe process. I

n t is mostly

rity n

towards audience.

appropriate. To score higher than 2P Writer needs to add claand better orientatio

Kiko (Content/Ideas) 2B Writer attempts to explain the process, several reasons/ explanations are offered. Writer has added personal perspective and included some irrelevant content (i.e., last paragraph). To score higher than 2B Requires clearer explanations and reasons, less personal perspectives, and should give irrelevant information.

Hanganga (Structure/Organisation)

2P Mostly simple sentences generally in sequence, separation not always

clear. To score higher than 2PNeeds clearer separation (or better grouping) anorganisation of majo

d r

rocesses involved. p

Wetewete Reo (Grammar) 2P Most of grammar OK, and appropriate for description. Occasional mistake (e.g., ka taea koe ki te kite). To score higher than 2P Requires less mistakes and wider range of appropriate constructions.

Tohutuhi (Punctuation) 2P Most punctuation is correct, sentence separation often not clear. To score higher than 2P Requires, clear sentence separation and paragraphing.

Tuhituhi Kupu (Spelling) 2P Most of spelling is correct and some macron use is accurate. Word hyphenation sometimes is not required (e.g., wai-poroporo, whaka-whanui). To score higher than 2P Requires correct consistent application of macron, accurate word separation, correct use of hyphen.

Matauranga Reo (Language

Knowledge/Resources) 2P Mostly appropriate simple sentences and explanations. Vocabulary sufficient. To score higher than 2P Requires more descriptive language and wider range of vocabulary to add detail to explanations offered.


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Language use and style appropriate for explanation. Explanation is clear and generally stands alone. To score higher than 5P Writer would need to demonstrate greater consideration of audience needs and understanding.

Kiko (Content/Ideas) 5P Content is clear, comprehensive and relevant to the topic. To score higher than 5P Specific aspects of the explanation could more detailed with specific explanation.

Hanganga (Structure/ Organisation) 5P

Good introduction to the topic and sequencing of the explanation. To score higher than 5P Better sequence transitions between paragraphs and main points.

Mätauranga Reo (Language Knowledge/Resources) 5P

Appropriate language used for explanation. Sentences mostly correct and complete. To score higher than 5P Demonstration of control of complex sentences and structures more appropriate with sentences always correct and complete.

Wetewete reo (Grammar) 5P Few errors and appropriate range of sentence structures. To score higher than 5P Demonstration of a wider range of sentence/grammatical structures and more accurate use of sentence separation and coordination.

Tohutuhi (Punctuation) 5P Punctuation mostly correct. Dialogue punctuation accurate. To score higher than 5P Punctuation always correct and accurate use of complex punctuation.

Tuhituhi Kupu (Spelling) 5P Very few errors, occasional macron missing, e.g., Mäori, kötiro, möhiotanga. To score higher than 5P No errors and accurate use of macrons.


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Taki (Recount) Purpose: Deep Features

This section describes the key characteristics of the deep features of taki (recount) purpose writing. Effectiveness (Audience Awareness and Purpose): The writer aims to inform or entertain a reader or

listener by reconstructing a view of the world that the reader can enter. Recounts centre on the sequenced retelling of experience, whether real or imagined. There are three common types of recount that have variations in focus. Personal recounts involve the reconstruction of a personal experience that often includes reflections on the writer’s feelings. Factual recounts involve the recounting of events from an informational perspective (“A visit to McDonalds”) and often include statements of observation as asides to the recounting of events (“The ice-cream machine behind the counter is big and shiny. I saw people polishing it. It takes a lot of work to keep it that shiny”). Imaginative recounts may involve the writer in recounting events from an imagined perspective (“A day in the life of a Viking raider”) or recounting imagined events from a personal perspective (“A field trip to Mars”) that may include both imagined observation and comment.

Content/Ideas: Recounts can use a succinct orientating device early in the piece to introduce characters, settings and events to be recounted (i.e., who, what, why, where, when, how). A point of view, the perspective from which the recount is told, is often established here. Events are related in time order. Comment or observation and/or reflection is used to foreground events or details of significance to the writer. These may be interwoven with the retelling. Optional is a re-orientation that is an ending statement often used to reflect or comment on the events recounted or to predict future events (“I had a great time at Camp Hunua. I wonder what will happen to us next year!”).

Structure/Organisation: Recounts are organised around a sequenced account of events or happenings. They follow a temporal sequence in that they are organised through time.

Language Knowledge/Resources: Specific people, places and events are named. Detailed recounting makes extensive use of descriptive and idiomatic language to catch and maintain reader interest. Dialogue or direct speech is often used to give the recount a “realistic” feel, to assist in the reconstruction of the events, or to provide opportunities to comment on the happenings.


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Table 14 Progress Indicators for Taki (Recount) Deep Features



• The writer attempts a recount of a past experience or event.

• Recognises that he/she is writing for an audience other than the self, but may be limited by assumption of shared knowledge.

• The writer recounts a past experience or event.

• Recognises that he/she is writing for an audience other than the self.

• May attempt to adopt a particular perspective.

• Language use and writing style appropriate to recounting a past event.

• Text provides details of setting, situation etc.

• Recount may show evidence of attempts to capture the audience’s interest.

• Language use and writing style help to engage the reader and sustain interest.

• Events detailed for audience. • The text is mostly complete for

audience understanding.

• Language use and writing style precise.

• Text entertains and sustains reader attention.

• Contents, style etc. engages audience.

• Text ending shows writer awareness of audience.


• Some attempt to recount events.

• Some background information • provided. • May include content not

relevant.

• Writer recounts events. • Writing may begin with an

orientation (background information) using some of the elements of recount (when, where, who, what, and why).

• May be some evidence of selection of events for inclusion or of comment on events.

• May include some content not relevant.

• Writing includes, in addition to where, when, who, what, and why, evidence of foregrounding of significant content.

• Evidence of attempts to add detail to, comment on, or evaluate selected points of interest.

• There may be an attempt to conclude.

• Orientation is comprehensive, yet succinct.

• Clear focus on and development of specific events of interest.

• Recount may be enriched with interpretive comments, evaluation, and observation.

• Conclusion is usually linked thematically to recount content.

• Writers sense of looking back and analysing event is integrated through out the recount.

• Recount is enriched with interpretive comments, evaluation, and observation.

• Conclusion is linked thematically to recount content.


• Events are usually sequenced in time order.

• Events are sometimes linked by using common words that indicate the passage of time (Ka, I, I muri mai etc.).

• Events are largely sequenced in time order.

• Events are linked by using common words that indicate the passage of time (Ka, I, I muri mai, nä wai rä, nö te … etc.).

• Events are in time order and seem to follow on.

• Events are linked in a variety of ways.

• Some evidence of attempts at paragraphing to section (e.g., orientation, sequence of events, reorientation).

• Events are in time order, and sequencing is managed well.

• The detailed sequence of events is often interwoven with evaluative comment/observation.

• Paragraphs support the structure.

• Sustained control of sequence, tense, time, point of view, appropriate sentence structures.


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• Language is simple. • Some verbs used but limited

in scope (e.g., “ka haere au”, “ka tiki au” etc.). Events and actions recounted with little elaboration (may be limited by repetitive use of sentence structure and/or language to indicate passage of time). Simple sentences only used.

• Language is often simple. • Verbs/adjectives used mostly

limited in scope. Events and actions recounted with some elaboration.

• Simple sentences used, but may attempt complex sentences.

• Evidence of attempts to add detail to content through using a variety of language.

• Variety in sentence structure. • May include dialogue to assist

reconstruction of events. • Many simple sentences

correct. • Some successful complex

sentences evident.

• Language devices may be used (e.g. idiom) to amplify content.

• Varied use of words to describe actions and events and to capture thoughts and feelings.


evident, where appropriate. • Mostly uses complete

sentences.

• Language devices used (e.g. idiom) to amplify content.

• Varied use of words to describe actions and events and to capture thoughts and feelings.

• Sentences correct. • Good control of complex

sentences evident. • Uses complete sentences.


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Figure 15 Annotated Example for Taki (Recount)

Whaihua (Audience Awareness & Purpose) 2A

Retells a past event telling for an audience in an appropriate style. To score higher than 2A Writer needs to display evidence of attempting to capture audience’s attention.

Kiko (Content/Ideas) 2P Event is recounted, but lacks background and orientation To score higher than 2P Needs clearer focus and more detail on elements of the event – i.e., when, where, who, what, why.


Events are sequenced and in order. To score higher than 2P Needs to clearer separation between each event, more detail required, comments required on points of interest, and perhaps some evaluation. Paragraphs required.

Matauranga Reo (Language Knowledge/Resources) 2P

Mostly simple sentences. Some correct linking through use of ä and nä te mea. Vocabulary sufficient. To score higher than 2P Requires more descriptive language and vocabulary. Elaboration and more commentary on events would be helpful.

Wetewete Reo (Grammar) 2P Most of grammar suffice, and appropriate for dialogue. Occasional mistake (e.g., I hoko rätou he… To score higher than 2P Requires fewer mistakes and wider range of appropriate constructions.

Tohutuhi (Punctuation) 2B Some punctuation is correct, sentence separation often not clear, no evidence of paragraphs. To score higher than 2B Requires accurate paragraphing and sentence separation.

Tuhituhi Kupu (Spelling) 2P Most of spelling is correct and some macron use is accurate. Very common words are misspelled (ätaahua, whakaaro). Word separation sometimes is not correct. (e.g mä runga). To score higher than 2P Requires correct spelling of common word and consistent application of macron, and accurate word separation.

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Language use and style appropriate. Writer engages audience and details events. To score higher than 5P Writer would need to have greater awareness of audience, more efforts to capture audience attention.

Kiko (Content/Ideas) 5P Details of event comprehensive, with good development specific details of interest. To score higher than 5P More interpretative comments and observations required, along with more appropriate (thematically linked) conclusion.


Events in time ordered and sequencing is well managed. To score higher than 5P Events should contain more evaluative comments and observations.

Mätauranga Reo (Language Knowledge/ Resources) 5P

Appropriate language used for topic. Good use of idiom to emphasise certain details. Sentences mostly correct and complete. To score higher than 5P Demonstration of control of complex sentences and structures more appropriate and more use of language deliberately aimed to persuade the reader.

Wetewete Reo (Grammar) 4P Few errors and appropriate range of sentence structures. To score higher than 4P Demonstration of a wider range of sentence/grammatical structures and more accurate use of sentence separation and coordination.

Tohutuhi (Punctuation) 4P Punctuation mostly correct and generally accurate. To score higher than 4P Punctuation always correct and accurate use of complex punctuation.

Tuhituhi Kupu (Spelling) 4P Very few errors, occasional macron missing, e.g., nö, käo. To score higher than 4P No errors and accurate use of macrons.


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Ähuatanga Päpaku (Surface Features)

Grammar: This dimension of text refers to accepted patterns in language use rather than to grammatical choices made by writers to achieve particular purposes. It is a student’s ability to control language patterns at this level of text that is judged here.

Punctuation: This dimension of text refers to the degree of control a writer shows over punctuation. This control ranges from showing an awareness of sentence punctuation to being able to use complex punctuation effectively. Again, scorers are required to locate evidence to support their judgements about a student’s competence.

Spelling: This is considered separately and is related to increasing skill with and knowledge about very common words and the spelling of less common or technical vocabulary. The judgement of spelling is made in the context of the student’s text but evidence to support the judgement needs to be considered carefully.


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Table 15 asTTle Tuhituhi Progress Indicators for: Surface Features/Ähuatanga Päpaku


Wetewete Reo/ Grammar

• Errors interfere with meaning.

• Very limited range of grammatical constructions.

• Word order follows English patterns.

• Sentence coordination and separation sometimes not accurate.

• Some errors interfere with meaning.

• Limited range of grammatical constructions.

• Word order at times may follow English patterns.

• Sentence coordination and separation may not always be accurate.

• Occasional errors in sentences. • Mostly appropriate range of

grammatical constructions. • Occasions where word order

follows English patterns. • Sentence coordination and

separation generally accurate.

• Few errors in sentences. • Appropriate range of

grammatical constructions. • Few occasions where word

order follows English patterns. • Sentence coordination and

separation mostly accurate.

• Minimal errors in sentences. • Wider and appropriate range of

grammatical constructions. • Sentence coordination and

separation always accurate.

Tohutuhi/ Punctuation

• Sentence punctuation occasionally used correctly (i.e., caps for proper nouns, commas in lists, question marks, and full stops, etc.).

• Generally sentence punctuation used correctly (i.e., caps for proper nouns, commas in lists, question marks, and full stops, etc.).

• May be attempting to use speech marks.

• Sentence punctuation usually correct and other basic punctuation is usually correct.

• May be attempting more complex punctuation (e.g., semi-colons and colons, use of hyphen).

• Dialogue punctuation sometimes accurate (if required).

• Sentence punctuation mostly correct and other basic punctuation is mostly correct.

• Sometimes attempting more complex punctuation (e.g., semi-colons and colons, use of hyphen).

• Dialogue punctuation accurate (if required).

• Sentence and other basic punctuation always correct.

• Evidence of correct use of some examples of complex punctuation where appropriate (e.g., semi-colons and colons, use of hyphen).

Tuhituhi Kupu/ Spelling

• Some common words spelt correctly.

• No evidence of correct spelling of less common words.

• Word separation may not always be accurate.

• Macrons (tohutö) may not be used, and/or lack consistency and/or have many errors.

• Many common words spelt correctly.

• Little evidence of correct spelling of less common words.

• Word separation may not always be accurate.

• Macrons may lack consistency and/or have errors.

• Most common words spelt correctly.

• Some evidence of correct spelling of less common words.

• Word separation generally accurate.

• Macrons sometimes lack consistency and/or have some errors.

• Almost all common words spelt correctly.

• Good evidence of correct spelling of less common words.

• Word separation mostly accurate.

• Macrons rarely lack consistency or have few errors.

• Very few/no errors. • Word separation accurate. • Much evidence of correct

spelling of less common words. • Macron application is

consistent and accurate.

Documents

Panui & Tuhituhi Asttle