Personal and community – Creates a detailed narrative where ideas, details and events relevant to the story-line are developed and described
– Writes a text of personal relevance drawing on varying examples, incidents, opinions and information to support a general theme or provide contrasting viewpoints, e.g. for a community newsletter
– Writes a text drawing on a range of evidence to support a position, e.g. writes a letter to a local authority expressing an opinion on a local issue, providing supporting evidence and making a recommendation – Develops a text that describes the interrelationships depicted in tabular/graphic form, e.g. a report of a
survey comparing the range of opinions on a matter of public importance
– Participates actively in a community meeting by taking detailed and accurate minutes – Writes a book review, including a summary of a book’s plot, characters and writing style, and
incorporating opinions from members of a book club
– Documents roles, responsibilities and timeframes for a community project
– Prepares a detailed report for a funding body, including details of activity and expenditure over a set time – Develops the format of a document to collect information from the public, e.g. a survey
Workplace and employment
– Prepares an induction manual or standard operating procedures to be used in the workplace – Documents roles, responsibilities and timeframes for a project plan
– Compiles a report (e.g. on sales figures) with input from a range of sources – Documents a care management plan for a client incorporating a number of services
– Writes clear and detailed instructions organised sequentially, for individual members of a group in order to complete a group activity
– Writes organisational procedures and time frames to take account of different roles and perspectives, e.g. writes a report as a committee member to resolve difficulties about definitions of job responsibilities – Writes a technical/design brief or a complex work instruction based on client and stakeholder
requirements
– Prepares data for a team/group using graphs to compare production or activity over a period of time, and includes recommendations for improvements
– Gathers information from a range of sources and rewrites using headings, instructions and layout that meet the needs of the audience and purpose of the text, e.g. job instructions or evacuation instructions – Writes a report on the impact of a particular procedure or technology for a specific audience, e.g.
management committees or tripartite committees
– Writes an instruction manual for a new piece of equipment or machinery
– Creates a range of formal texts incorporating specific workplace proformas and language and maintains records on a computer, e.g. memos, letters to clients, agendas, minutes, emails or reports
– Demonstrates understanding of a text describing complex interrelationships of events, e.g. writes a letter to a customer apologising for a lost item or prepares a report for a manager detailing a problem and steps taken to address it
Education and training – Applies research skills to obtain specific information using a range of documents, then summarises the data collected to produce a written report
– Develops a storyboard for a multi-media product
– Documents a plan for research incorporating multiple sources of data collection and proposed methods of analysis, including proposed timelines
– Gathers information from a range of sources and rewrites using headings and layout that meet the needs of the audience and purpose of the text, e.g. a summary of theory relating to a particular process – Prepares an application for further study, e.g. writes a comprehensive application for admission to a
targeted study program
– Develops a survey tool to collect data
– Writes an academic essay on a particular topic, using various strategies to plan, draft, review or edit own writing
– Documents a detailed action plan for a group study activity, including roles, tasks, collaboration strategies and timelines
Writing
Notes
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How the ACSF Works
Level 5
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WRITING LEVEL 5
5.05 Generates complex written texts, demonstrating control over a broad range of writing styles and purposes
SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY
Autonomous learner who accesses and evaluates support from a broad range of sources
Broad range of contexts Adaptability within and across contexts
Specialisation in one or more contexts
Highly complex texts
Highly embedded information Includes highly specialised language and symbolism
Sophisticated task conceptualisation, organisation and analysis Processes include synthesising, critically reflecting, evaluating, recommending
FOCUS AREA: PERFORMANCE FEATURES INCLUDE:
Range – Demonstrates sophisticated control of a broad range of text types
Audience and purpose – Selects text type, subject matter and language to suit specific audience and purpose – Uses writing as a tool to develop hypotheses, explore complex issues, plan and problem solve
Structure and cohesion – Organises content in a manner that supports the purposes and format of the product, e.g. a report or web page
– Structures writing to move from introduction through several connected ideas/evidence/points of view to a summary/recommendation where this is appropriate to the context
– Uses clear, logical organisational structures in writing
– Uses and experiments with a broad range of structures and features
– Understands and adheres to organisational conventions, e.g. footnotes and references – Uses formatting appropriate to text, e.g. heading weights and styles
Register – Has established register flexibility and sensitivity and interprets register related to social relationships in a broad range of contexts
Plan, draft, proof and review
– Uses the drafting and revision process to extend and clarify thinking
Writing
WRITING LEVEL 5
5.06 Demonstrates sophisticated writing skills by selecting appropriate conventions and stylistic devices to express precise meaning
SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY
Autonomous learner who accesses and evaluates support from a broad range of sources
Broad range of contexts Adaptability within and across contexts
Specialisation in one or more contexts
Highly complex texts
Highly embedded information Includes highly specialised language and symbolism
Sophisticated task conceptualisation, organisation and analysis Processes include synthesising, critically reflecting, evaluating, recommending
FOCUS AREA: PERFORMANCE FEATURES INCLUDE:
Vocabulary – Understands and uses broad vocabulary, including idioms, colloquialisms and cultural references as appropriate
– Understands and uses appropriate specialised vocabulary in a variety of situations, e.g. explanations, descriptions or arguments
Grammar – Uses a variety of words and grammatical structures to achieve precise meaning – Uses and interprets sophisticated stylistic devices such as nominalisation – Uses grammatical structures accurately and effectively
– Understands and uses linking devices effectively to demonstrate complex conceptual connections and/or causal relationships
Punctuation – Uses all features of punctuation, font and layout effectively, e.g. semi-colons, brackets and italics – Avoids over use and/or misuse of punctuation
Spelling – Spells with a high degree of accuracy using the patterns and rules that are characteristic of English spelling, or by taking measures to check accuracy and make corrections
Legibility