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English Online. Every child literate - a shared responsibility.
Ministry of Education.

Reporting your research

Students develop their research reports as pieces of formal writing.

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Writer: Mike Fowler
Year level 11
Who are my learners and what do they already know? See  Planning  Using Inquiry
School curriculum outcomes How your school’s principles, values, or priorities will be developed through this unit

Learning Outcomes

 (What do my students need to learn)

Curriculum achievement objectives (AOs) for:  
English

Processes and strategies

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:

  • integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts
  • creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies

Ideas

Select, develop, and communicate connected ideas on a range of topics.

  • develops and communicates comprehensive ideas, information, and understandings

Language features

Select and use a range of language features appropriately for a variety of effects.


  • uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, effective structures.


  • achieves a sense of coherence and wholeness when constructing texts
Achievement Standard(s) aligned to AO(s) 1.5 Produce formal writing

Teaching and Learning

 (What do I need to know and do?)

1-2 related professional readings or links to relevant research

Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]

Planning  Using Inquiry

English Teaching and Learning Guide [available from February 2011]

Assessment and Examination Rules and Procedures

Learning task 1

Learning intention(s)

 Establishing prior learning; building understandings about this text type

KCs/ Principles/Values focus

KCs:

 Use language, symbols and texts – exploring and using features of reports

Learning task 1

Developing and structuring ideas in a research report

  1. You have already organised and presented your report as part of the your work towards Achievement Standard 1.9 Use information literacy skills to form conclusion(s). You now need to look at your report with a different assessment focus so that it meets the criteria for AS 1.5 Produce formal writing.
  2. Read the exemplars linked to the 1.9 information literacy activity [link to Marie Stribling’s new 1.9 EOL activity to be inserted]. Look at how it develops ideas using the following structure:
    • an introduction that sets out the hypothesis or focus for the research. It also briefly outlines some background behind selecting this hypothesis.
    • the body of the report. Each section in the body includes:
      • an opening statement which introduces what each section will cover. This is statement is linked to the hypothesis or focus of the research.
      • relevant information, then comments expressing conclusions based on this information. Depending on the nature of the information gathered, these conclusions can take a range of forms. The student might form an opinion, make a judgement or recommendation, or even question or challenge ideas or information collected.
    • a conclusion with closing comments which sum up the student’s views on their hypothesis.
  3. Look at your own research report. Check that you have structured your report in a similar way.

Learning task 2

Learning intention(s)

 Drafting and polishing writing.

KCs/ Principles/Values focus

KCs: Thinking

 Use language, symbols and texts – exploring and using features of reports

Learning task 2

Focusing on style, syntax and written text conventions

  1. Read your report aloud to help identify parts of the writing that require reworking, then complete the first set of revisions.
  2. Prior to writing the final draft, return to the assessment schedule and the exemplars to help you reflect on whether any changes or additions are needed in your final draft.
  3. Begin developing the final draft. You should view this as much more than a proof reading exercise, although you should improve on technical accuracy in grammar, spelling and punctuation. This is an opportunity to craft and reshape - to polish your sentences and to try forming some sentences in different ways in order to improve them. Your report should be written in complete sentences.
  4.  Complete a final version.

Assessment and Evaluation

 (What is the impact of my teaching and learning?)

Formative and/or Summative assessment task(s), including how will feedback be provided 1.5 Produce formal writing. Refer to the assessment schedule.

Provision for identifying next learning steps for students who need:

  • further learning opportunities
  • increased challenge

This piece of writing should be an integrated part of the year’s writing programme. Refer to

for more details.

Tools or ideas which, for example might be used to evaluate:

  • progress of the class and groups within it
  • student engagement

leading to :

  • changes to the sequence
  • addressing teacher learning needs
See:  Planning  Using Inquiry

Printing this unit:

Published on: 24 Nov 2010




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