Get the Results You Want! NAPLAN -style Test Pack · Structure of persuasive texts A persuasive text has a specific structure: The introduction is where you clearly state your ideas

Excel Test Zone

NAPLAN*-style

Test Pack

In 2011 the Writing Test will change to a persuasive text.

Alan Horsfi eld, Lisa Edwards & Lyn Baker

* This is not an offi cially endorsed publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.

** 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 268 2

Pascal PressPO Box 250Glebe NSW 2037(02) 8585 4044www.pascalpress.com.au

Publisher: Vivienne JoannouEdited by Rema Gnanadickam and Rosemary PeersCover, page design and typesetting by DiZign Pty LtdWriting samples written by Maya PuiuPrinted 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.

YEAR 9 CONTENTS

Log in to www.exceltestzone.com.auExcel Test Zone Year 9 Test Guide 41

YEAR 9 WRITING TEST: Tips for writing persuasive texts


A persuasive text is sometimes known as an exposition or an argument. A persuasive text aims to argue a position and support it with evidence and reasons.

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 Excessive Internet usage is bad for teenagers. 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.

► Give yourself a few minutes before you start writing to get your thoughts in order and jot down points.

Structure of persuasive textsA persuasive text has a specific structure:► The introduction is where you clearly

state your ideas about the topic. You must ensure your position is clearly outlined. It is a good idea to list your main points in your introduction—three points is perfect.

► The body comprises a series of paragraphs where your opinions are developed. Evidence and/or reasons are given to support your opinions about the topic. Each paragraph usually opens with a sentence that previews what the paragraph will focus on.

► The conclusion is a paragraph where the main points of your argument are summarised and where you restate your opinion on the topic. Your conclusion should not include any new information.

Language features of persuasive textsYou can use some or all of the following features:► Emotive language: use words or phrases that

express emotion, e.g. I fi nd it shocking, terrible crime, terrifi c, heartless, desirable.

► Third-person narrative: avoid using I in your argument. The third person is more formal and appropriate to a persuasive text of this kind.

► Connectives: these words link your points together, e.g. firstly, secondly, finally, on the other hand, however, furthermore, moreover and in conclusion.

► Modality: use modals to express different levels of certainty. High modal verbs, including should, must, will not and ensure, are strongly persuasive.

► Repetition: repeat key words or phrases to have a dramatic effect on the reader by drawing emphasis to a point or idea.

► Rhetorical questions: these questions are designed to make the reader think, e.g. Have you ever lost a loved one?

► Statements of appeal: these affect the emotions of your readers and encourage action, e.g. We owe it to our children to act now on climate change.

Don’t forget to:► plan your argument before you start

► 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

► make no more than three different points

► quickly check your argument once you have finished.

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.

40 Log in to www.exceltestzone.com.auExcel Test Zone Year 9 Test Guide

YEAR 9 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 v

arie

ty o

f ver

bs a

nd

adje

ctiv

es a

re u

sed

to

pers

uade

. • A

rang

e of

effe

ctiv

e w

ords

an

d ph

rase

s en

hanc

e th

e to

ne o

f the

spe

ech.

Sent

ence

str

uctu

re• S

ente

nces

are

var

ied

in le

ngth

and

stru

ctur

e,

and

incl

ude

mor

e co

mpl

ex c

laus

es, w

hich

cr

eate

s pa

ce a

nd

atm

osph

ere.

Punc

tuat

ion

• Cor

rect

and

app

ropr

iate

pu

nctu

atio

n, s

uch

as

excl

amat

ion

mar

ks a

nd

rhet

oric

al q

uest

ions

, en

hanc

e th

e ef

fect

iven

ess

of th

e te

xt.

Idea

s• C

lear

idea

s re

latin

g to

a c

entra

l eve

nt, t

he

scho

ol h

at, a

re c

rafte

d to

cre

ate

the

effe

ct o

f a

wel

l-stru

ctur

ed a

nd

pers

uasi

ve te

xt.

Spel

ling

• The

re a

re n

o sp

ellin

g er

rors

and

bot

h di

f cu

lt (e

.g. a

dole

scen

t, st

rew

n) a

nd c

halle

ngin

g vo

cabu

lary

(e.g

. ar

chae

olog

ical

, fut

uris

tic,

afor

emen

tione

d) is

use

d.

Aud

ienc

e• T

he w

riter

’s p

ositi

on is

cl

early

sta

ted.

Thi

s ac

ts

to p

ositi

on, e

ngag

e an

d co

nvin

ce th

e re

ader

.

Text

str

uctu

re• T

he in

form

atio

n is

pr

esen

ted

in a

sui

tabl

e an

d ef

fect

ive

text

stru

ctur

e.

The

text

con

tain

s a

clea

r in

trodu

ctio

n, m

ain

body

w

ith d

evel

opm

ent o

f ide

as,

and

conc

lusi

on.

Para

grap

hing

• The

org

anis

atio

n of

in

form

atio

n in

to c

lear

pa

ragr

aphs

hel

ps th

e re

ader

follo

w th

e lin

e of

arg

umen

t.

Coh

esio

n• R

efer

ring

wor

ds,

subs

titut

ions

and

wor

d co

nnec

tions

allo

w fo

r w

hole

text

uni

ty a

nd fo

r th

e de

velo

pmen

t of t

extu

al

rela

tions

hips

.

Pers

uasi

ve te

chni

ques

• The

use

of p

ersu

asiv

e te

chni

ques

suc

h as

em

otiv

e la

ngua

ge,

repe

titio

n, in

clus

ive

pron

ouns

and

hyp

erbo

le

add

pow

er to

the

writ

er’s

ar

gum

ent a

nd in

uen

ce

the

audi

ence

.

Lang

uage

and

idea

s

Hat

s sh

oul

d n

ot

be

com

pul

sory

at

scho

ols

.S

o, th

e sc

hool

now

wan

ts u

s to

wea

r a h

at—

wel

l fan

cy th

at! A

long

with

the

tie,

blaz

er, c

ardi

gan,

col

lare

d sh

irt, s

kirt

or p

ants

, bul

ky b

lack

sho

es a

nd if

you

’re

a gi

rl, ti

ghts

, I w

onde

r how

we’

ll ev

en m

ake

it ou

t the

doo

r in

the

mor

ning

. I’m

he

re to

day

to p

ersu

ade

you

that

the

intro

duct

ion

of th

e sc

hool

hat

is u

ltim

atel

y a

burd

en. I

t will

be

adde

d to

the

pile

of u

nnec

essa

ry u

nifo

rm re

quire

men

ts th

at

the

scho

ol a

lread

y fa

ces

dif

culty

in e

nfor

cing

.

The

scho

ol h

at is

unl

ikel

y to

be

wor

n by

any

one—

let’s

face

it. I

n ad

ditio

n to

cr

ushi

ng n

ew h

airs

tyle

s, th

e sc

hool

hat

will

als

o cr

ush

our f

ragi

le a

dole

scen

t eg

os th

at a

re ju

st c

ryin

g ou

t for

soc

ial a

ccep

tanc

e. D

on’t

have

a b

oyfri

end

or

girl

frien

d ye

t? B

it w

orrie

d ab

out t

his?

Rec

kon

the

scho

ol h

at w

ill h

elp

you

nab

one?

Unl

ikel

y! T

he p

ropo

sed

hat i

s in

a n

ifty

bere

t sty

le th

at w

as la

st

fash

iona

ble

som

ewhe

re a

bout

the

time

som

e ol

d du

de c

alle

d C

hurc

hill

was

P

rime

Min

iste

r of B

ritai

n.

Sec

ondl

y th

e af

orem

entio

ned

bere

t sty

le h

as n

o su

n-bl

ocki

ng c

apab

ilitie

s an

d

so is

par

ticul

arly

use

less

. The

ber

et w

ill b

e ad

ded

to th

e o

tsam

and

jets

am o

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r bed

room

oo

rs w

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som

e fu

turis

tic a

rcha

eolo

gica

l tea

m w

ill d

ig th

em u

p in

abo

ut tw

o th

ousa

nd y

ears

. No

doub

t the

y w

ill b

e co

nfus

ed b

y th

e ab

unda

nt

and

yet a

ppar

ently

unw

orn

quan

titie

s of

ber

ets

stre

wn

thro

ugho

ut o

ur s

ocie

ty.

I urg

e yo

u to

take

adv

anta

ge o

f you

r dem

ocra

tic ri

ght t

o vo

te o

n th

is is

sue!

The

pr

opos

ed h

at s

erve

s no

pur

pose

oth

er th

an a

ddin

g to

our

alre

ady

long

list

of

unifo

rm re

quire

men

ts.

Ple

ase

let u

s jo

in to

geth

er to

blo

ck th

is ri

dicu

lous

and

ou

t-dat

ed p

ropo

sal.

The

succ

ess

of o

ur s

ocia

l fut

ures

dep

ends

upo

n it!

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ctur

e

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st Z

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YEAR 9 WRITING TEST 1: Sample of a High to Very high level piece of writing




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.


•

•

••

Rissusu

Copyright © 2010 Pascal Press ISBN 978 1 74125 268 2 Excel Test Zone Year 9 Sample Test 121


Aud

ienc

e• T

he w

riter

’s p

ositi

on is

cl

early

sta

ted.

Thi

s ac

ts

to p

ositi

on, e

ngag

e an

d co

nvin

ce th

e re

ader

.

Text

str

uctu

re• T

he in

form

atio

n is

pr

esen

ted

in a

sui

tabl

e an

d ef

fect

ive

text

stru

ctur

e.

The

text

con

tain

s a

clea

r in

trodu

ctio

n, m

ain

body

w

ith d

evel

opm

ent o

f ide

as,

and

conc

lusi

on.

Para

grap

hing

• The

org

anis

atio

n of

in

form

atio

n in

to c

lear

pa

ragr

aphs

hel

ps th

e re

ader

follo

w th

e lin

e of

arg

umen

t.

Coh

esio

n• R

efer

ring

wor

ds,

subs

titut

ions

and

wor

d co

nnec

tions

allo

w fo

r w

hole

text

uni

ty a

nd

for t

he d

evel

opm

ent o

f te

xtua

l rel

atio

nshi

ps.

Pers

uasi

ve te

chni

ques

• The

use

of p

ersu

asiv

e te

chni

ques

suc

h as

em

otiv

e la

ngua

ge,

repe

titio

n an

d hy

perb

ole

add

pow

er to

the

writ

er’s

ar

gum

ent a

nd in

uen

ce

the

audi

ence

.

Voca

bula

ry

• A v

arie

ty o

f ver

bs a

nd

adje

ctiv

es a

re u

sed

to p

ersu

ade.

• A ra

nge

of e

ffect

ive

wor

ds

and

phra

ses

enha

nces

the

tone

of t

he s

peec

h.

Sent

ence

str

uctu

re• S

ente

nces

are

var

ied

in le

ngth

and

stru

ctur

e,

and

incl

ude

mor

e co

mpl

ex c

laus

es, w

hich

cr

eate

s pa

ce a

nd

atm

osph

ere.

Punc

tuat

ion

• Cor

rect

and

app

ropr

iate

pu

nctu

atio

n, s

uch

as

excl

amat

ion

mar

ks,

incr

ease

the

effe

ctiv

enes

s of

the

text

.

Idea

s• C

lear

idea

s re

latin

g to

a c

entra

l eve

nt—

hand

writ

ing—

are

craf

ted

to c

reat

e th

e ef

fect

of

a w

ell-s

truct

ured

and

pe

rsua

sive

text

.

Spel

ling

• The

re a

re n

o sp

ellin

g er

rors

.• T

he te

xt in

clud

es th

e us

e of

bot

h di

f cu

lt (e

.g. t

echn

olog

ical

, so

phis

ticat

ed) a

nd

chal

leng

ing

voca

bula

ry

(e.g

. obs

olet

e, a

rcha

ic).

Han

dwri

ting

shou

ld n

olo

nger

be t

augh

t in

scho

ols.

The

mod

ern

age

has

seen

impr

ovem

ents

in te

chno

logy

that

are

rend

erin

g ou

tdat

ed te

chni

ques

suc

h as

han

dwrit

ing

obso

lete

. It i

s no

w n

o lo

nger

nec

essa

ry

or d

esira

ble

to h

ave

a st

rong

or e

ven

legi

ble

hand

writ

ing

tech

niqu

e, a

s it

is

poss

ible

to e

xist

and

suc

ceed

sol

ely

with

the

use

of m

oder

n el

ectro

nic

equi

pmen

t.

In o

rder

to s

ucce

ed b

oth

soci

ally

and

edu

catio

nally

it is

nec

essa

ry to

hav

e kn

owle

dge

of c

ompu

ters

and

how

to u

se th

em. S

ocia

l net

wor

king

site

s re

quire

th

e us

e of

typi

ng ra

ther

than

writ

ing

and

can

be a

you

ng p

erso

n’s

mai

n so

urce

of

com

mun

icat

ion

with

thei

r frie

nds.

Thi

s is

true

als

o of

mob

ile p

hone

s an

d te

xt

mes

sagi

ng, a

noth

er fo

rm o

f tec

hnol

ogic

al c

omm

unic

atio

n th

at re

quire

s th

e us

e of

qu

ick

and

adep

t n

gers

—an

d no

t a p

en in

sig

ht!

Em

ails

are

qui

ckly

repl

acin

g le

tters

, now

hum

orou

sly

know

n as

‘sna

il m

ail’.

P

eopl

e ex

pect

to re

ceiv

e co

mm

unic

atio

n in

stan

tly a

nd th

is c

an’t

be a

chie

ved

with

han

dwrit

ing.

Com

pute

rs e

ven

pred

ict w

hat y

ou w

ant t

o w

rite,

cor

rect

spe

lling

m

ista

kes

as y

ou w

rite

and

even

sug

gest

mor

e so

phis

ticat

ed v

ocab

ular

y w

ith

the

use

of th

e th

esau

rus.

It is

evi

dent

that

han

dwrit

ing

is n

ow a

n ou

tdat

ed a

nd

arch

aic

prac

tice.

Ther

e ar

e ot

her b

ene

ts to

writ

ing

usin

g te

chno

logy

. Som

e ha

ndw

ritin

g is

not

eas

y to

read

but

com

pute

r prin

t is

alw

ays

deci

pher

able

. With

toda

y’s

envi

ronm

enta

l co

ncer

ns, w

ritin

g us

ing

tech

nolo

gy s

aves

on

pape

r and

oth

er re

sour

ces

that

are

po

llutin

g ou

r env

ironm

ent.

It is

obv

ious

that

teac

hing

han

dwrit

ing

is n

o lo

nger

nec

essa

ry. T

ime

spen

t te

achi

ng h

andw

ritin

g is

was

ted

time,

as

stro

ng h

andw

ritin

g sk

ills

are

no lo

nger

va

lued

by

soci

ety.

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

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l Te

st Z

one

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l Pre

ss 2

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ampl

e W

ritin

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ive

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ing

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ple

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lyse

d ba

sed

on th

e m

arki

ng c

riter

ia u

sed

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arke

rs to

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ess

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Sto

ry Y

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YEAR 9 WRITING TEST 2: Sample of a very good piece of writing

Log in to www.exceltestzone.com.au Excel Test Zone Year 9 Test Guide69



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.


Copyright © 2010 Pascal Press ISBN 978 1 74125 268 2 Excel Test Zone Year 9 Sample Test 221


Aud

ienc

e• T

he w

riter

’s p

ositi

on is

cl

early

sta

ted.

Thi

s ac

ts

to p

ositi

on, e

ngag

e an

d co

nvin

ce th

e re

ader

.

Text

str

uctu

re• T

he in

form

atio

n is

pr

esen

ted

in a

sui

tabl

e an

d ef

fect

ive

text

stru

ctur

e.Th

e te

xt c

onta

ins

a cl

ear

intro

duct

ion,

mai

n bo

dy

with

dev

elop

men

t of i

deas

, an

d co

nclu

sion

.

Para

grap

hing

• The

org

anis

atio

n of

in

form

atio

n in

to c

lear

pa

ragr

aphs

hel

ps th

e re

ader

follo

w th

e lin

e of

arg

umen

t.

Coh

esio

n• R

efer

ring

wor

ds,

subs

titut

ions

and

wor

d co

nnec

tions

allo

w fo

r w

hole

text

uni

ty a

nd

for t

he d

evel

opm

ent o

f te

xtua

l rel

atio

nshi

ps.

Pers

uasi

ve te

chni

ques

• The

use

of p

ersu

asiv

e te

chni

ques

suc

h as

em

otiv

e la

ngua

ge,,

exam

ples

and

rhet

oric

al

ques

tions

add

pow

er to

th

e w

riter

’s a

rgum

ent a

nd

in u

ence

the

audi

ence

.

Voca

bula

ry

• A v

arie

ty o

f ver

bs a

nd

adje

ctiv

es a

re u

sed

to p

ersu

ade.

• A ra

nge

of e

ffect

ive

wor

ds

and

phra

ses

enha

nce

the

tone

of t

he s

peec

h.• I

nclu

sive

pro

noun

s ad

d to

th

e pe

rsua

sive

pow

er o

f th

e te

xt.

Sent

ence

str

uctu

re• S

ente

nces

are

var

ied

in le

ngth

and

stru

ctur

e,

and

incl

ude

mor

e co

mpl

ex c

laus

es, w

hich

cr

eate

s pa

ce a

nd

atm

osph

ere.

Punc

tuat

ion

• Cor

rect

and

app

ropr

iate

pu

nctu

atio

n in

crea

ses

the

effe

ctiv

enes

s of

the

text

.

Idea

s• C

lear

idea

s re

latin

g to

a c

entra

l eve

nt—

hand

writ

ing—

are

craf

ted

to c

reat

e th

e ef

fect

of

a w

ell-s

truct

ured

and

pe

rsua

sive

text

Spel

ling

• The

re a

re n

o sp

ellin

g er

rors

. The

text

incl

udes

th

e us

e of

bot

h di

f cu

lt (e

.g. c

omm

unic

ate,

co

ntex

t) an

d ch

alle

ngin

g vo

cabu

lary

(e.g

. in

appr

opria

te, c

ritic

ism

).

Lang

uage

and

idea

s

Fa

iry

tale

s ar

e

not

sui

tabl

e st

orie

s

for

youn

g ch

ildre

n.Th

ere

has

been

con

sist

ent c

ritic

ism

of f

airy

tale

s in

rece

nt h

isto

ry a

nd th

ey h

ave

been

un

fairl

y la

belle

d vi

olen

t and

inap

prop

riate

for y

oung

chi

ldre

n. L

et u

s no

t for

get t

hat

fairy

tale

s ha

ve b

een

pres

ent i

n so

ciet

y fo

r hun

dred

s of

yea

rs. I

bel

ieve

the

mor

al

mes

sage

s th

ey c

arry

are

sig

ni c

ant a

nd th

at fa

iry ta

les

shou

ld c

ontin

ue to

be

read

to

all y

oung

chi

ldre

n.

It is

sim

plis

tic to

crit

icis

e fa

iry ta

les

as u

nsui

tabl

e fo

r you

ng c

hild

ren

as it

is th

e va

lues

an

d at

titud

es th

at fa

iry ta

les

com

mun

icat

e w

hich

tran

scen

d tim

e an

d lo

catio

n. T

he

gobl

ins,

witc

hes

and

gian

ts p

rese

nt in

fairy

tale

s ar

e m

erel

y ve

hicl

es to

sho

w id

eas

abou

t how

we

live

our l

ives

and

to p

rovi

de im

porta

nt in

stru

ctio

ns fo

r you

ng p

eopl

e on

ho

w to

beh

ave

and

treat

oth

ers.

Take

Cin

dere

lla fo

r exa

mpl

e. T

his

stor

y is

kno

wn

arou

nd th

e w

orld

for a

reas

on. T

he

evil

step

mot

her a

nd c

ruel

sis

ters

are

exa

gger

ated

to s

how

par

ticul

ar id

eas.

As

seen

in

this

fairy

tale

and

all

othe

rs, u

nkin

d be

havi

our i

s ne

ver r

ewar

ded

and

peop

le w

ho

beha

ve n

egat

ivel

y in

fairy

tale

s ar

e al

way

s pu

nish

ed in

som

e w

ay. I

n C

inde

rella

, the

aw

ful f

amily

are

left

look

ing

fool

ish

and

soci

ally

isol

ated

.

Wha

t’s m

ore

impo

rtant

abo

ut s

torie

s lik

e C

inde

rella

, how

ever

, are

the

rew

ards

ear

ned

by c

hara

cter

s w

ho b

ehav

e w

ithou

t gre

ed o

r sel

shn

ess.

Can

you

imag

ine

this

tale

en

ding

with

the

Prin

ce m

arry

ing

one

of th

e aw

ful s

tep-

sist

ers

inst

ead

of C

inde

rella

? A

sign

i ca

nt fe

atur

e of

thes

e st

orie

s is

the

idea

that

pos

itive

and

goo

d be

havi

our r

eaps

re

war

ds.

Thos

e w

ho c

ritic

ise

fairy

tale

s an

d w

ho h

ave

a m

oder

n ‘p

oliti

cal c

orre

ctne

ss’ s

houl

d lo

ok b

ack

in h

isto

ry a

nd th

ink

beyo

nd o

ur n

arro

w a

nd im

med

iate

con

text

. Fai

ry

tale

s ha

ve b

een

arou

nd fo

r hun

dred

s of

yea

rs a

nd a

re p

rese

nt in

a w

ide

varie

ty o

f la

ngua

ges

and

cultu

res

for g

ood

reas

on!!

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

9 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

r9 N

AP

LAN

BW

.indd

3

10/1

1/10

12

:08

PM

YEAR 9 WRITING TEST 3: Sample of a very good piece of writing


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Get the Results You Want! NAPLAN -style Test Pack · Structure of persuasive texts A persuasive text has a specific structure: The introduction is where you clearly state your ideas