Level C2 Writing

The students' performance in these tasks suggest that they are working within the range of Level C2 in Writing. The assessing teacher will need to consider a range of student samples in order to determine whether each student is at the beginning of C2, consolidating C2 or at the C2 standard in Writing.

At beginning Level C2 students:

• are beginning to be more confident at using a wider range of text types, for example, procedures and reports, although they will often rely on assistance and models
• will begin to produce texts that include a greater and more creative range of adjectives, adverbs, conjunction and variations in tenses, although not necessarily used accurately
• demonstrate a range of strategies that help them to become independent writers, such as accessing new words from dictionaries or word lists, and spelling words out phonetically or using other spelling strategies, for instance, mnemonics.

At consolidating Level C2 students:

• have begun to use models of text types with a relative degree of independence to produce their own work
• can organise the content of a topic at paragraph and topic sentence level, with assistance
• produce writing that shows improvement in its overall coherence and structure as their repertoire of connectives, conjunctives and grammatical structures continues to expand
• attempt to use direct speech in their texts where appropriate, although it may not be punctuated accurately
• show an awareness of the writing process, including the need to draft, review, and revise, but still require teacher guidance to work through each of these stages productively.
  

At Level C2 Achievement Standard students:

• write with a degree of autonomy for a range of everyday classroom and personal purposes, such as describing, explaining and recounting
• independently write some basic texts and experiment with presenting their own ideas
• produce texts show varying grammatical accuracy
• incorporate emerging vocabulary and grammatical features to achieve desired effects
• use an increasing range of simple connectives to indicate some basic relationships within and between sentences and paragraphs
• choose appropriate text structures and use headings, tables and images
• use basic text models as a basis for their own texts
• use strategies to organise information in supported research tasks
• review, redraft and improve their writing by discussing alternative ways of arranging and expressing ideas, with teacher support and feedback
• use more advanced features in software applications to write, edit and present their texts.
  

Student information

The student is from Somalia and Somali is their home language. The student had five or six years of schooling before arriving in Australia and attends an English language school in Victoria.

Task

This task was an end of unit assessment task. The students were asked to write about a French woman who had been in the news because she had been given a face transplant after being attacked by her dog. 

The class had sequenced the events leading up to the transplant, learned about time clauses such as when, while, after and the use of the passive voice. Students were asked to write a magazine article from the woman's point of view and to include elements of the language they had been learning about.

Text

The police told me that they wanted to kill my dog otherwise he would attack another persons. The police killed my dog while I was in the hospital.

The police told me, I would look for another dog if I could.

Doctor Jean Micheil Dubernard, who was my doctor, advised that he could look for a donor in the hospital, who has got skin looks like mine.

The doctor explained me, if they got a donor, they would to me an operation, which required to remove skin and muscles from the donor and attached them on my face. The doctor also told me, that the new face would be somewhere between my original face and organ donor’s face.

Doctor Jean Micheil Dubernard, who went to hospital, got a donor of 39 years old woman. The doctor said to me that the mouth and nose are the most difficult parts of the face success transplant and had always imposible to repair but they would try because they already got a donor looks like me.

This sample of student work demonstrates that the student can:

• Link ideas using a range of basic cohesive devices (VCEALL663)
• Use adverbials to provide simple detail (VCEALL667)
• Develop writing through the use of compound and complex sentences (VCEALL665)

Student information

The student was born in China and speaks Chinese as his home language. He has been in Australia for less than a year. He has had age equivalent schooling in China and spent two terms in an English language centre before entering secondary school.

Task

Students responded to an issue that was covered in class over a period of approximately four weeks. They gathered information, reviewed newspaper articles on the issues and engaged in oral discussion and debate. The students completed information and essay grids. No model was provided. The analysis is based on the student's writing before correction.

Text

Dear Editor,

I'm writing to express my opinion on the recent controversy which has arisen over the issue of whether David Sharp should be saved or left to die on the mount Everest. If I was one of the 40 climbers who had just passed near summit but and to save him instead of left him alone and finally to die. Because compared with the a fresh human life which is at the gate of death, climbing to the summit of the world's highest summit mountain even if is just 400 meters away is nolong important. Your human sense should appear and decide what you should do at that time.

Firstly, as a people lived in this society, you should have some basic sence of human beings. Including while somebody are in trouble, whatever they are lost their ways or lost their money, you should give a hand to them, esqest especially David Sharp is at the gate of death. If you do nothing to help and just said, “we can do nothing, we don’t have enought equipments.”, and then pass him, that is cul cruel, and you have lost your basic human sence, you can not be called a man human, you leave someone to die and do nothing, you are not even not better than an animal.

Secondly, think if theyou exchange the roles between David sharp and me, if I was got some trouble while return from the world summit of the world highest mountain, and I am along. But at this time I can’t move, even can’t rise my arm. Just now, a group of climbers walked closed to me. At that time, I thought it they must come to save me. But almost 40 people passed me and only few people stopped and try to tried to save me. But all of them gave up. Finally, I can’t see anyone. How did I feel at that time?

Finally, as a people live in this society, you can never say “I can’t” Be before you try your best to do it. If everyone just say “I can’t”, “That’s imposible” and do nothing to help. At that time, this society, this world would becom go over I think.

If I’m a people who is one of the 40 climbers that pass

This sample of student work demonstrates that the student can:

• Write using a range of tenses with varied accuracy (VCEALL666)
• Use a range of punctuation marks consistently and correctly (VCEALL671)
• Use adverbials to provide simple detail (VCEALL667)
  
• Use a range of punctuation marks consistently and correctly (VCEALL671)

Overall, this student can also:

• Use appropriate forms of text for purpose and audience, with guidance (VCEALA656)
• Write information texts for general school use, based on modelled language (VCEALC654)
• Organise information and write according to the structure of a specified text (VCEALL661)
• Link ideas using a range of basic cohesive devices (VCEALL663)
• Develop writing through the use of compound and complex sentences (VCEALL665)
  

Possible next steps for this student's learning

Student information 

The student is 15 years old and in Year 9. He was born in South Korea and speaks Korean as his home language. He has had age-equivalent schooling and can read and write in his home language. In South Korea he also undertook extra English studies after school. The student has been at an English language centre for five weeks. 

Task 

Students studied a unit on the ancient Olympics. They were provided with a selection of topics to choose from and were asked to write a creative text based on a short story they had read called The New Olympian. 

This piece of writing was completed independently with no scaffolding from the teacher. The student typed this piece of writing on the computer. The analysis is based on the student’s writing before correction. 

Text 

This sample of student work demonstrates that the student can: 

• Write texts for social purposes (VCEALC653) 
• Write some creative or personal texts, experimenting with known English (VCEALC655)
• Use appropriate forms of text for purpose and audience, with guidance (VCEALA656)
• Link ideas using a range of basic cohesive devices (VCEALL663) 
• Use mostly standard word order (VCEALL664) 
• Develop writing through the use of compound and complex sentences (VCEALL665) 
• Write using a range of tenses with varied accuracy (VCEALL666) 
• Use adverbials to provide simple detail (VCEALL667) 
• Use a varied and appropriate vocabulary (VCEALL668) 
• Develop a small range of skills to create and navigate simple digital texts (VCEALL672) 

Possible next steps for this student's learning 

• Learning about the differences between past simple and past perfect (VCEALL666)
• Learning question word order, for example, Why didn’t you give up? (VCEALL664)
• Using a plan and/or narrative scaffold to arrange his ideas in order (VCEALL661) 

Pathways and transitions considerations 

A Year 9 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.

Student information 

The student is 14 years old and in Year 9. She comes from Hong Kong and speaks Cantonese as her home language. She has had age-equivalent schooling in her home country and is able to read and write in her home language. The student has been in Australia for three months and is studying at an English language school. 

Task 

This written task was part of a unit of work on current issues. Students had completed reading activities, learnt vocabulary related to the topic, and new grammatical structures such as relative clauses and reported speech. Then they completed a first draft on the topic Should mobile phones be banned in schools? Students were provided with a model text as an example to support their writing.

Text

Simon who is Federal Education said that classroom time is for learning, not to be distracted from learning. If phones are useful for learning, why has the Victorian govern Government banned mobile phones in schools? so So mobile phones are not useful!

Mobile phone should be banned in school. I have three reasons why it can should be banned.

Firstly, I always believe we if we should not bring mobile phones at school, in the class, it will effect bad for our study. If we often use phone to research answer the teacher and tell the answer to teacher, why teacher cannot research by theirself? If student take phone to school, maybe they will cheat in the test, so ther they their so score is not real. If student res often research on the website, they before the test, when the they test in the test when they didn doesn't know the answers. and they cannot improve theirself. Some people will said that use phone to translate words to help is more quickly than use dictionary, but I think we use dictionary can can improve our we use dictionary, and it is more correly than we use phones to traslate.

Next The second reason we shouldn't use phone in school is they are west our time. This is important for every one in the world who are in the world. If we always playing with your phones, so you don't have time to do your word or learn work, learn or something that you need to do. and you cannot play with your friends becuase you always playing with your phone Zhi Jie Tan who is student said that he can spend more time with our friends so

Lastly, if we often use mobile phones, our health if will have serious problems. such as eyesight, so Do you want to have eyesight? ASSD you want you to be cannot see anything very well with out glasses? If you play with your phone for a long time then your wil back and neck will feel hear and pain. So your whole less whole life, your need to your body have always feel ill pain.

That mobile phones are have big big problem for most part of life. As I told, it is have large effect to our life. If we playing with our phones before we sleep, it can make us cannot sleep, then next day, your cannot wake up at time, so is bad for our body you we will feel ta tired, your eyes will also have effect. Some people So We we must banned mobile phones in school.

This sample of student work demonstrates that the student can: 

• Use mostly standard word order (VCEALL664) 
• Write using a range of tenses with varied accuracy (VCEALL666) 
• Link ideas using a range of basic cohesive devices (VCEALL663) 
• Use adverbials to provide simple detail (VCEALL667) 

Overall, this student can also: 

• Write some creative or personal texts, experimenting with known English (VCEALC655)
• Spell most commonly encountered words correctly (VCEALL670) 

Possible next steps for this student's learning 

• Reviewing writing for present simple tense, in particular the verb to be (VCEALL666)
• Researching and selecting a range of evidence to support arguments (VCEALA656)
• Revising and reorganising the structure of the essay, with a focus on effective introductions and conclusions (VCEALL661) 
• Learning how to use the first conditional, for example, If we bring phones to class, it will affect our study (VCEALL665) 

Pathways and transitions considerations 

A Year 9 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.

Student information 

The student is 15 years old and in Year 9. He was born in South Korea and speaks Korean as his home language. He has had age-equivalent schooling and can read and write in his home language. The student has been at an English language centre for five weeks and also undertook extra English studies after school back in South Korea. 

Task 

Students were given the topic Single use plastics: Should they be banned? and asked to write a persuasive essay. This writing was completed as part of a unit of work about persuasive writing where they learnt about identifying opinions, creating logical arguments, selecting relevant evidence such as facts, statistics, expert opinion, personal experience, and using emotive language. 

Students were provided with an essay template, a list of linking words and a list of websites about plastic bags to help plan their essay. Students were expected to acknowledge their sources when quoting evidence. 

The student typed their essay on the computer. The analysis is based on the student’s work before correction. 

This sample of student work demonstrates that the student can:

• Use mostly standard word order (VCEALL664)
• Spell most commonly encountered words correctly (VCEALL670)
• Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information (VCEALL662) *uses a general outline of a topic sentence, elaboration and summary
• Link ideas using a range of basic cohesive devices (VCEALL663)
• Write using a range of tenses with varied accuracy (VCEALL666)
• Use a varied and appropriate vocabulary (VCEALL668) 
• Use adverbials to provide simple detail (VCEALL667)
• Develop a small range of skills to create and navigate simple digital texts (VCEALL672)
  

Overall, this student can also:

• Write information texts for general school use, based on modelled language (VCEALC654)
• Use appropriate forms of text for purpose and audience, with guidance (VCEALA656)
  
• Organise information and write according to the structure of a specified text (VCEALL661)

Possible next steps for this student's learning

• Integrating short quotations into written sentences (VCEALL662)
• Learning the differences between informal and formal language, and using them purposefully in writing to improve the persuasiveness of the text (VCEALA656)
• Analysing the flow of information in a sample essay, for example, by arranging the paragraphs in a logical order (VCEALC654)

Pathways and transitions considerations 

A Year 9 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.