NAPLAN 2014 Writing Test
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The Australian Curriculum, Assessment and Reporting Authority (ACARA) has determined that to ensure schools continue to focus on teaching a wide range of writing styles and genres, the genre for the NAPLAN 2014 Writing test (either narrative or persuasive) will not be disclosed in advance of the test.
In 2014, as in previous years, the Writing test will be a single common task for all students. Students will not be able to choose the genre in which they write their response.
The NAP website includes further details about the Writing test and other FAQs.
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Students who have read, written and created a range of texts in a range of classroom activities, are well prepared for the NAPLAN Writing test.
Test practice that aims to familiarise students with NAPLAN test conditions is recommended as a useful support strategy. However, over-preparation and focus on any particular genre is inconsistent with the approach to teaching and learning described in the AusVELS and the National Curriculum. Over-preparation may also increase anxiety levels in students and lower performance levels under test conditions.
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Responding to the NAPLAN Writing test
Students write to convince a reader of their opinion and structure their writing with an introduction, body and conclusion.
Students approach the NAPLAN Persuasive Writing test in different ways, some of which are shown in the support material provided in the following pages. (See ‘VCAA Sample Teaching and Learning Activities’.)
Some students develop and justify their ideas, drawing on personal knowledge and experience or on more detailed general knowledge about a particular subject or issue. Some choose to present one side of the argument and may also include opposing arguments in order to rebut. Others seek to persuade by exploring both sides of the topic, before arriving at a clear and conclusive position.
Students also write in different forms. Most students present their argument in the form of an essay. Others choose to present their argument as a letter to the editor or as the text of a speech. Students may also use anecdotes or references to narratives such as films or novels to help convince their reader. Students cannot, however, present their entire response as a narrative (a story), or as a dramatised dialogue in which two characters argue.
Students write a narrative or story that develops events, settings and characters to entertain, move, inform or enlighten readers. The main structural components of the narrative are the orientation, the complication and the resolution.
The Persuasive Writing Marking Guide and the Narrative Writing Marking Guide can be found on the NAP website.
Please note that NAPLAN markers undergo intensive training and supervised marking before gaining competence in the interpretation of marking guide descriptors. The marking guides are provided online for information but it is recommended that marker training be undertaken or that assistance from trained markers be sought before the guides are used to assess student practice tests in schools.
At all levels of the VELS, students learn to listen to and create a range of written, spoken and multimodal texts, including persuasive and narrative texts, for different audiences and purposes.
All teachers across the curriculum share the responsibility for developing the thinking processes and the knowledge and skills that enable students to confidently express and justify a point of view on a range of topics.
The VCAA has developed sample teaching and learning activities, based on the English VELS, to prepare Year 3, 5, 7 and 9 students for the persuasive writing task.
Each of the sample learning activities involves preparing students to express their point of view in a written text by creating a wider range of texts, in a range of modes. The activities are not intended to be prescriptive or comprehensive.
Sample learning activities for Years 3, 5, 7 and 9 can be found at:
Year 3 (doc - 157kb)
Year 5 (doc - 152kb)
Year 7 (doc - 173kb)
Year 9 (doc - 174.5kb)
The learning activities for all year levels focus on the same topic: ‘It’s cruel to keep animals in cages’. Separate teaching and learning activities for each year level reflect the different levels of the VELS and the range of NAPLAN Writing criteria.
Tables identifying links between the NAPLAN persuasive writing criteria and different levels of the English VELS can be found at:
NAPLAN VELS tables (doc - 164kb)
The VCAA teaching and learning activities at each year level indicate links to relevant sections of these tables.
The texts that students produce vary depending on whether they are in Year 3, 5, 7 or 9, and there is a range of ability at each level. Younger students begin with familiar topics, for known audiences; later, students go on to develop the knowledge and skills that enable them to present arguments on complex ideas for a range of purposes and audiences.
The students’ persuasive writing samples were produced by Victorian students from Years 2 to 9 during trials of the VCAA Teaching and Learning materials conducted in November 2010. These activities were informed by the Reading, Writing, Speaking and Listening modes of the VELS English standards.
During the course of the trial, students created texts in response to the topic: ‘It’s cruel to keep animals in cages’. Students’ persuasive writing texts were not produced under test conditions, but as part of a range of activities. They have been annotated, rather than assessed. The annotations relate both to criteria published in the ACARA 2011 Persuasive Marking Guide and to the relevant VELS English standards.
Sample student writing and annotations can be accessed by clicking on the links below:
Sample VCAA and other Writing test topics, which may be used as part of teaching a range of persuasive texts, may be found at:
Sample student narrative writing
Student narrative writing samples are located in the Narrative Marking Guide. Each sample is accompanied by scores and annotations designed to explain scores in terms of the narrative descriptors.