Text Types and Purposes

Curriculum details

Strand

Writing (Strand 4)

Sub-strand

Text Types and Purposes (4.2)

Content standard

3.4.2.CS.1 - Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. 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.2 - Justify opinions using reasons and evidence.

Suggested placement

Semester 2, Week 12 (Week 32 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.208: 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 - p.208: this indicator's code is printed "1.4.I.LI.2" with a capital letter I for the digit 1 in the third segment (37.04 pt against the document's standard 39.79 pt for this code shape), and the whole prefix is wrong besides: the page sits in the YEAR THREE section under "Strand 4. WRITING / Sub-Strand 2. TEXT TYPES AND PURPOSES", so the code should read 3.4.2. Filed as printed, with the letter I read as 1
• exemplars - p.208: this indicator's assessment is printed "1.4.1.AS.1" where the indicator beside it is numbered LI.2; the previous indicator on printed p.207 carries the same assessment code. Carried as printed
• indicator text - filed as 3.4.2.CS.1. The page prints 1.4.1.CS.1 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.1

Curriculum reference

NaCCA curriculum document, p. 208

Exemplars (from the NaCCA curriculum)

Experiential Learning:
Learners are placed in mixed groups to debate. The winner of each round meets another group until the best group emerges.
Learners choose their own speakers and judges.
Each group writes out the speeches for the debate based on the given topic, with suitable vocatives, persuasive language, and rhetorical questions.
The ideas are well arranged, systematically, from the beginning to the end.
Talk for Learning: Learners in small groups discuss a given topic for a debate.
Structuring Talk for Learning: Learners in their mixed ability groups use concept maps to illustrate their ideas for and against a given topic.
Teaching and Learning Resources:
- Sample essay
- Passages from books,
- Journals,
- Sample texts from social media,
- Story map etc.
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.