Get the Results You Want! NAPLAN -style Test · PDF fileExcel Test Zone NAPLAN*-style Test...
Transcript of Get the Results You Want! NAPLAN -style Test · PDF fileExcel Test Zone NAPLAN*-style Test...
Excel Test Zone
NAPLAN*-style
Test Pack
Alan Horsfi eld &Allyn Jones
* This is not an offi cially endorsed publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.
In 2011 the Writing Test will change to a persuasive text.
** These tests are free for private personal use only.
FREE** Sample Writing Tests for persuasive texts
Get the Results You Want!
Copyright © 2011 Pascal Press
ISBN 978 1 74125 232 3
Pascal PressPO Box 250Glebe NSW 2037(02) 8585 4044www.pascalpress.com.au
Publisher: Vivienne JoannouEdited by Rosemary PeersCover, page design and typesetting by DiZign Pty LtdPrinted by Green Giant Press
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Disclaimer Excel Test Zone is a brand of Pascal Press. The official body that produces the NAPLAN Tests, Curriculum Corporation, in no way endorses or is connected to this product in any way. All efforts have been made by the Publisher to make these questions match the actual NAPLAN Test questions, although NAPLAN Tests are subject to change without notice. Pascal Press makes no representations about whether doing these test questions will improve your results in the actual NAPLAN Tests.
All efforts have been made to gain permission for the copyright material reproduced in this book, but we have not been successful in contacting all the copyright holders. The publisher welcomes any information that will enable rectification of any reference or credit in subsequent editions.
34
YEAR 5 WRITING TEST: Tips for writing persuasive texts
Log in to www.exceltestzone.com.au Excel Test Zone Year 5 Test Guide
Persuasive texts (expositions or opinions) are used to ‘argue’ the case for or against a particular action, plan or point of view—to persuade others to see it your way. Persuasive texts need to be well organised and clear so that readers will understand and be convinced of your arguments.
When writing persuasive texts it is best to keep the following points in mind. They will help you get the best possible mark.
Before you start writing► Read the question carefully. You will probably be
asked to write your reaction to a particular question or statement, such as Dogs should be kept out of parks. Most of the topics that you will be asked to comment on are very general. This means you will probably be writing about something you know and can draw upon your experience. When writing your personal opinion you may include such phrases as I think, I believe and It is important. Remember to sound confident. Some common ways for the question to be worded are: Give your opinion on …; Do you agree or disagree?; What do you think is/are …?; What changes would you like to see …?; Is … a good idea or a bad idea?
► You will be expected to give your reasons. Sometimes the question may actually state Give your reasons. Remember: the stance taken in a persuasive text is not wrong, as long as the writer has evidence to support his or her opinion. How the opinion is supported is as important as the opinion itself.
► Give yourself a few minutes before you start writing to get your thoughts in order and jot down points.
The introduction► Right from the beginning it is important to let the
reader know what position you have taken or what you believe. You can do this via the title or in the first line or paragraph, which may include a brief preview of the main arguments and some background information.
The body► Follow the structure of persuasive texts. As
persuasive texts aim to convince readers, your reasons must be logical and easily understood. You must provide both arguments (points) and evidence to support the arguments.
► Correctly paragraph your writing. Use paragraphs with topic sentences to organise your information. Without paragraphs your arguments become confused and difficult to follow. Use one paragraph for each idea or argument. Arguments can be ordered according to your choice. They can be ‘numbered’, e.g. firstly, secondly, finally.
► Make sure your arguments (or points) are relevant. They must add to your case. ‘Waffle’ and unnecessary detail don’t improve a persuasive text. It is better to stick to the facts without getting sidetracked. Once you have made a point there is no need to repeat it.
► Use interesting, precise words. Include strong persuasive words such as must, believe, important or certainly. Avoid common words that carry little or no meaning, such as good. You can state your arguments using sentences beginning with words such as firstly, furthermore or finally.
► Vary the types and lengths of sentences and the words that begin each sentence. If your writing includes a personal opinion, try to avoid too many sentences starting with I.
► Use impersonal writing, although personal opinions can be part of the text.
The conclusion► The final paragraph must restate your position more
forcefully and wrap up your case. It can include a recommendation.
When you have finished writing give yourself a few moments to read through your persuasive text. Quickly check spelling and punctuation, and insert any words that have been accidentally left out. Direct speech is not a feature of persuasive texts. Indirect speech (reported speech) does not have quotation marks (“ ”).
Check the official NAPLAN website for important updates. You are told what type of writing will be tested. From 2008 to 2010 it was a narrative text and in 2011 it will be a persuasive text. Click on the ‘Domains’ tab on the official NAPLAN website (www.naplan.edu.au) for the latest updates on the Writing Test and to see what writing marking criteria NAPLAN markers use when assessing your writing. A sample Writing Task is also provided.
Log in to www.exceltestzone.com.auExcel Test Zone Year 5 Test Guide 33
YEAR 5 WRITING TEST 1: Persuasive text
Today you are going to write a persuasive text, often called an exposition.
The purpose of writing a persuasive text is to infl uence or change a reader’s thoughts or opinions on a particular topic or subject. Your aim is to convince a reader that your opinion is sensible and logical. Successful persuasive writing is always well planned. Persuasive texts may include advertisements, letters to newspapers, speeches and newspaper editorials, as well as arguments in debates.
Hats should not be compulsory at schools.What do you think about this idea? Do you support or reject this proposal?
Write to convince a reader of your opinions.
Before you start writingGive some thought to:• whether you strongly agree or strongly disagree with this plan• reasons or evidence for your arguments• a brief but defi nite conclusion—list some of your main points and
add a personal opinion• the structure of a persuasive text, which begins with a well-organised
introduction, followed by a body of arguments or points, and fi nally a conclusion that restates the writer’s position.
Don’t forget to:• plan your writing before you start—make a list of important points
you wish to make• write in correctly formed sentences and take care with paragraphing• choose your words carefully, and pay attention to your spelling
and punctuation• write neatly but don’t waste time• quickly check your persuasive text once you have fi nished—your
position must be clear to the reader.
Remember: the stance taken in a persuasive text is not wrong, as long as the writer has evidence to support his or her opinion. How the opinion is supported is as important as the opinion itself.
Voca
bula
ry• A
goo
d va
riety
of p
reci
se
verb
type
s ar
e us
ed
to e
stab
lish
stro
ng,
info
rmed
arg
umen
ts.
• Nou
ns a
re u
sed
to m
ake
gene
ralis
ed s
tate
men
ts.
• Adv
erbs
and
adj
ectiv
es
are
wel
l sel
ecte
d to
qu
alify
sta
tem
ents
.• T
he p
rono
un I
is
used
spa
ringl
y.
Sent
ence
str
uctu
re• A
goo
d va
riety
of s
ente
nce
begi
nnin
gs (e
.g. F
inal
ly,
Hat
s) a
re in
clud
ed.
• A v
arie
ty o
f sen
tenc
e ty
pes
and
sent
ence
leng
ths
are
used
.• T
opic
sen
tenc
es a
re
used
to in
trodu
ce e
ach
para
grap
h’s
mai
n id
ea.
• Que
stio
ns a
nd
excl
amat
ions
are
use
d to
go
od e
ffect
.
Punc
tuat
ion
• Pun
ctua
tion,
incl
udin
g ap
ostro
phes
and
full
stop
s,
is c
orre
ctly
app
lied.
Idea
s• I
deas
are
wel
l bal
ance
d to
cr
eate
a s
ense
of r
atio
nal,
logi
cal a
rgum
ent.
• A s
trong
vie
wpo
int i
s ex
pres
sed
thro
ugh
care
ful
choi
ce o
f wor
ds.
• Ide
as a
re p
rese
nted
po
sitiv
ely
and
forc
eful
ly.
Spel
ling
• The
re a
re n
o sp
ellin
g m
ista
kes
of c
omm
on o
r un
usua
l wor
ds.
Aud
ienc
e• T
he a
udie
nce
is re
adily
id
enti
ed
(prim
ary
stud
ents
). • R
eade
rs a
re q
uick
ly
enga
ged
in a
rele
vant
is
sue.
• A
brie
f sta
tem
ent o
utlin
es
the
issu
e to
be
disc
usse
d.• B
ackg
roun
d in
form
atio
n is
pr
ovid
ed to
giv
e co
ntex
t to
the
poin
ts ra
ised
.
Pers
uasi
ve te
chni
ques
• Arg
umen
ts fo
r the
writ
er’s
re
actio
n ar
e or
gani
sed
into
se
para
te p
arag
raph
s.• P
oint
s ra
ised
are
obv
ious
ly
impo
rtant
to th
e w
riter
in a
pe
rson
al w
ay.
• Evi
denc
e an
d ex
ampl
es
are
used
to s
uppo
rt th
e ar
gum
ent.
• Obj
ectiv
ity is
mai
ntai
ned
thro
ugho
ut th
e w
ritin
g.
Text
str
uctu
re• T
he te
xt c
onta
ins
a w
ell-o
rgan
ised
intro
duct
ion,
bo
dy a
nd c
oncl
usio
n.• T
he w
riter
refe
rs re
gula
rly
to w
ords
use
d in
the
topi
c.
Para
grap
hing
• New
par
agra
phs
are
used
for n
ew a
rgum
ents
, an
d th
e in
trodu
ctio
n an
d co
nclu
sion
.
Coh
esio
n• T
he
nal p
arag
raph
re
itera
tes
the
writ
er’s
op
posi
tion.
• A
de
nite
con
clus
ion
refe
rs
to a
poi
nt m
ade
in th
e op
enin
g pa
ragr
aph.
Lang
uage
and
idea
s
Hat
s sh
oul
d n
ot
be
com
pul
sory
at
scho
ols
.P
rimar
y sc
hool
s ha
ve a
rule
: no
hat,
no p
lay.
Thi
s is
ver
y un
fair
for s
tude
nts
who
do
n’t l
ike
wea
ring
hats
. We
are
told
we
live
in a
free
cou
ntry
. We
have
free
dom
of
choi
ce. T
here
is n
o ch
oice
at s
choo
l if y
ou w
ant t
o pl
ay w
ith y
our f
riend
s.
Sch
ool h
ats
have
not
hing
to d
o w
ith lo
oks.
The
y sp
oil a
ttrac
tive
hairs
tyle
s in
bot
h bo
ys a
nd g
irls.
Who
ever
dec
ides
the
hat s
tyle
stu
dent
s w
ear r
arel
y as
ks w
hat t
he
stud
ents
wan
t.
Sec
ondl
y ha
ts d
o no
t im
prov
e ho
w w
ell y
ou le
arn.
The
y do
n’t c
hang
e be
havi
our a
t sc
hool
. Bul
lies
are
still
bul
lies
if th
ey a
re w
earin
g a
hat o
r hat
less
.
I bel
ieve
hat
s ar
e a
heal
th h
azar
d! H
ats
enco
urag
e th
e sp
read
of l
ice.
Chi
ldre
n w
ith li
ce w
ho s
wap
hat
s ca
n pa
ss th
e pr
oble
m o
nto
othe
r stu
dent
s. L
ice
are
hard
to
con
trol a
nd c
an b
e an
em
barr
assm
ent.
In s
umm
er h
ats
can
beco
me
swea
ty
and
crea
te it
chy
scal
ps.
Som
eone
will
say
that
hat
s st
op s
kin
canc
er. T
hese
peo
ple
have
not
not
iced
that
m
ost s
choo
ls h
ave
shad
y tre
es a
nd s
hady
are
as w
here
stu
dent
s ca
n si
t and
pla
y.
Fina
lly if
it’s
oka
y fo
r spo
rts p
eopl
e to
go
with
out h
ats,
why
is it
so
impo
rtant
for
stud
ents
to w
ear h
ats?
Man
y ou
tdoo
r spo
rts a
re p
laye
d w
ithou
t hat
s. T
enni
s pl
ayer
s an
d fo
otba
llers
don
’t w
ear h
ats.
Oly
mpi
c at
hlet
es d
on’t
wea
r hat
s, y
et
stud
ents
hav
e to
wea
r hat
s if
they
wan
t to
play
gam
es. G
ames
kee
p pe
ople
t
and
heal
thy.
I can
not s
uppo
rt th
e id
ea o
f for
cing
stu
dent
s to
wea
r hat
s. T
here
are
few
hea
lth
bene
ts. I
f par
ents
wan
t the
ir ch
ild to
wea
r a h
at th
en th
at’s
thei
r dec
isio
n. P
aren
ts
know
thei
r chi
ldre
n be
tter t
han
teac
hers
do.
Hat
s ca
n ca
use
unhe
alth
y he
ad
cond
ition
s an
d th
ey ta
ke a
way
free
dom
of c
hoic
e. S
choo
ls s
houl
d be
trai
ning
st
uden
ts to
use
this
free
dom
wis
ely.
Stru
ctur
e
Exce
l Te
st Z
one
© P
asca
l Pre
ss 2
010
Year
5 S
ampl
e W
ritin
g 1:
Per
suas
ive
text
This
writ
ing
sam
ple
has
been
ana
lyse
d ba
sed
on th
e m
arki
ng c
riter
ia u
sed
by m
arke
rs to
ass
ess
the
NA
PLA
N W
ritin
g Te
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ple
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ry Y
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AP
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YEAR 5 WRITING TEST 1: Sample of a High to Very high level piece of writing
Log in to www.exceltestzone.com.auExcel Test Zone Year 5 Test Guide 57
Today you are going to write a persuasive text, often called an exposition.
The purpose of writing a persuasive text is to infl uence or change a reader’s thoughts or opinions on a particular topic or subject. Your aim is to convince a reader that your opinion is sensible and logical. Successful persuasive writing is always well planned. Persuasive texts may include advertisements, letters to newspapers, speeches and newspaper editorials, as well as arguments in debates.
Handwriting should no longer be taught in schools.What do you think about this idea? Do you support or reject this proposal?
Write to convince a reader of your opinions.
Before you start writingGive some thought to:• whether you strongly agree or strongly disagree
with this plan• reasons or evidence for your arguments• a brief but defi nite conclusion—list some of your
main points and add a personal opinion• the structure of a persuasive text, which begins
with a well-organised introduction, followed by a body of arguments or points, and fi nally a conclusion that restates the writer’s position.
Don’t forget to:• plan your writing before you start—make a list of
important points you wish to make• write in correctly formed sentences and take care
with paragraphing• choose your words carefully, and pay attention to
your spelling and punctuation• write neatly but don’t waste time• quickly check your persuasive text once you have
fi nished—your position must be clear to the reader.
Remember: the stance taken in a persuasive text is not wrong, as long as the writer has evidence to support his or her opinion. How the opinion is supported is as important as the opinion itself.
•
•
••
Rissusu
Copyright © 2010 Pascal Press ISBN 978 1 74125 232 3 Excel Test Zone Year 5 Sample Test 120
YEAR 5 WRITING TEST 2: Persuasive text
Aud
ienc
e• T
he a
udie
nce
is
read
ily id
enti
ed
(stu
dent
s, te
ache
rs).
• A b
rief s
tate
men
t is
mad
e ou
tlini
ng th
e is
sue
to
be d
iscu
ssed
.• B
ackg
roun
d in
form
atio
n is
pr
ovid
ed to
giv
e co
ntex
t to
the
poin
ts ra
ised
Pers
uasi
ve te
chni
ques
• Arg
umen
ts fo
r the
writ
er’s
re
actio
n ar
e or
gani
sed
into
se
para
te p
arag
raph
s.• P
oint
s ra
ised
are
obv
ious
ly
impo
rtant
to th
e w
riter
in a
pe
rson
al w
ay.
• Evi
denc
e an
d ex
ampl
es
supp
ort t
he a
rgum
ent.
• Obj
ectiv
ity is
mai
ntai
ned
thro
ugho
ut th
e w
ritin
g.• T
he w
riter
has
a
frien
dly
styl
e.
Text
str
uctu
re• T
he te
xt c
onta
ins
a w
ell-o
rgan
ised
intro
duct
ion,
bo
dy a
nd c
oncl
usio
n.• T
he w
riter
refe
rs re
gula
rly
to w
ords
use
d in
th
e op
enin
g.
Para
grap
hing
• New
par
agra
phs
are
used
fo
r new
arg
umen
ts a
nd
the
sum
mar
y.
Coh
esio
n• T
ime
refe
renc
es c
reat
e a
unify
ing
thre
ad.
• The
na
l par
agra
ph
esta
blis
hes
whe
re th
e w
riter
sta
nds
on th
e is
sue.
• The
con
clud
ing
sent
ence
is
forc
eful
and
per
sona
l.
Voca
bula
ry• A
goo
d va
riety
of p
reci
se
verb
type
s ar
e us
ed
to e
stab
lish
stro
ng,
info
rmed
arg
umen
ts.
• Nou
ns a
re u
sed
to m
ake
gene
ralis
ed s
tate
men
ts.
• Adv
erbs
and
adj
ectiv
es
are
wel
l sel
ecte
d to
qu
alify
sta
tem
ents
.• T
he p
rono
un I
is
used
spa
ringl
y.
Sent
ence
str
uctu
re• A
goo
d va
riety
of s
ente
nce
begi
nnin
gs (e
.g. A
s,
Usi
ng) a
re u
sed.
• A v
arie
ty o
f sen
tenc
e ty
pes
and
leng
ths
are
incl
uded
.• T
opic
sen
tenc
es a
re
used
to in
trodu
ce e
ach
para
grap
h’s
mai
n id
ea.
• Exc
lam
atio
ns a
re u
sed
to
good
effe
ct.
Punc
tuat
ion
• Pun
ctua
tion,
incl
udin
g ap
ostro
phes
, bra
cket
s an
d fu
ll st
ops,
is
corr
ectly
app
lied.
Idea
s• I
deas
are
wel
l bal
ance
d to
cr
eate
a s
ense
of r
atio
nal,
logi
cal a
rgum
ent.
• A s
trong
vie
wpo
int i
s ex
pres
sed
thro
ugh
care
ful
choi
ce o
f wor
ds.
• Ide
as a
re
pres
ente
d cl
early
.• A
llite
ratio
n is
us
ed e
ffect
ivel
y.
Spel
ling
• The
re a
re n
o sp
ellin
g m
ista
kes
of c
omm
on o
r un
usua
l wor
ds.
Han
dwri
ting
shou
ld n
olo
nger
be t
augh
t in
scho
ols.
It w
as in
tere
stin
g to
lear
n th
at h
andw
ritin
g m
ay n
o lo
nger
be
taug
ht. I
bel
ieve
peo
ple
shou
ld b
e ab
le to
writ
e, b
ut te
achi
ng h
andw
ritin
g is
a w
aste
of t
ime.
Com
pute
rs a
re p
art o
f our
mod
ern
wor
ld. K
eybo
ards
allo
w p
eopl
e to
type
thei
r tho
ught
s. If
yo
u ow
n a
com
pute
r you
don
’t ne
ed a
pen
or p
aper
. Tex
t can
be
sent
from
one
per
son
to
anot
her a
nd it
’s a
ll on
a s
cree
n—co
mpu
ter o
r pho
ne. N
o pa
per r
equi
red—
trees
sav
ed!
Em
ails
are
repl
acin
g le
tters
and
som
e ha
ve fa
ncy
card
-like
gre
etin
gs p
rogr
amm
es. E
mai
ls
are
writ
ten
usin
g co
mpu
ters
. It i
s si
mpl
e to
add
atta
chm
ents
for a
dver
tisem
ents
and
no
tices
. Tex
t mes
sage
s ar
e ta
king
ove
r fro
m n
otes
. Com
pute
rs e
ven
pred
ict w
hat y
ou
wan
t to
writ
e an
d co
rrec
t spe
lling
mis
take
s as
you
writ
e. N
o-on
e ne
eds
to w
rite
by h
and.
Em
ails
and
text
mes
sage
s ar
e ch
eape
r tha
n po
stin
g le
tters
or c
ards
. The
y ar
e m
ore
conv
enie
nt to
sen
d. T
hey
are
inst
ant.
If th
ey a
re u
sed
wis
ely,
they
can
be
pers
onal
.
Teac
hers
spe
nd a
lot o
f tim
e te
achi
ng h
andw
ritin
g. A
s ha
ndw
ritin
g is
a d
ying
ski
ll,
that
tim
e co
uld
be s
pent
on
mod
ern
subj
ects
. Man
y sc
hool
s us
e co
pybo
oks
to te
ach
hand
writ
ing.
If h
andw
ritin
g is
not
taug
ht th
en p
aren
ts (o
r sch
ools
) won
’t ne
ed to
pur
chas
e su
ch b
ooks
.
Som
e ha
ndw
ritin
g is
not
eas
y to
read
. Man
y pe
ople
don
’t fo
rm th
eir w
ords
cor
rect
ly.
Diff
eren
t sta
tes
teac
h di
ffere
nt h
andw
ritin
g st
yles
. Com
pute
r prin
t is
alw
ays
read
able
. Le
tters
are
alw
ays
the
sam
e.
Usi
ng a
com
pute
r has
oth
er a
dvan
tage
s. T
here
is n
o lo
nger
the
prob
lem
of l
eaky
biro
s bl
otch
ing
clot
hes,
boo
ks o
r pro
ject
s. T
ext o
n a
scre
en d
oesn
’t sm
udge
at a
ll! P
rivat
e in
form
atio
n on
pap
er h
as to
be
shre
dded
. With
em
ails
you
sim
ply
tap
the
DE
LETE
key
.
I con
cur t
hat t
each
ing
hand
writ
ing
is n
o lo
nger
nec
essa
ry. L
ittle
tim
e sh
ould
be
spen
t te
achi
ng it
. Com
pute
r prin
t is
easi
er to
read
. Com
pute
r mai
l is
chea
per a
nd fa
ster
. E
very
one
has
eith
er a
com
pute
r or m
obile
pho
ne. S
choo
ls th
at te
ach
hand
writ
ing
are
livin
g in
the
past
.
Lang
uage
and
idea
sSt
ruct
ure
A VE
RY G
OO
D
A VE
RY G
OO
D
PIEC
E O
F W
RIT
ING
PIEC
E O
F W
RIT
ING
Exce
l Te
st Z
one
© P
asca
l Pre
ss 2
010
Year
5 S
ampl
e W
ritin
g 2:
Per
suas
ive
text
This
writ
ing
sam
ple
has
been
ana
lyse
d ba
sed
on th
e m
arki
ng c
riter
ia u
sed
by m
arke
rs to
ass
ess
the
NA
PLA
N W
ritin
g Te
st.
VG
ood_
Sam
ple
Sto
ry Y
r5 N
AP
LAN
BW
.indd
2
10/1
1/10
2:
31 P
M
YEAR 5 WRITING TEST 2: Sample of a very good piece of writing
Log in to www.exceltestzone.com.au Excel Test Zone Year 5 Test Guide61
Today you are going to write a persuasive text, often called an exposition.
The purpose of writing a persuasive text is to infl uence or change a reader’s thoughts or opinions on a particular topic or subject. Your aim is to convince a reader that your opinion is sensible and logical. Successful persuasive writing is always well planned. Persuasive texts may include advertisements, letters to newspapers, speeches and newspaper editorials, as well as arguments in debates.
Fairy tales are not suitable stories for young children.What do you think about this opinion? Write to convince a reader of your opinions.
Before you start writingGive some thought to:• whether you strongly agree or strongly disagree
with this plan• reasons or evidence for your arguments• a brief but defi nite conclusion—list some of
your main points and add a personal opinion• the structure of a persuasive text, which begins
with a well-organised introduction, followed by a body of arguments or points, and fi nally a conclusion that restates the writer’s position.
Don’t forget to:• plan your writing before you start—make a
list of important points you wish to make• write in correctly formed sentences and
take care with paragraphing• choose your words carefully, and pay
attention to your spelling and punctuation• write neatly but don’t waste time• quickly check your persuasive text once
you have fi nished—your position must be clear to the reader.
Remember: the stance taken in a persuasive text is not wrong, as long as the writer has evidence to support his or her opinion. How the opinion is supported is as important as the opinion itself.
Copyright © 2010 Pascal Press ISBN 978 1 74125 232 3 Excel Test Zone Year 5 Sample Test 220
YEAR 5 WRITING TEST 3: Persuasive text
Aud
ienc
e• T
he a
udie
nce
is re
adily
id
enti
ed
(fam
ilies
).• A
brie
f sta
tem
ent i
s m
ade
outli
ning
the
issu
e to
be
dis
cuss
ed.
• Bac
kgro
und
info
rmat
ion
is
prov
ided
to g
ive
cont
ext t
o th
e po
ints
rais
ed
Pers
uasi
ve te
chni
ques
• Arg
umen
ts fo
r the
writ
er’s
po
int o
f vie
w a
re o
rgan
ised
in
to n
umbe
red
para
grap
hs.
• Poi
nts
rais
ed a
re o
bvio
usly
im
porta
nt to
the
writ
er in
a
pers
onal
way
.• E
vide
nce
and
exam
ples
ar
e us
ed to
sup
port
the
argu
men
t.• O
bjec
tivity
is m
aint
aine
d th
roug
hout
the
writ
ing.
Text
str
uctu
re• T
he te
xt c
onta
ins
a w
ell-o
rgan
ised
intro
duct
ion,
bo
dy a
nd c
oncl
usio
n.• T
he w
riter
refe
rs re
gula
rly
to w
ords
use
d in
the
topi
c.
Para
grap
hing
• A n
ew p
arag
raph
is u
sed
for e
ach
new
arg
umen
t an
d th
e su
mm
ary.
Coh
esio
n• T
he
nal p
arag
raph
es
tabl
ishe
s w
here
th
e w
riter
sta
nds
on th
e is
sue
with
a
forc
eful
and
per
sona
l co
nclu
ding
sen
tenc
e.
Voca
bula
ry• A
goo
d va
riety
of p
reci
se
verb
type
s ar
e us
ed
to e
stab
lish
stro
ng,
info
rmed
arg
umen
ts.
Nou
ns a
re u
sed
to m
ake
gene
ralis
ed s
tate
men
ts.
Adv
erbs
and
adj
ectiv
es
are
wel
l sel
ecte
d to
qu
alify
sta
tem
ents
.• T
he p
rono
un I
is
used
spa
ringl
y.
Sent
ence
str
uctu
re• A
goo
d va
riety
of s
ente
nce
begi
nnin
gs a
re in
clud
ed
(e.g
. Jus
t, Fa
ncy,
Fin
ally
).• A
var
iety
of s
ente
nce
type
s an
d le
ngth
s ar
e us
ed.
• Top
ic s
ente
nces
are
us
ed to
intro
duce
the
para
grap
h’s
mai
n id
ea.
• Rhe
toric
al q
uest
ions
and
ex
clam
atio
ns a
re u
sed
to
good
effe
ct.
Punc
tuat
ion
• Pun
ctua
tion,
incl
udin
g ap
ostro
phes
and
full
stop
s,
is c
orre
ctly
app
lied.
Idea
s• I
deas
are
wel
l bal
ance
d to
cr
eate
a s
ense
of r
atio
nal,
logi
cal a
rgum
ent.
• A s
trong
vie
wpo
int i
s ex
pres
sed
thro
ugh
care
ful
choi
ce o
f wor
ds.
• Ide
as a
re p
rese
nted
fo
rcef
ully
and
con
den
tly.
• Goo
d us
e is
mad
e of
alli
tera
tion.
Spel
ling
• The
re a
re n
o sp
ellin
g m
ista
kes
of c
omm
on o
r un
usua
l wor
ds.
Lang
uage
and
idea
s
Fa
iry
tale
s ar
e
not
sui
tabl
e st
orie
s
for
youn
g ch
ildre
n.N
o-on
e re
ally
con
side
rs th
e co
nseq
uenc
e of
exp
osin
g ch
ildre
n to
fairy
tale
s. J
ust b
ecau
se
they
’ve
been
aro
und
for c
entu
ries
does
n’t m
ake
them
acc
epta
ble
liter
atur
e fo
r sm
all
child
ren.
I w
ill e
xpla
in w
hy th
ey a
re u
nsui
tabl
e be
dtim
e st
orie
s.
Firs
tly m
any
are
lled
with
dre
adfu
l, ev
il pe
ople
or b
eing
s. T
here
are
gia
nts,
re
-bre
athi
ng
drag
ons,
wic
ked
witc
hes
and
nast
y go
blin
s. T
he Q
ueen
of H
earts
wan
ts to
cho
p of
f he
ads.
Fai
ry ta
les
can
give
you
ng c
hild
ren
nigh
tmar
es. O
n TV
they
sho
uld
have
M
ratin
gs!
Sec
ondl
y th
ings
that
hap
pen
in fa
iry ta
les
are
ofte
n ho
rri
c. G
iant
s ar
e ki
lled
falli
ng fr
om
clou
ds. W
itche
s try
to p
ut c
hild
ren
into
ove
ns o
r fee
d lit
tle g
irls
pois
oned
app
les.
Mea
n m
en lo
ck m
aide
ns in
cas
tle tu
rret
s. B
abie
s ge
t sto
len.
Wol
ves
eat l
ittle
old
ladi
es. T
here
is
so m
uch
viol
ence
that
infa
nts
beco
me
fear
ful o
f the
real
wor
ld.
Man
y fa
iry ta
les
are
incr
edib
ly s
exis
t. W
omen
are
ofte
n w
itche
s an
d st
epm
othe
rs a
re
crue
l and
cun
ning
. Sis
ters
are
ugl
y. T
he y
oung
, attr
activ
e he
roin
e is
bey
ond
belie
f as
the
perfe
ct c
hild
!
Hea
lth a
nd s
afet
y ar
e co
mpl
etel
y ig
nore
d in
fairy
tale
s. D
war
fs w
ork
long
hou
rs in
min
es.
Boy
s cl
imb
gian
t vin
es. F
ancy
kis
sing
a s
limy,
col
d fro
g? N
ot m
e!
Fina
lly fa
iry ta
les
prov
ide
sim
ple
solu
tions
to c
ompl
ex p
robl
ems.
A fe
w m
agic
wor
ds a
nd
a pr
oble
m d
isap
pear
s. A
kis
s fro
m a
prin
ce a
nd e
very
thin
g tu
rns
out j
ust
ne!
Gee
se la
y go
lden
egg
s. U
gly
duck
lings
bec
ome
beau
tiful
sw
ans.
You
ng c
hild
ren
can
be c
onfu
sed
by
the
sim
plic
ity o
f it a
ll. T
he g
ood
peop
le li
ve h
appi
ly e
ver a
fter—
this
rare
ly h
appe
ns. L
ife is
no
t car
efre
e.
Sto
ryte
llers
def
end
fairy
tale
s. T
hey
clai
m th
at th
ey a
re n
ot tr
ue, b
ut y
oung
chi
ldre
n ha
ve d
if c
ulty
in w
orki
ng o
ut w
hat i
s re
al a
nd w
hat i
s no
t. Fa
iry ta
les
can
caus
e fe
ar a
nd
unce
rtain
ty. T
hey
shou
ld n
ot b
e m
ade
avai
labl
e to
you
ng c
hild
ren.
Stru
ctur
eA
VERY
GO
OD
A
VERY
GO
OD
PI
ECE
OF
WR
ITIN
GPI
ECE
OF
WR
ITIN
G
Exce
l Te
st Z
one
© P
asca
l Pre
ss 2
010
Year
5 S
ampl
e W
ritin
g 3:
Per
suas
ive
text
This
writ
ing
sam
ple
has
been
ana
lyse
d ba
sed
on th
e m
arki
ng c
riter
ia u
sed
by m
arke
rs to
ass
ess
the
NA
PLA
N W
ritin
g Te
st.
VG
ood_
Sam
ple
Sto
ry Y
r5 N
AP
LAN
BW
.indd
3
10/1
1/10
2:
31 P
M
Log in to www.exceltestzone.com.auExcel Test Zone Year 5 Test Guide 65
YEAR 5 WRITING TEST 3: Sample of a very good piece of writing