Text Types and Purposes

Curriculum details

Strand

Writing (Strand 4)

Sub-strand

Text Types and Purposes (4.2)

Content standard

3.4.2.CS.2 - Apply writing skills to specific life situations. 3.4.2.LO.1 Craft captivating prose to express concepts, emotions and vivid mental landscapes. 3.4.2.LO.2 Generate a curriculum vitae/resume, business proposal, and personal statement based on assigned subjects, employing the suitable structure and format.

Indicator

3.4.2.LI.1 - Compose curriculum vitae/resume, business proposal and personal statement/statement of purpose on given topics using appropriate format.

Suggested placement

Semester 2, Week 14 (Week 34 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• indicator text - p.209: the code 1.4.1.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.4.1.CS.2
• indicator text - p.209: this page sits in the YEAR THREE section under "Strand 4. WRITING / Sub-Strand 2. TEXT TYPES AND PURPOSES", so its codes should begin 3.4.2; the page prints every code on it with a 1.4.1 prefix instead. Codes carried as printed, so this row's strand_code and sub_strand_code follow the printed code and not the printed heading
• indicator text - filed as 3.4.2.CS.2. The page prints 1.4.1.CS.2 but sits in YEAR THREE, Strand 4 WRITING, Sub-Strand 2 TEXT TYPES AND PURPOSES, so the printed code disagrees with its own section on both the year and the sub-strand. Guide item 1c gives the section, and the facing front page prints the sub-strand number. Printed form: 1.4.1.CS.2

Curriculum reference

NaCCA curriculum document, p. 209

Exemplars (from the NaCCA curriculum)

Group Work/Collaborative Learning:
- In mixed ability groups, learners examine sample essays (sample essays and passages from books, journals and the internet) to identify their features.
- Learners, in their groups, plan and develop non-linear narrative essays focusing on the elements unity, coherence and paragraph completeness with appropriate transitional expressions.
- In the same or different mixed ability groups, learners compose essays in which events are not presented sequentially but rather mixed so that events are linked through flashbacks and other literary techniques such as suspense and foreshadowing to develop the plot of the narrative.
- In writing the story, learners may use first person, second person and third person (third-person omniscient or limited perspective) to represent the voice of the person telling the story (narrator). Revise and edit the writing for sense or meaning, and effect (emotional reaction). Proofread to self-correct or peer-edit. Publish or present in various media including ICT and on the various notice boards on the school's premises. Learners refer to books and the internet for examples of cohesive devices such as Time clauses, Conditional clauses, Purpose clauses, Reason clauses, Result clauses, Clauses of Concessive, etc. This search on the Internet will enhance their technology skills.
- Learners work collaboratively and employ appealing strategies to compose their concluding paragraphs. E.g., restating, by paraphrasing, the central idea of the entire essay and supporting ideas.
- Learners peer evaluate what they have written.
- Working in groups, learners acquire the value of contributing to a common goal.
- The following skills are also acquired: communication and collaboration, critical thinking and problem solving, innovation and creativity and leadership and collaboration.
Teaching and Learning Resources:
- Sample essays and passages from books
- Journals and the Internet.
Assessment (3.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Extended of critical thinking and reasoning