ncea english creative writing

AS 91101A Annotated exemplars

Produce a selection of crafted and controlled writing (2.4a), download all exemplars.

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 216 KB]

TKI English assessment resources (external link)

Low Excellence

For Excellence, the student needs to create an effective, crafted and controlled selection of writing that commands attention.

This involves developing, sustaining and structuring ideas effectively and using appropriate language features to create meaning, effects and audience engagement.

This student has effectively developed, sustained and structured ideas about what it means to be a young New Zealander in a multicultural society. The student does this by developing, sustaining and consolidating her understanding that legal confirmation of citizenship is not needed to validate her own sense of belonging (5) (7).

The student has built on the idea by providing relevant and often striking details (4), and structuring her compelling journey of discovery and awareness of her own cultural duality around the parallel journey through the day of the citizenship ceremony (1) (3).

The student has used appropriate language features to command attention by establishing and sustaining a distinctive personal voice that engages audience’s interest and empathy (1) (2) (6). There is a sustained, articulate and accurate use of effective language features, including first person narration, sentence variation and specific and relevant vocabulary choices and descriptions (3) (4) (7).

For a more secure Excellence, the student could craft the second half of the narrative to produce more syntactical variation, rather than the repetitive ‘I stand’, ‘I have sung’, ‘I chuckle’, etc.

For Merit, the student needs to create a crafted and controlled selection of writing that is convincing.

This involves developing, sustaining and structuring ideas convincingly and using appropriate language features to create meaning, effects and audience interest.

This student has convincingly developed, sustained and structured ideas about New Zealand’s negative self-image. There is a well-researched examination of the factors behind New Zealanders’ feelings of anxiety about their place in the world and shows how this attitude manifests itself in society (2) (3). A well-reasoned case for New Zealanders to take more pride in themselves as a nation (4) (5) has been developed.

This student has used appropriate language features to create convincing effects by deliberately selecting appropriate language features to produce a precise and accurate piece of writing that is articulate in places. First person point of view (both singular and plural) has been used to sustain an encouraging rather than didactic tone (1) (4).

To reach Excellence, the student could develop and sustain a more compelling argument by varying the format of statement followed by listed examples. The language could be crafted more effectively by limiting the use of exclamation marks.

This student has convincingly developed, sustained and structured ideas about a trip into the countryside. The student sustains the suspense in a structured and clear build up to the narrator’s jump into the river (3) (4) (5).

This student has used appropriate language features to create convincing effects by deliberately selecting appropriate language features to create meaning and effects (1). A credible, personal voice for the narrator (6) has been developed, and realistic dialogue between the friends (2) has been created.

For a more secure Merit, the student could further develop and sustain some ideas, such as ‘completely at a loss’, ‘she knows where we are going’ and ‘a wild goose chase’. Some of the imagery could be clarified or further developed, such as the comparison with Icarus, and  the ‘looking glass’ attributes of the water.

High Achieved

For Achieved, the student needs to create a crafted and controlled selection of writing that is appropriate to audience and purpose.

This involves developing, sustaining and structuring ideas and using appropriate language features to create meaning and effects.

This student has developed, sustained and structured ideas about teenage driving. The student has done this by building on ideas through the connection of the title to the closing sentence (1) (10) and by combining action and reflection within the anecdote so that the central idea is generally reasoned and clear (6) (7).

This student has sustained the idea by explaining, commenting on and giving examples of negative and unfair reactions encountered because of teenagers’ age and limited experience (4) (5). Some suspense has been created by delaying the outcome of the test with the reflection on nervousness (8).

This student has used language features appropriately and accurately to create effects. The student has done this by deliberately using a mix of humour and serious reflection (2) (4) (5) (10).

To reach Merit, the student could further develop and sustain some ideas, such as ‘they were my age once weren’t they?’ and the unfairness of stereotyping. There could be a more deliberate use of language features in some sections in order to capture and sustain audience interest convincingly (2) (9).

Low Achieved

This student has sufficiently developed, sustained and structured ideas about the User Friendly Shakespeare Company’s production of King Lear. The student has done this by building on ideas about the aspects of the play which appealed or did not appeal to the teenage audience (2) (8) (5).

This student has used language features appropriately and accurately to create effects. The student has done this by deliberately selecting language features to create meanings and effects (1) (4).

For a more secure Achieved, the student could provide further examples and/or details to support some statements (3) (6) (7).

High Not Achieved

This student has begun to develop, sustain and structure ideas about his father by developing the idea established in the first sentence (1) about his father as somebody who commits himself whole heartedly to whatever he does (4). There are details of his father as a demanding but respected coach, a man of principles who works hard, plays hard and loves his sport (3) (4).

This student has provided some evidence of language features used to create an effect. The student has done this by deliberately selecting some of his father’s expressions (1) (6) and selecting vocabulary that reflects a personal voice and tone (5) (4).

To reach Achieved, the student could use more descriptive detail to craft the lists and recounts into experiences (7) (8). The content could be structured within each paragraph so that the ideas are connected (9). There could be a selection of language features and vocabulary to create specific effects and meanings (2).

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See all english assessment resources.

Creative writing

Introduction.

Creative writing is a story that wraps your reader up and takes them to a different place. It should, if done well, completely swallow your reader whole and make them lose track of time. They should laugh out loud, cry or feel heartbroken.

Structure of creative writing

The tighter you keep the structure of your creative writing, the better it is. Keep your time frame short and follow a structure like this one

Step One: Describe your setting - what can you see, hear, feel, smell; don't just state where you are, describe it and bring it to life. Consider these two setting sentences, one simply states where you are and the other brings it to life in the reader's mind:

I am school.

All I can smell is Lynx as we bustle down the narrow corridors between classes.

Handy hint: describe the little details that only you might notice - for example, the weirdly delicious smell of the hand soap in the hospital, the blinking light in the corner: these details bring your writing to life by adding depth.

Step Two: Have an action happen - what happens in your story? What's the main thing? For example, does a doctor come in and tell you that you'll never walk again? Does a snail slowly make its way in front of you?

Step Three: Describe your emotional response - how do react?

Handy hint: Be careful here - instead of saying the emotion, describe what your body does instead. What this does is trigger the same response in your reader's brain which sucks them into your writing more. Consider these two sentences to help you understand - both are talking about feeling nervous:

I felt nervous.

I felt the vomit rise in my throat as my knees buckled underneath me. The butterflies in my stomach felt more like a cyclone than a flutter.

Step Four: Describe your physical response - what do you or your main character do next? Do you punch a wall? Do you scream out loud? Do you stare in bewilderment?

Step Five: Repeat steps two to four in order until you have reached your stories conclusion. Remember, for the purposes of this exercise, keep your story to only describing ten or so minutes in somebody's life - any longer and you'll start waffling!

Step six: EDIT! Use the editing page to help you out.

One of the hardest things about creative writing is knowing what to write about. Try out some of these suggestions.

Click here for some Kaumatua Images

Click here for some great first sentences.

Fan fiction - try writing from a different angle in one your favourite stories or a story that you have started in class. For example, instead of telling Batman's story, why not try writing Robin's? This is a good way to get past writer's block as you already have half an idea of the character, the setting and what will happen.

EWB AS 1.4 Creative Writing Workbook

written for NCEA Level 1 students

Authors : susan battye and d. j. wort.

• Aspects of Language - A Glossary    
• The Structure of Texts
• Analysing a Narrative     
• Finding Your Focus - Editing Ideas
• Selecting a Viewpoint to Write from     
• Creating Impact!
• Exaggerate or Telescope or Both!      
• Using Flashbacks    
• Stream of Consciousness
• Writing Mood Commands Attention      
• Capturing the Mood     
• Memories and Imagination
• Structuring a Story    
• Brainstorming     
• Narrative Writing     
• Descriptive Writing
• Writing Poetry     
• Personal Writing     
• Script Writing     
• Redrafting Your Work
• Checking Spelling    
• Checking Punctuation    
• Achieving Accuracy    
• The Proof-Reading Process    
• A Proof-Reading Checklist
• Model Essay for AS 1.4 ' Creative Writing'
• Your Writing Portfolio

• Oct 11, 2023

The importance of using language techniques in NCEA English and creative writing.

I stared at the blank page, the cursor alarming me that it is stagnant. It wanted to progress down the page, and yet, here I was without a thought in my head to write upon the page. But I cranked my neck and stared hopeful at the ceiling, and a little yet important idea pranced into my mind. That’s when I knew my life as a writer was going to elevate, the moment I experimented with language features. - I knew how I could begin!

See what I did there? I added imagery, personification and foreshadowing. Rather than a simple introduction to my blog, I used a variety of language features. This is a powerful tool for NCEA English assessment and examinations.

Foreshadowing, in particular, is a great way to develop a beginning of any type of NCEA English creative writing. This is because you can reel in your audience in a creative way. Foreshadowing allows for the reader to predict what may happen in your writing. There are many different language features you can use within your NCEA English writing and I think it is beneficial for any writer (whether new or experienced) to dabble in a variety of different language features to describe and develop images within the reader’s mind.

Deliberately thinking about language features means you are actively trying to lift the images in the reader’s mind. You are no longer being hopeful that they may see what you want them to imagine, but you are putting images into their minds. This is why in the classroom, and in NCEA English, we practice things like adjectives, verbs, connotations and even punctuation. They all contribute to developing effective writing skills.

Here are a variety of language features you can explore in NCEA English:

Personification

Onomatopoeia

Connotations

Alliteration

Foreshadowing

Minor sentences

Punctuation

Extend your vocabulary using synonyms in NCEA English:

Another tip is to learn how to explore synonyms and extend your vocabulary in NCEA English. If you stick with the same wording all the time, then you may limit how you develop your writing skills in NCEA English. By looking online, in dictionaries, and exploring new words you’ve learned recently, you can develop your vocabulary and learn to create a variety of images. I find when I am watching a movie and I hear an interesting word, I will look up the meaning and try to use it sometime during my day. I will also try to put it into my next written piece. This is a great way to develop your vocabulary in NCEA English.

Best of luck with your writing. Experiment, play, challenge yourself as a writer. Creation is limitless and so much fun if you let go and enjoy the process.

Tovah O’Neill

Tovah's Tutoring Company Ltd

NCEA tutorials available now:

www.tovahstutoring.co.nz

[email protected]

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I have the English creative writing assessment internal coming up, the one for 6 credits where you need 2 pieces. I'm new to NCEA and all so I have no clue how to approach these. Does any one have any tips on how u should approach this assessment to do relatively well on it. Even an achieved because english creative writing isn't my strength and the fact that all objectives for achieved need to be reached before being able to reach merit or excellence worries me because I feel like there's so many points and areas you need to make sure you do. Any advice will be helpful.

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ASSESSMENT MATERIALS AND RESOURCES

Purpose Statement

Learners credited with this Unit Standard are able to write texts for different purposes and audiences, and use language conventions appropriately to support communication.

Classification

Core Generic > Work and Study Skills

Available Grade

Guidance information.

https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNumber=32405

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Dr. prasanthi ram wins singapore literature prize in english fiction for her book nine yard sarees, dr. prasanthi ram is a lecturer in the language and communication centre..

We're thrilled to share that Language and Communication Centre lecturer Dr. Prasanthi Ram was awarded the Singapore Literature Prize in English Fiction for her book, Nine Yard Sarees: a short story cycl

Published by Ethos Books, the debut novel highlights stories of multiple generations of a Tamil Brahmin family dispersed across Singapore, Australia, and the United States of America.

Dr. Ram also graduated with a PhD in Creative Writing from the School of Humanities, Nanyang Technological University.

Read more:  https://www.bookcouncil.sg/slp-2024/slp-book-details/fiction/slp2024-nine-yard-sarees

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Year 4. Creative Writing Pack. The Mysterious Superpowers

Subject: English

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

4 September 2024

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Year 4 Creative Writing Pack.

The pack is revolved around a picture that is used as a writing stimulus.

This pack includes:

• Creative Writing Success Criteria.
• Creative Writing WAGOLL.
• Comprehension Questions.
• ‘Fix the Punctuation’ activity.
• Sentence Challenge.
• Magpie Map.

This resource is perfect for Year 4 writing interventions with either encouraging children to achieve Expected or Greater Depth. This resource would have to be adapted accordingly for Expected as the Success Criteria is for Greater Depth.

This could also be used as part of a writing assessment, or as part of a weeks’ worth of morning activities/meaningful time fillers. It could also be used as a stimulus for writing newspaper reports, letter, setting description etc which could then go towards the pupil’s writing moderation folders.

If you found this resource useful and would like more, please leave a review. All feedback is greatly received. [email protected] All my English resources roughly contain the same format.

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