NZQA Support Materials
Contents
Unit standard 17372, version 4
Write recounts (ESOL)
Level 3
1
Assessor guidelines
2
Candidate instructions
3
Candidate checklist
4
Model text
5
Assessment schedule
5 credits
Note: The following guidelines are supplied to enable teachers/tutors to carry out
valid and consistent assessment using this internal assessment resource.
Teachers/tutors must manage authenticity for any assessment from a public source,
because students may have access to the assessment schedule or student exemplar
material. This assessment resource without modification may mean that students’
work is not authentic. The teacher may need to change the context or topic to be
investigated, or change to a different text to read or perform.
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NZQA Support Materials
Assessor guidelines
Unit standard 17372, version 4
Write recounts (ESOL)
Level 3
5 credits
This unit standard has one element:
Element 1: Candidates must write two recount texts each of approximately 250-300 words.
Texts must be of a different type that may include historical recount, biographical recount or
personal recount. They must be written on separate occasions.
Conditions
• All assessment activities must be conducted in English, which must not be the
candidates’ first language.
• Candidates must be given time to edit and proofread their work.
• Writing may contain surface errors but these must not interfere with meaning.
• An English dictionary may be used but not an electronic translator.
Learning contexts
Candidates should be assessed after they are familiar with the topic. By linking with a
reading standard on a similar topic and text type (e.g. unit standard 17361) candidates will
become familiar with content, grammar patterns and specialised vocabulary.
The English Language Intensive Programme (ELIP) does not contain examples of recounts
at this level. However, stage 2, has sample texts which provide guidance on suggested
teaching components, strategies and language features of recounts: ‘Captain James Cook
– a New Arrival.’ ELIP (9c) and personal recounts e.g. ‘A field trip to Rotorua’ ELIP (9d).
Notes for assessors
• It is important that candidates are familiar with the requirements of the performance
criteria and the special notes.
• Each of the two texts should be assessed at separate times.
• Assessors should guide candidates towards completing the task by helping them
identify techniques in the exemplar and show how these can be applied to their own
writing.
• Between drafts, assessors can advise candidates that their writing may need further
work on ideas, language, structure or accuracy in spelling and punctuation, but should
not correct errors.
• Comments written on candidates’ work should be general in nature e.g. There are a
number of incorrect articles in this paragraph.
• Candidates can use the checklist to ensure they meet all of the performance criteria.
• The assessment schedule is for assessors only and is not to be shared with candidates
during the assessment process.
• Refer to your institution’s policies before offering further assessment opportunities.
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 New Zealand Qualifications Authority 2013
NZQA Support Materials
Candidate instructions
Unit Standard 17372, version 4
Write recounts (ESOL)
Level 3
5 Credits
This unit standard has one element:
Element 1: You must write two recounts each of approximately 250-300 words. Texts must
be of a different type and may include historical recount, biographical recount or personal
recount. They must be written on separate occasions.
Element 1: Task 1. Topic - Famous New Zealanders
You have been reading biographical recounts about famous New Zealanders. Now write
your own biographical recount on a famous New Zealander that you are interested in.
Name: ___________________________________ Date: __________________________
Conditions
• Do this assessment in class.
• You may use an English dictionary but not an electronic translator.
• You will be given time to do a draft before your final copy.
• You must use your own words and not copy directly from any other texts.
• Read through your writing with the checklist and make any changes you need to.
• Your writing does not need to be perfect, but you should try to have as few errors as
possible. Your assessor needs to be able to understand what you mean.
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Candidate checklist
In this assessment task you will need to show you have done the following:
√/×
Written approximately 250-300 words
Begun with an opening paragraph that sets the scene by introducing characters,
time and place (1.1)
e.g. Te Puea Hērangi was born in the Waikato in 1884…
Followed with a sequence of events in time order (1.1)
e.g. At the age of 12 she began… When she was 15 years old…
In 1911 Te Puea…
Finished with a closing paragraph that either links to the introduction or is an
evaluation of the person or events. (1.1)
e.g. Te Puea died on 12 October 1952. She is recognised as an important leader for
Māori, with many great achievements in her life….
Used simple, compound and complex sentences that are complete and linked in
time order (1.2) e.g.
‒ simple: She became noticed at meetings.
‒ compound: She became noticed at meetings and was listened to with respect.
‒ complex: She became noticed at meetings and was listened to with respect
because she had developed political passion and skills in oratory.
Developed ideas and organised them into paragraphs that make sense (1.3)
e.g. Te Puea was married to Rewi Tūmoko Kātipa for over 30 years. They did not
have any children but during her life she was a mother to many….
Used the language features of a recount (1.4). These could include:
‒ pronoun forms e.g. they, she, her
‒ prepositional phrases to show time and place e.g. for over 30 years (time); in the
Waikato (place)
‒ past tense verb forms e.g. was married; gathered up
‒ cohesive devices e.g. although (contrastive); also (additive); because of this
(causal); after (temporal)
‒ complex noun groups e.g. a very high-ranking Maori family
Used a wide range of vocabulary that is relevant to the topic (1.5)
e.g. title, Kīngitanga, Māori Monarchy, meeting-house
Used the correct grammatical form of the vocabulary (1.6)
e.g. she gathered, a gathering
Written in my own words
Proofread and edited my work
Checked my work to make sure that that the meaning is clear.
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Candidate exemplar
Write a biographical recount on a famous New Zealander.
A general
opening
paragraph
that names
the person
and gives
the time and
place (1.1).
Ideas are
developed
Sentences
and
are in logical
organised
into
order (1.3)
h
Paragraphs
have a record
of events in
time order
(1.1)
Te Puea Hērangi was born in the Waikato in
1884. She came from a very high-ranking Māori
family and was the grand-daughter of the second
Māori king. Although she became known as
Princess Te Puea she did not like people using the
title.
Te Puea was educated in traditional Māori
ways. At the age of 12 she began primary school
and then college. She was fluent in both Māori
and English. When she was 15 years old her
mother died and she had to return home.
Although she had little formal schooling, from
an early age Te Puea learnt as much as she
could by listening to Māori elders in speech
and song. She was encouraged to give speeches
at gatherings.
In 1911 Te Puea had her first experience of politics
in an election campaign. She became noticed at
meetings and was listened to with respect. Te
Puea decided to create a centre for the Kīngitanga
movement. Because of this she was responsible
for increasing the importance of the Māori
monarchy throughout New Zealand.
Te Puea was married to Rewi Tūmoko Kātipa for
over 30 years. They did not have any children but
during her life she was a mother to many. After the
influenza epidemic of 1918, she gathered up 100
orphaned children and founded the community at
Ngāruawāhia now known as Tūrangawaewae. She
worked hard to create this place which became the
gathering place for the Waikato people.
Conclusion
refers back
to opening
paragraph
and/or
evaluates
what the
person has
achieved
(1.1)
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Over many years Te Puea worked closely with
Pākehā leaders to help her people. She became a
woman of action who wanted community
improvements. People respected her skills in
organisation and her hard work.
Text uses
simple
compound
and complex
sentences
linked in
time order
(1 2)
Writing uses
a range of
vocabulary
correctly (1.5
& 1.6)
Writing uses
the language
features of
recount e.g.
prepositional
phrases,
pronoun
forms, past
tense verb
forms,
cohesive
devices,
complex noun
groups (1.4)
Te Puea died on 12 October 1952. She is
recognised as an important leader for Māori,
with many great achievements in her life. Māori
say her spirit can still be felt in the meetinghouse at Tūrangawaewae.
310 words
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NZQA Support Materials
Assessment schedule
Unit standard 17372, version 4
Write recounts (ESOL)
Level 3
Element 1:
Range:
5 credits
Write recounts
two texts, each of approximately 250-300 words and each completed on a separate occasion.
Performance criteria
1.1 Text structure is
appropriate to the text
type.
Range: text structure includes
– orientation, record of events
in chronological order,
reorientation or evaluation.
1.2 Texts are written in
complete simple,
compound, and complex
sentences, linked in time
order.
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Evidence
Judgment
Text opens with a paragraph that names the person and gives the time
and place:
e.g. Te Puea Hērangi was born in the Waikato in 1884.
Paragraphs follow with a record of events in order of time:
e.g. At the age of 12 she began… When she was 15 years old…
In 1911 Te Puea…
Text concludes by linking back to the introduction or evaluating the
achievements of the person:
e.g. Te Puea died on 12 October 1952. She is recognised as an important
leader for Māori, with many great achievements in her life…
Opening paragraph includes the
orientation for the following text.
Following paragraphs record the
sequence of events in
chronological order.
The conclusion links to
orientation or includes
evaluative comments about the
person.
Sentences are complete with a range of sentence structures used and
linked in time order: e.g.
‒ simple: She became noticed at meetings.
‒ compound: She became noticed at meetings and was listened to with
respect.
‒ complex: She became noticed at meetings and was listened to with
respect because she had developed political passion and skills in
oratory.
A range of sentence structures
is used correctly most of the
time. These are linked in the
correct time order.
.
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1.3 Ideas are developed and
organised into coherent
paragraphs.
Ideas about the person are developed with supporting evidence and
examples. Ideas are grouped into paragraphs:
e.g. Te Puea was married to Rewi Tūmoko Kātipa for over 30 years. They
did not have any children but during her life she was a mother to many….
Ideas are developed and
arranged together into
paragraphs.
1.4 Writing uses language
features of a recount.
Evidence is presented that the learner can use a range of language
features found in recounts. These may include:
‒ pronoun forms e.g. they, she, her
‒ prepositional phrases to indicate time and place e.g. for over 30 years
(time); in the Waikato (place)
‒ past tense verb forms e.g. She worked hard (simple past); was
married (passive form); gathered up (phrasal verb)
‒ a range of cohesive devices e.g. although (contrastive); also (additive);
because of this (causal); after (temporal)
‒ complex noun groups e.g. a very high-ranking Maori family
Writing contains a range of the
language features of a recount
used correctly most of the time.
1.5 Writing uses a range of
vocabulary relevant to the
topic.
A range of vocabulary is used that is appropriate for the topic:
e.g. title, Kīngitanga, Māori monarchy, meeting-house
Writing demonstrates use of a
range of appropriate vocabulary
most of the time
1.6 Appropriate grammatical
form of vocabulary is used.
The correct grammatical form of vocabulary is used.
e.g. she gathered, a gathering
Writing demonstrates correct
use of appropriate grammatical
form of words most of the time.
Special note 3
Evidence is presented that the student had edited and proofread his/her
work.
Special note 4
Inaccuracies are minor and do not interfere with meaning..
Range: language features
include – pronoun forms,
prepositional phrases to
indicate time and place, past
tense verb forms, cohesive
devices (may include –
contrastive, additive, causal,
temporal), complex noun
groups.
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 New Zealand Qualifications Authority 2013