NZQA Support Material
Contents
Unit standard 17362, version 4
Read texts giving instructions (ESOL)
Level 3
1
Assessor guidelines
2
Candidate instructions
3
Candidate checklist
4
Reading text
5
Assessment task
6
Assessment schedule
4 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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Assessor guidelines
Unit standard 17362, version 4
Read texts giving instructions (ESOL)
Level 3
4 Credits
This unit standard has one element:
Element 1:
Read texts giving instructions (ESOL). Candidates must read three texts,
each of at least 300 words in length, one of which must include diagrams or illustrations.
Conditions
• All assessment activities must be conducted in English, which must not be the
candidate’s first language.
• Candidate’s responses may be oral or written.
• Written responses need not be grammatically correct, but errors must not interfere with
meaning.
• Candidates may use an English dictionary but not an electronic translator.
• Assistance may be given to understand the requirements of the task.
Learning contexts
Candidates should be assessed after they are familiar with the topic. By reading on topics
with a similar text type and structure candidates will become familiar with the text structure
and language features of instructional texts.
Notes for assessors
• It is important that candidates are familiar with the requirements of the performance
criteria and the special notes.
• The three texts should be assessed at a different time as part of a wider area of study.
• This assessment activity should follow class activities in which the students have had
the opportunity to become familiar with the topic through a range of listening, speaking,
reading and writing activities. The context and vocabulary should be familiar to the
candidates.
• The question tasks should also be familiar to the candidates and this can be achieved
by including similar question types in the formative work.
• Candidates should not have seen the text before the assessment activity.
• Refer to your institution’s policies on resubmission and resubmissions and further
assessment opportunities, before offering reassessment opportunities If resubmission
takes place, the assessor should ensure that the correct answers are not indicated prior
to the resubmission opportunity. For example, in a true / false or matching exercise, it
would be inappropriate to indicate the correct answers on the candidate’s script.
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Candidate instructions
Unit standard 17362, version 4
Read texts giving instructions (ESOL)
Level 3
4 Credits
Element 1: Task 1
•
•
•
•
Do this activity in class.
You may ask the assessor to explain the instructions.
You may use an English dictionary but not an electronic translator.
Your spelling and grammar do not need to be perfect, but your assessor needs to be
able to understand what you mean.
Candidate checklist
In this assessment task you will need to show that you can do the following:
Identify the purpose or reason the text was written
1.1
Make links between the written text and the visual features
e.g. diagrams, illustrations, captions, bullet points, italics, headings in bold.
1.2
Follow instructions to complete the task
1.3
Identify grammatical structures and their meanings
‒ modals e.g. You will need… It would need to be…You may want to…
‒ imperatives e.g. Open the program…Point to … Look at the heading
‒ dependent conditional clauses e.g. If you want to …when you have time…
‒ time clauses e.g. After you… Before that…. While you are doing that…
When you have finished…
1.4
Give the meaning of important vocabulary used in the text
1.5
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Reading text: Task 1
Unit standard 17362, version 4
Read texts giving instructions
Level 3
4 credits
How to create a reference list
The list must be started on a new page after you have completed your essay and should be
headed ‘References’.
The four parts of a reference
1. Author’s name
• Put the surname first, followed by a comma, then the initial(s) only followed by a full stop
e.g. Arbury, J.
• Insert commas to separate authors and use an ampersand (&) e.g. Bell, J., & Gower, R.
• Always use full names e.g. The Ministry of Education not MoE
• If the reference is an edited book, put Ed. or Eds. in brackets e.g. Doughty, C., &
Williams, J. (Eds.)
2. Publication date
• Put the latest publication date in brackets, followed by a full stop e.g. (2011).
• You may need to include day and/or month for journal or newspaper articles e.g. 2010,
September 11. Follow this format i.e. year, month written out in full, then day.
3. Title
A. Books:
• Only use a capital for the first letter of the first word of the title and any subtitle. Proper
nouns will also have capitals.
• The title should always be in italics e.g. Arbury, J. (1992). Discover New Zealand.
B. Articles in journals, newspapers, magazines:
• Write the article title as for books but do not underline or use italics
e.g. Coxhead, A. (2000). A new academic word list.
4. Publication information
A. Books:
• If the book was published in the USA, put the city and state of publication followed by a
colon and the name of the publisher e.g. Englewood Cliffs, NJ: Prentice-Hall
• If the book was published elsewhere, put the city, state or province and country followed
by a colon and the publisher’s name e.g.
Ministry of Education. (1993). The New Zealand curriculum framework. Wellington, New
Zealand: Learning Media.
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B. Articles in journals, newspapers, magazines:
• Use the full title of the journal or magazine.
• Next, put the volume number followed by the issue number (if any) in brackets with no
space beforehand. Do not put ‘Vol.’ or ‘No.’
• Put the title and volume in italics.
• Then give the page numbers. Only use ‘p.’ or ‘pp.’ for newspapers.
• Separate each section with a comma. e.g.
Title of journal
in italics
Volume
number
Page
numbers
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
How to reference web pages
1 Put the author’s name first, followed by the date and title (as for books)
2 Next, write ‘Retrieved from’ and copy in the web address e.g.
Laugesen, R. (2011). Stress – cause, effect, and management. Retrieved from
http://www.listener.co.nz/commentary/stress-cause-effect-and-management/
Formatting the list
1 Arrange the list in alphabetical order by the author’s surname.
2 The list can be 1.5 or double line spaced with a gap between each reference.
3 The second line of the reference should be indented so that the author’s name stands
out e.g.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213 - 238.
Ministry of Education. (1993). The New Zealand curriculum framework. Wellington, New
Zealand: Learning Media.
Newby, M. (1989). Writing: A guide for students. Cambridge, UK: Cambridge University
Press.
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Assessment task
Unit standard 17362, version 4
Read texts giving instructions (ESOL)
Level 3
4 Credits
Element 1: Task 1
Name ______________________________________ Date_________________________
Read the text and answer the questions below.
1. Identifying the purpose of the text (1.1)
Which of these best identifies why the text was written? Tick one or more boxes.
a. to give information about reference lists
b. to let you know the advantages of using a reference list at the end of an essay
c. to show you how to reference books, articles and websites correctly
d. to explain how a reference list is used
2. Explaining the links between the written text and visual features (1.2)
Match the visual features to the reason for their use in the text. Choose the visual features
from the box below. There are more than you need.
underlining
bullet points
headings
illustrations
bolded words
numbers
Visual features
Reason for their use in the text
a.
They give a list of what you need to do.
b.
They show that this is very important.
c.
They are examples.
d.
They tell you what the main idea of a section is.
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3. Identify grammatical structures and their meanings (1.4).
3a. Modal verbs and adverbials
Put the modal verbs and adverbials used in the text (in bold below) in the boxes below
according to whether you have an option or not.
i) The list must be started on a new page…
ii) You need to use commas to separate authors…
iii) You may need to include day and/or month…
iv) The title should always be in italics.
v) The list can be 1.5 or double line spaced
vi) Proper nouns will also have capitals.
A. It is important to always do this
B. You have an option or only do this
sometimes
3b. Time clauses and dependent conditional clauses
The words in bold below that come from the text are time connectives or begin a dependent
conditional clauses. Your answer must begin with one of them.
If
Next
If
After
i) When do you begin your reference list?
……………………………………………………………………………………………………………
ii) When would you write Ed. or Eds. in brackets?
……………………………………………………………………………………………………………
iii) When would you put the city and state of publication?
……………………………………………………………………………………………………………
4. When you reference web pages, what do you do after writing the author’s name, date and
title?
……………………………………………………………………………………………………………
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3c. Imperative verbs
Imperative verbs tell you what instructions you need to carry out. Underline the seven
imperative verbs from the text below.
•
•
•
•
•
•
Put the surname first, with initials only for first and second name, then a full stop.
Insert commas to separate authors…
Only use a capital for the first letter of the first word of the title and any subtitle.
Leave out words such as ‘Publishers, ‘Co.’ or ‘Ltd’.
Put the title and volume in italics.
Then give the page numbers. Only use ‘p.’ or ‘pp.’ for newspapers.
4. Give the meaning of essential vocabulary in the text (1.5).
Match the words with the correct meanings as used in the text.
brackets
retrieved
edited
italics
indent
insert
formatting
a subtitle
a province
a capital
a volume
published
a.
a heading that is not as important as the title
b.
begin typing further in from the margin than the previous line
c.
a part of a country (except where the capital is)
d.
the way in which writing is arranged on the page
e.
copies of books, magazines etc are printed ready to sell
f.
a pair of marks i.e. ( ) that are placed around words or
numbers
g.
letters that slope to the right
h.
put in
i.
an upper-case letter at the beginning of a word
j.
one of several issues of a journal or magazine
k.
accessed information from a website
l.
collected several pieces of writing from different authors and
prepared for publishing
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5. Follow instructions to complete the task (1.3)
Your assessor will give you access to a computer so that you can follow the instructions to
create your own reference list. At the end you need to print out what you have done.
You have completed a research assignment on ‘Methods of successful vocabulary learning’.
You used the following books, articles and websites and kept this record of them. Use them
to type your reference list.
Title
Author
Book, journal
article or
website
Date
The effects of
repetition on
vocabulary
knowledge
S Webb
(Journal)
Applied
Linguistics
Volume 28
pages 46-65
2007
Human Memory:
Theory and
practice
A Baddeley
(Book)
Second language
learning –
Curriculum
development
update 24.
Ministry of
Education
(Website)
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Publisher
Place
published
1990
Lawrence
Erlbaum
London
1997
http://minedu.govt.nz/update
s/updates/index24.html
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Candidate checklist
Use this checklist when you have typed your reference list to make sure you have
included everything.
✓/✕
The correct heading is used
The list is in alphabetical order.
The author’s name is followed by a comma, initial and full stop.
The date is in brackets followed by a full stop.
For books:
‒ The title is in italics followed by a full stop.
For journals and websites:
‒ The title is not in italics and is followed by a full stop.
For books:
‒ The place of publication is followed by a colon and the name of the publisher
and ends with a full stop.
For journals:
‒ The name of the journal and the volume number is written in italics.
‒ The page numbers are not written in italics.
‒ There is a comma after the name of the journal and the volume number.
‒ There is a full stop at the end.
For websites:
‒ The words ‘Retrieved from’ are followed by the web address.
There is 1.5 or double line spacing with a gap between each reference.
The second line of a reference is indented.
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Assessment schedule
Unit standard 17362, version 4
Read texts giving instructions (ESOL)
Level 3
Element 1:
Range:
4 Credits
Read texts giving instructions (ESOL)
Candidates must read three texts, one of which must include diagrams or illustrations.
Performance criteria
Evidence
Judgment
1.1 The purpose of the text is
identified.
1c
1 Answer is correct.
1.2 The links between the
written text and its visual
features are explained.
2
a. bullet points
b. bolded words
c. illustrations
d. headings
2 Three out of four answers are
correct.
1.3 Instructions in each text are
followed to complete the
task.
The completed reference list is printed for evidence that
instructions have been followed correctly (see model reference list
and marking guide).
5 A reference list is completed
according to instructions.
1.4 Grammatical structures and
their meanings are
identified.
3a.
Important:
i (must), ii (need), iv) (should always), vi (will)
Optional:
iii) may need, v. (can)
3b) Answers similar to:
3a) Four out of five answers are
correct.
Range: may include but is not
limited to – links between text and
diagrams and/or illustrations,
captions, use of bullets, italics.
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3b) Three out of four answers are
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Range: grammatical structures
may include but are not limited to –
modals, imperatives, dependent
conditional clauses, time clauses.
1.5 The meaning of essential
vocabulary as used in
each text is given.
Range: ten words.
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i) After you have completed your essay
ii) If the reference is an edited book.
iii) If the book was published in the USA.
iv) Next you write ‘Retrieved from’ (and copy in the web address)
correct.
3c)
put, insert, use, leave out, put, give, use.
3c) Five out of seven answers are
correct.
4
a) a subtitle
b) indent
c) a province
d) formatting
e) published
f) brackets
4 Ten out of twelve answers are
correct.
g) italics
h) insert
i) a capital
j) a volume
k) retrieved
l) edited
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Model reference list and marking guide
References
all needed
for 1 mark
all needed
for 1 mark
all needed
for 1 mark
2 marks
author
title in italics
place of publication
comma
date in
brackets
full stop
colon (1)
initial
full stop
Total
Baddeley, A. (1990). Human Memory: Theory and
practice. London: Lawrence Erlbaum.
Ministry of Education. (1997). Second language learning –
Curriculum development update 24. Retrieved from
http://minedu.govt.nz/updates/updates/index24.html
full stop
full stop (1)
date in
brackets
title in italics
retrieved from (1)
full stop
correct web address (1)
date in
brackets
title not in
italics
name of journal in italics
comma (1)
full stop
full stop
volume number in italics
/5
full stop
Webb, S. (2007). The effects of repetition on vocabulary
knowledge. Applied Linguistics, 28, 46-65.
publisher
full stop
author
/5
author
full stop
/5
comma
page numbers not in
italics
full stop (1)
The heading ‘References’ is at the top of the list.
The list is in alphabetical order.
There is 1.5 or double spacing.
The second line of a reference is indented.
Candidate has a total of 15 correct out of 19
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/4
(one
mark for
each)
/19
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