56

Progress Indicators and Exemplars for Tuhituhi

This section summarises the theoretical basis of asTTle’s approach to Tuhituhi. The approach is based
on work undertaken in asTTle English Writing, with modifications to compensate where Mäori
language structure and grammar differ significantly from English.
Writing is a purposeful social interaction that functions to accomplish certain social goals. To use
language as a system for representing and transforming their own worlds, students need to develop
knowledge not just about texts, but also about writing as a purpose-driven communicative response in
social and cultural contexts. The asTTle team conceptualised genre as driven by functional purpose
rather than mode (text form). That is, the features of texts are related to the purposes and contexts for
writing, and the same form may serve different purposes and a purpose may be served by more than one
form of text. The design of the progress indicators reflects these ideas.
Although there are different ways of classifying the functions of writing, there is considerable
overlap among the systems of various authors. Using such research, we viewed writing as serving six
major functions or processes. Note that although the curriculum map for Tuhituhi in Levels 5 and 6
(Technical Report 39) recommended release of materials for analyse, it was found through trials that no
students were able to complete any of the analyse tasks. Thus, no materials are published for this
seventh purpose. The six valid purposes in asTTle V4 are:

• To argue or persuade (tautohe)

• To classify, organise and describe (whakaatu)
• To explain (whakamärama)
• To inform or entertain through narrating or story telling including imaginative narrative or
personal interpretive (tuhi paki)
• To instruct or lay out a procedure (tohutohu)
• To recount (taki)

Using this framework and the New Zealand Curriculum and supporting documents, we developed
progress indicators for each of the six major functions to score tasks designed to demonstrate that
function. The progress indicators contain two levels from which to consider the features of text as
related to the purpose and context (see Figure 9). Within the deep and surface features there are seven
categories with detailed criteria.

• Deep features (ähuatanga höhonu) include: effectiveness, i.e., audience awareness and
purpose, content or ideas, structure or organisation, and language knowledge/resources for
achieving purpose.
• Surface features (ähuatanga päpaku) include grammar, punctuation and spelling.

Criteria within the deeper features differ according to purpose, whereas the three surface features of
text are common across all progress indicators.
 57

Figure 9
A Common Framework for All asTTle Progress Indicators

Ähuatanga Höhonu (Deep Features)

Effectiveness (Audience Awareness and Purpose): This level of analysis relates to the writer’s ability to
respond to the given task. A task is provided that requires a particular sort of communicative response
for a specified audience. Scores awarded in this feature will ask teachers to judge the extent to which a
writer was able to take account of the questions “Who am I writing this for?”, “Why am I writing this?”,
and “What shape or form will this take?” to produce a piece that achieves its communicative purpose.
Content/Ideas: This incorporates two main areas of the text written: domain elements and
content/information. Domain elements acknowledge that texts have some common features or elements
that are accepted as part of the cultural resources for achieving a purpose. In a report format, for
example, we would generally expect to see a classification statement identifying the subject of the
report, body text dealing with details of the subject, and a final or rounding-off statement. These aspects
of text are closely linked to the structuring of the text but are considered here only in terms of their
inclusion in the text. The ordering of text is dealt with in another section of the progress indicator.
Content material is mainly concerned with what might be called “the aboutness” of the text. For any
given task, we would expect that writers will write on the topic specified and that the content included
will be, to a greater or lesser degree, relevant to achieving the purpose.
Structure/Organisation: This dimension of text refers to the ordering or organisation that writers
demonstrates in their text. The focus here is on the management of text through sequencing and linking
of ideas. There are two main ways in which organisation is seen to operate. There is the “global”
organisation of the text, dealing with sequence from start to finish. This kind of paragraphing may be a
tool used by a writer to group ideas and between paragraph links. Another way in which text may be
organised is through the linking of ideas within and across sentences. This may be particularly useful in
texts where the job of the writer is to explain. In such texts, cause and effect sequences need to be made
explicit.
Language Knowledge/Resources: This feature deals only with language use. In order to achieve
certain purposes in writing, the language we use reflects three main considerations:
What are we writing about? (content influences vocabulary).

asTTle V4 Manual 1.0, Appendix

 58

What is our purpose? (language choices and grammatical structures that are associated with a desire
to argue, to entertain, to instruct, etc.)
Who are we writing for? (language choice and grammatical choices that acknowledge different ways
of addressing our parents, our friends, the teacher, the principal, etc.).
These three considerations combine to influence the language in use in a text. Studies of writers and
writing highlight aspects of grammar that are common to achieving certain purposes through writing.
There are differences to be seen again when a writer is attempting to persuade a reader. Also included
here are aspects relating to sentences (e.g., control of simple and/or complex sentences).

Tautohe (Persuade) Purpose: Deep Features

This section describes the key characteristics of the deep features of Tautohe (persuade or argue)
purpose writing.
Effectiveness (Audience Awareness and Purpose): This function of writing centres on an assumption
that a writer must convince a particular reader, whether real or imagined, through the presentation of
relevant points with supporting evidence. There are many types of persuasive texts with variations in
focus, but the main focus here is to argue a position or to persuade a reader to a particular point of view.
Content/Ideas: A thesis or position statement may provide the reader with the context. In the body of
the text, there are main points with elaboration, usually in the form of supporting evidence. This part of
the text takes the reader through a structured and logical presentation of information (i.e., evidence
and/or illustration) to support the writer’s position or thesis. The conclusion restates the writer’s position
and/or makes a recommendation for action about what ought or ought not to be done.
Structure/Organisation: There is a focus on objects and ideas, rather than events, happenings or
processes. Information and ideas are grouped logically and linked thematically. Organising devices such
as paragraphing and conjunctions are used to show relations among content items or ideas.
Language Knowledge/Resources: Arguments name and describe generalised participants or abstract
concepts (e.g., parents or teachers). Arguments make statements of fact and offer personal opinions on
the topic. Precise, descriptive, factual language is employed to give detail and credibility to the
argument. Persuasive or emotive language is commonly used to add to the impact on the reader and
make the argument seem powerful. There may be use of idiomatic language to appeal to readers’ senses
and emotions. Technical language related to the topic (where appropriate) adds authority to the text and
writer.
Appropriate language is used to make clear the state of play. The choice of vocabulary often reflects
the desire to create particular information-laden meanings for the reader.

asTTle V4 Manual 1.0, Appendix


Table 9
Progress Indicators for Tautohe (Persuade) Deep Features
Dimension Level 2 Proficient
Whaihua • Some or little evidence that
(Audience writer recognises that his/her
awareness and opinion is needed.
purpose) • May state opinions from a
personal perspective.
Kiko • Writing covers some (1 or
(Content/Ideas) more) task and topic
appropriate domains: (e.g.
position statement – writer
identifies position on the issue,
makes 2 or more simple
opinion /statements related to
the topic, makes use of a final
statement to round off the text
in some way).
• Can include many statements
not really relevant to the topic
and/or task.
Hanganga • Some or little semblance of
(Structure/ organisation is evident (e.g.
Organisation) occasional grouping of ideas)
• Text often limited because of
presentation of opinion
statements as separate
elements.
59
Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient
• Evidence that writer recognises • Language use and writing style • Language use and writing style • Language use and writing style
that his/her opinion is needed. generally appropriate to mostly appropriate and directed appropriate and directed to
• Few opinions maybe stated audience. Writer states his/her to audience (e.g. writing audience (e.g. writing attempts
from a personal perspective. position on the issue and attempts to persuade reader). to persuade reader). Clearly
May be little makes some attempt to Clearly stated position is stated position is evident and
• evidence of an attempt to influence. usually evident. maintained throughout.
influence.
• Some argument domain • Most argument domain • Argument domain elements • Argument domain elements
elements are present (main elements are present (main (e.g. position statement, main (e.g. position statement, main
points, some supporting points, some supporting points, illustration/evidence of points, illustration/evidence of
evidence/illustration, re- evidence/illustration, re- main points, re-statement) are main points, re-statement) are
statement of position). statement of position). sometimes comprehensive and comprehensive and elaborated.
• • Some elaboration of main
Little elaboration of main points elaborated. • Content is relevant & functions
occurs. points occurs. • Content is mostly relevant & to add weight to the writer’s
• Can include few statements not • May include limited information usually functions to add weight position.
really relevant to the topic that does not contribute to to the writer’s position. • Include appropriate conclusion
and/or task. argument. • Includes appropriate conclusion (providing thematic integration
• May include appropriate (summarising points made & of argument rather then
conclusion. expanding the argument). summarising
• points made).
• Some Evidence of attempts at • Evidence of attempts at overall • Content generally managed • Content managed effectively
overall structuring of content structuring of content through effectively through grouping through grouping and/or
through grouping ideas within grouping ideas within and and/or paragraphing main ideas paragraphing main ideas &
and across sentences (limited across sentences (use of & supporting evidence. supporting evidence.
use devices such as devices such as paragraphing • Ideas are sometimes linked in • Ideas are linked in more
paragraphing and simple linking and simple linking of ideas more complex ways (e.g. use of complex ways (e.g. varied use
of ideas through conjunctions or through conjunctions or linking linking words & devices, of linking words & devices,
linking devices such as häunga, devices). phrases, and conjunctions). phrases, and conjunctions).
nö te mea, nä reira, otirä, • Relevant material selected to • Arrangement is logical and
engari, me te mea nei, waihoki support ideas used to persuade aims to assist the reader’s
etc). audience. understanding of the writer’s
argument.
asTTle V4 Manual 1.0, Appendix

Mätauranga • Language has structure of
Reo simple opinion statements (e.g.
(Language may be stated from a personal
Knowledge/ perspective “Ki a au nei”).
Resources) • Topic related language present
but very little opinion is
conveyed through language
choices (e.g. vocab. is very
limited).
• Simple sentences always used.
• Some evidence of some use of
task appropriate structures and
language.
• Topic related language present
but little opinion is conveyed
through language choices (e.g.
vocab. is sometimes limited).
• Simple sentences mainly used.
• Limited use of complex
sentences.
• Good evidence of some use of
task appropriate structures and
language.
• Evidence that the writer is a
beginning to select language to
create a particular effect and to
influence the reader.
• May be some unclear or
repetitious reference.
• Many simple sentences correct.
Some complex sentences used.
• Mostly consistent use of
appropriate language for task &
topic.
• Language supports a particular
viewpoint and is used to
persuade the reader.
• Reference links mostly clear.
• Most sentences correct.
• Some control of complex
sentences evident.
• Generally uses complete
sentences.
60
• Consistent use of appropriate
language for task and topic.
• Language supports a particular
viewpoint and is used to
persuade the reader.
• Reference links clear.
• Almost all sentences correct.
• Control of complex sentences
evident, where appropriate.
• Uses complete sentences.
asTTle V4 Manual 1.0, Appendix
 61

Figure 10
Annotated Example for Tautohe (Persuade)

Whainga (Audience
Awareness & Purpose)
3B
Language use and style
appropriate, Writer’s
position on topic clear.
To score higher than 3B
Writer needs to display
more evidence of
attempts to influence
audience.

Kiko (Content/Ideas) 2A
A number of good points
given to support position.
To score higher than 2A
Requires more elaboration
of main points, more
evidence and could re-state
position.

Hanganga (Structure/
Organisation) 3B
Evidence of structured
argument with appropriate
linking.
To score higher than 3B
Needs clearer separation
(or better grouping)
between arguments and
clear paragraphing.

Matauranga Reo (Language knowledge/Resources) Wetewete Reo (Grammar) 3P

3P
Mostly appropriate simple and complex sentences.
Vocabulary mostly sufficient.
To score higher than 3P Requires more descriptive
language & vocabulary. Elaboration and more
commentary possible on key arguments.
Most of grammar suffices, and appropriate for an
argument. Odd mistake, e.g., use of passive suffix
following me, also possessive a and o not always
correct.
To score higher than 3P Requires fewer mistakes.

Tohutuhi (Punctuation) 3B Tuhituhi Kupu (Spelling) 3B

Most punctuation is correct, sentence separation
generally good (although difficult to see full stops),
includes limited use of paragraphs.
To score higher than 3B Requires accurate
paragraphing and use clearer sentence.
Most spelling is correct and macron use is sometimes
accurate. Word separation (e.g., passive suffix) not
always accurate.
To score higher than 3B Requires consistent
application of macron (e.g., rätau) and fewer mistakes.

asTTle V4 Manual 1.0, Appendix

 62

Whaihua (Audience awareness

and purpose) 5P
Language use appropriate. Writer
clearly states the issue and position
taken, followed by attempts to
persuade audience.
To score higher than 5P Writer
would need to adhere to stated
position throughout the text.
Kiko (Content/Ideas) 5P
Main argument elements present and
elaborated. Most of the content is
relevant and adds weight to the
writers position.
To score higher than 5P
Conclusion would need to provide
thematic integration of argument.
Hanganga (Structure/
Organisation) 5P
Content generally managed
effectively and grouped
appropriately. Linking phrases are
generally appropriately used.
To score higher than 5P
Arrangement could be improved, in
terms of how main ideas are
presented to aid the readers
understanding.
Mätauranga Reo (Language
Knowledge/Resources) 5P
Appropriate language used. Good
use to idiom to emphasise certain
points. Sentences mostly correct and
complete.
To score higher than 5P
Demonstration of control of complex
sentences and structures more
appropriate and more use of
language deliberately aimed to
persuade the reader.
Wetewete Reo (Grammar) 5P
Few errors and appropriate range of
sentence structures.
To score higher than 5P
Demonstration of a wider range of
sentence/grammatical structures and
more accurate use of sentence
separation and coordination.
Tohutuhi (Punctuation) 5P
Punctuation mostly correct. Dialogue
punctuation accurate.
To score higher than 5P
Punctuation always correct and
accurate use of complex punctuation.

Tuhituhi Kupu (Spelling) 5P

Very few errors, occasional macron
missing, e.g., pä, märama, käore.
To score higher than 5P No errors
and accurate use of macrons.

asTTle V4 Manual 1.0, Appendix

 63

Tohutohu (Instruct) Purpose: Deep Features

This section describes the key characteristics of the deeper features of the Tohutohu (instruct purpose
writing).
(Effectiveness) Audience Awareness and Purpose: This purpose usually involves describing how
something may be accomplished through a sequence of actions or steps to tell someone how something
is done. There are several common types of text associated with this function, namely recipes, appliance
manuals, assembly instructions, games’ rules, etc.
Content/Ideas: Texts intended to instruct or to outline a procedure contain information statements
that tell another person how something may be achieved. Domain elements usually include a goal
statement or often a title that provides information for the reader about the nature of the procedure to be
outlined. It identifies the product to be made or the process to be carried out. There is information about
materials, though this is not required for all procedural texts, which tells the reader what resources may
be required to complete the procedure. This is usually ordered. Then the description of the sequence of
steps required in order for the reader to achieve the goal is laid out. Advice or background information
may be included at any time as a means of clarifying the procedure.
Structure/Organisation: The text is generally organised around a process from beginning to end. The
focus is on actions and human agency. Content is structured according to the prescribed sequence of
events required to complete the task. Text organisers such as titles, headings or subheadings may be
used to orient readers.
Language Knowledge/Resources: Precise, descriptive language is employed to clarify aspects of the
procedure. Vocabulary is used to describe processes to be done by the reader (e.g., whisk, cut, deal,
transfer, twist). Precise word choices reflect the desire to clarify meanings for the reader (e.g., trim
rather than cut). Time and sequence relationships when instructing or laying out a procedure are
generally indicated by the use of specific language (e.g. i te tuatahi, ka, I, I muri mai… etc. or
numbering).

asTTle V4 Manual 1.0, Appendix


Table 10
Progress Indicators for Tohutohu (Instruct) Deep Features
Dimension Level 2 Proficient
Hahira • Some evidence that the writer
(Audience recognises the purpose for
awareness and writing (e.g., attempts to
purpose) instruct the reader) and that
he/she is writing for an
audience other than the self.
• May assume much shared
knowledge with the reader.
Kiko • Few elements of procedure
(Content/Ideas) (e.g., headings, actions,
materials) included.
• Some topic-related information
included.
• Evidence of instruction-like
statements.
Hanganga • Semblance of order to
(Structure/ procedure.
Organisation) • May use a simple ordering
device (e.g., numbers).
64
Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient
• Good evidence that the writer • Language use and writing style • Interprets needs of audience. • Experience, background,
recognises the purpose for is mostly appropriate to • Language use and writing style purpose motivation and needs
writing (e.g., attempts to instruct audience. directed to audience. of audience taken into account.
the reader) and that he/she is • Instructs but relies on context. • Gives/explains to audience
writing for an audience other appropriate rationale for
than the self. instruction.
• May be some elements of • Basic procedure elements (i.e., • Procedure elements (i.e., • Procedure elements (i.e.,
procedure (e.g., headings, headings, actions, materials) headings, sub-headings, headings, sub-headings,
actions, materials) included. included. materials, actions). materials, actions) sufficiently
• Little elaboration of elements. • Some elaboration of elements. • Sufficiently elaborate, precise, elaborate, precise, and
• Some irrelevant information. • Limited irrelevant information. and comprehensive. comprehensive.
• May include list-like • Mostly appropriate content. • Includes only appropriate
instructions. • Ideas given with evidence of content.
selection where appropriate. • Affective selection of details
included.
• May include conditional steps.
• Limited grouping or sequencing • Some grouping or sequencing • Generally clear, logical, • Clear, logical, coherent
of procedure elements evident. of procedure elements evident. coherent structure. structure.
• Limited simple ordering device • Adequate use of headings, or • Elements of procedure mostly • Elements of procedure grouped
(e.g., numbers). numbering & conventional grouped or sequenced or sequenced appropriately.
paragraphing. appropriately. • Variety of affective, appropriate
• Deliberate use of ordering methods to organise material
devices where applicable. (itinerary, list, subject group
• May include a concluding paragraphs)
address to reader. • Affective concluding address to
reader.
asTTle V4 Manual 1.0, Appendix

Mätauranga • Simple, unelaborated
Reo statements evident.
(Language • Some command-like
Knowledge/ statements present.
Resources)
• Actions recounted from a
personal perspective.
• Simple sentences mostly used.
• Some evidence of use of task-
appropriate language to
describe materials and actions.
• Command-like statements may
predominate.
• Simple sentences used but may
attempt complex sentences.
• Evidence of use of task-
appropriate language to
describe materials and actions.
• Sometimes may refer to reader
in generalised way (koe).
• Many simple sentences correct.
• Some successful complex
sentences evident.
• Consistent use of task-
appropriate language to
describe materials and actions.
• May refer to reader in a
varieties of ways (koe, koutou).
• May adjust language to both
instruct and advise.
• Most sentences correct.
• Control of complex sentences
evident, where appropriate.
• Usually uses complete
sentences.
65
• Language use (including vocab.
always appropriate for task.
• Sentences always correct.
• Good control of complex
sentences evident, where
appropriate.
• Always uses complete
sentences.
asTTle V4 Manual 1.0, Appendix
 66

Figure 11
Annotated Example for Tohutohu (Instruct)

Whainga (Audience Awareness &

Purpose) 3P
Details requirements and sequence of
events appropriate for audience.
To score higher than 3P Writer needs
to display evidence of more effective
and clearer orientation to audience.

Kiko (Content/Ideas) 3P
Basic procedures given in order with
some elaboration on certain points.
To score higher than 3P Requires
clearer description and more detail on
key stages in the instructions.

Hanganga (Structure/Organisation)
3P
Instructions are sequenced and in order
(with corrections of sequence indicated
by use of arrows).
To score higher than 3P Needs clearer
separation (or better grouping) between
major sections of instructions.
Matauranga (Language
knowledge/Resources) 3P
Mostly appropriate simple sentences and
instructions. Vocabulary sufficient (odd
mistake, e.g., hiako can’t be used as
verb). Use of English to describe non-
standard terminology is acceptable to
some teachers, and not permissible for
others.
To score higher than 3P Requires more
descriptive language & vocabulary.
Elaboration and more commentary
required on key instructions.
Tohutuhi (Punctuation) 3B
Most punctuation is correct, sentence separation generally good,
Wetewete Reo (Grammar) 3P includes use of paragraphs.
Most of grammar suffice, and To score higher than 3B Requires accurate paragraphing and use of
appropriate for instructions. Marking of appropriate markers for lists.
object after passive verb is inconsistent
(sometimes i in front of object used, Tuhituhi Kupu (Spelling) 3P
other times the i is correctly omitted). Most spelling is correct and some macron use is usually accurate.
To score higher than 3P Requires To score higher than 3P Requires consistent application of macron
fewer mistakes. (e.g. ngä) and fewer mistakes (e.g., hiakö, käria).

asTTle V4 Manual 1.0, Appendix

 67

Tuhi Paki (Narrate) Purpose: Deep Features

This section describes the key characteristics of the deep features of Tuhi Paki (narrative) purpose
writing).
Effectiveness/Audience Awareness and Purpose: Here the writer informs or entertains a reader or
listener by constructing a view of the world that the reader can enter. Narratives centre on a problem that
is usually resolved in the course of the telling. There are many types of narrative with variations in
focus, including püräkau, pakiwaitara, körero paki, folk-tales, myths, legends, and short stories (e.g.,
historical, romance, fantasy, crime, science fiction, adventure, etc.). Narratives develop characters and
include settings, plot and theme. A point of view (perspective from which the story is told) is evident.
There is often use of dialogue.
Content/Ideas: Many narratives contain the elements of orientation, complication, resolution and
coda (conclusion), although not always in this order. The orientation provides the setting and usually
introduces the main characters. The complication presents a problem or crisis where something is or
goes wrong. This usually necessitates going through a series of events (i.e., steps to resolve the problem)
until readers are taken through to a resolution where the problem is solved, for better or worse. The coda
is an optional part and is a reflective statement often related to the theme that may occur at any time in
some types, although it is most commonly found at the end.
Structure/Text Organisation: A narrative is generally organised around events or happenings and/or
as a temporal sequence.
Language Knowledge/Resources: Specific people, places and events are named. Language resources
(e.g., figurative language devices such a metaphor, idiom, etc.) are commonly used to add interest,
engage the audience, and give detail to characters, settings and events. Dialogue or direct speech is often
used to develop characters and plot and to give the story a “realistic” feel. Vocabulary choices include
words that tell of happenings and behaviours in addition to words that are used to describe the thoughts
and feelings of characters. The choice and use of vocabulary often reflects the desire to create particular
images or feelings for the reader.

asTTle V4 Manual 1.0, Appendix

 68

Table 11
Progress Indicators for Tuhi Paki (Narrate) Deep Features

Dimension Level 2 Proficient Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient
Whaihua • Some evidence that the writer • Good evidence that the writer • Evidence of attempts to • Engages audience and • Engages audience and
(Audience recognises the purpose for recognises the purpose for writing capture the reader’s interest.generally sustains reader consistently sustains reader
awareness and writing (to tell a story) and that (to tell a story) and that he/she is • Language use and writing styleattention. attention.
purpose) he/she is writing for an writing for an audience other than • Language use and writing
appropriate to telling a story. • Language use and writing
audience other than the self. the self. • Attempts to adopt a style usually enhance the story style always enhance the story
• May attempt to adopt a perspective perspective to tell the story.telling. telling.
to tell the story. • Mostly consistent “world”
• Attempts to create internally • Sustained, credible world
consistent “world” for reader created for reader created for reader.
Kiko • Some attempt at a story. • Reasonable attempt at a story. • Writing includes important • Story mostly includes • Story includes comprehensive
(Content/ • Writing is a series of loosely • Writing is a series of sentences that elements of story e.g. has comprehensive elements (e.g. elements (e.g. orientation,
Ideas) related sentences or a series all mostly attempt to describe a essentials of characters, orientation, complication, complication, resolution, and
of sentences that all describe single event. settings, and events. resolution, and sometimes sometimes coda conclusion).
a single event. • Some important elements of story • Evidence of inclusion of coda) . • Clear focus on and
(has essentials of characters, problem or complication. • Some focus on and development of specific
settings, and events) included. • May attempt to conclude development of specific events, characters, and
• events. events, characters, and settings.
settings. • Ending appropriate and
• Ending not always adequately involves completion.
controlled.
Hanganga • Semblance of order evident • Reasonable semblance of order • Some arranging of story • Story element arrangement • Story element arrangement
(Structure/ but limited because of evident but occasionally limited elements evident. mostly managed well (e.g., managed well (e.g., effective
Organisation) haphazard or stream of because of haphazard or stream of • The story is organised around effective plot or development plot or development of events).
consciousness-type consciousness-type organisation. happenings and has a point. of events). • Effective linking is evident
organisation. • Ideas/events may be linked • Effective linking is mostly through the use of some
through the use of devices evident through the use of linking devices.
such as paragraphing or linking some linking devices (e.g. I
words and/or phrases (e.g., I muri mai i …, nö te mea …,
muri mai i …, nö te mea …). otirä, engari, etc.), which make
the story flow.

asTTle V4 Manual 1.0, Appendix


Mätauranga • Language is simple.
Reo • Actions recounted with little
(Language elaboration, and, overall, style
Knowledge/ lacks variety (may be limited
Resources)
for topic e.g. limited use of
vocabulary).
• May insert direct speech but
context lacks clarity.
• Simple sentences used.
69
• Language is mostly simple. • May be evidence of attempts to • May use language devices • Language devices used (e.g.
• Actions sometimes recounted with add interest and detail through (e.g. figurative language, figurative language, idiom) and
little elaboration, and, overall, style the use of descriptive idiom) and descriptive descriptive language to
lacks variety (may be limited for language. language to engage the engage the audience and give
audience and give detail to detail to and develop
topic e.g. limited use of vocabulary). • May attempt to use dialogue to
• May insert direct speech.. add to story. and develop characters, characters, actions, and
• Simple sentences mostly used but • Many simple sentences actions, and settings. settings.
may attempt complex sentences correct. • Purposeful use of dialogue • Control of appropriate types of
• Some successful complex (where included). language.
sentences evident. • Most simple sentences • Purposeful use of dialogue.
correct. • Simple sentences correct.
• Control of complex sentences • Control of complex sentences
evident where appropriate. evident.
asTTle V4 Manual 1.0, Appendix
 70

Figure 12
Annotated Example for Tuhi Paki (Narrate)

Whaihua (Audience
Awareness & Purpose) 3A
Good evidence of attempts to
capture audience attention
by outlining a whare mataku
full of rauemi täkaro and
setting scene of children
entering the whare.
To score higher than 3A
Writer needs to develop the
scene with effective and
organised language.

Kiko (Content/Ideas) 3A
Good display of ideas and
setting of scene for an
interesting narrative. Scene,
characters well set and good
activity for children to
undertake with significant
obstacles.
To score higher than 3A
Needs clearer focus on setting
of scene and character
introduction and their
associated tasks.

Hanganga
. (Structure/Organisation) 3P
Matauranga Reo (Language knowledge/Resources) 3P Good introduction and
Some of use of complex sentences (e.g., the introductory sentence). Mostly organisation, and sequence of
correct linking through use of ä and nä te mea. Good use of modifiers for events, well linked through
emphasis tino mataku rawa. Good combination of simple and complex correct use of sentence joiner
sentences. Vocabulary appropriate. ä..
To score higher than 3P Requires more descriptive language and more detailed To score higher than 3P Plot
language for character development. could be better organised and
developed.

Tohutuhi (Punctuation) 3P Wetewete Reo (Grammar) 3P Tuhituhi Kupu (Spelling) 3B

Punctuation is correct, but no evidence
of paragraphs.
To score higher than 3P Requires
accurate paragraphing.
Most of grammar correct.
Occasional mistake – e.g.,
e rima ngä tamariki vs. ngä
tamariki e rima(tokorima). Also a
räua tuahine vs. ö räua tuähine.
To score higher than 3P Requires
fewer mistakes and wider range of
appropriate constructions.
Most of spelling is correct and
generally macron use is
accurate. Mostly appropriate
simple sentences and
descriptions. Vocabulary
sufficient.
To score higher than 3B
Requires correct spelling of
common words and consistent
application of macron.

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Whakaatu (Describe) Purpose: Deep Features

This section describes the key characteristics of the deep features of Whakaatu (describe or report
purpose writing).
Effectiveness (Audience Awareness and Purpose): The purpose of this type of writing is to
document, organise, and store factual information on a given topic. It usually classifies and describes
whole classes of living and non-living things or specific living and non-living things. There are many
types. This progress indicator deals specifically with information reports and factual descriptions.
Content/Ideas: Texts that report and describe contain information statements. Domain elements
include a general classification statement that provides information for the reader about the nature of the
subject of the text (e.g., “Kiwis are flightless birds”).
Elaborated, information-laden sections follow to tell what the phenomenon or item under discussion
is like, and to provide details about, depending on the topic of the report or description, components and
their functions, properties, behaviours, uses, locations or habitats, types, and their relationship to the
writer. The writer may conclude the text in a simple manner, although such a conclusion is optional. The
writer may round off with a general statement about the topic (e.g., “Today the Kiwi is well known
around the world as a symbol of New Zealand”).
Structure/Text Organisation: The text is generally organised around things and their description.
There is a logical ordering of information. Content is grouped or structured according to common
themes evident in the information presented. Sentences are linked thematically to the topic of a
paragraph or section. Text organisers such as titles, headings, and subheadings are commonly used to
orient readers.
Language Knowledge/Resources: Descriptions name and describe specific people or things, while
reports name and describe generalised participants or whole classes of things. Precise, descriptive,
factual language is used rather than flowery or aesthetically pleasing language, while technical language
related to the topic is common in reporting.

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Table 12
Progress Indicators for Whakaatu (Describe) Deep Features

Dimension Level 2 Proficient Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient
Whaihua • Some evidence that the writer • Evidence that the writer • Language use and writing • Evidence of use of task- • Appropriate background and
(Audience recognises the purpose for recognises the purpose for style generally appropriate to appropriate structures and context to meet intended
awareness and writing. writing. audience and purpose. language. audience’s needs.
purpose) • Gives some information from • Gives information from a • Informs but may require some • Provides adequate • Consistent/sustained
a writer’s perspective. writer’s perspective. reader inference. background, little reader reference to audience needs
inference required. and own purpose throughout
• Audience included directly or text.
indirectly in text and referred
to at beginning and end.
Kiko • Some evidence of statements • Evidence of statements of • Most domain elements • Domain elements are • Describes and adds some
(Content/Ideas) of fact. fact. appropriate to the task comprehensive & detailed for interpretation or evaluation
• Writing includes some facts • Writing includes facts relevant present (e.g., the writer the given task. (e.g., title, the material.
relevant to the topic and task, to the topic and task, classifies and deals with writer classifies what is to be • Comprehensive, detailed
covering, for example, some covering, for example, some attributes, behaviours, described or reported. information and consistent
(2 or more) task-appropriate (2 or more) task-appropriate properties, functions, location, • Almost all material related to elaboration (i.e., the writer
domains: attributes, domains: attributes, etc.). topic of the given task. classifies, deals with
behaviours, properties, behaviours, properties, • May include some material attributes, behaviours,
functions, location, etc. functions, location, etc. irrelevant to the topic of the properties, functions, location
• Can include many statements • Can include few statements given task. etc.)
irrelevant to the topic or task. irrelevant to the topic or task.
Hanganga • Some semblance of • Semblance of framework • Evidence that the writer is • Mostly logical, effective, and • Coherent logical, thematic
(Structure/ framework (e.g., some (e.g., some grouping of using a framework for obvious framework for structure throughout.
Organisation) grouping of information). information). ordering content (e.g., ordering report or description • Introduction and conclusion
• Text is limited because of • Text is sometimes limited categorising or classifying). (e.g., categorisation or enhance writer’s purpose.
presentation of fact because of presentation of • May not be consistently or classification, grouping • Description is coherent and
statements as discrete fact statements as discrete optimally ordered, and statements). cohesive.
elements. elements. elements may be • Elements appropriately • Structure enhances and
• May be attempting to section • Limited evidence of attempts inappropriately assigned to assigned. strengthens ideas in text.
or paragraph. to section or paragraph. parts of framework. • Paragraph or sections support
• Evidence of attempts at the structure.
sectioning or paragraphing. • Thematic linking of sentences
to topic of paragraph/section.

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Mätauranga • Language has structure of
Reo simple factual descriptions.
(Language • Topic-related language
Knowledge/ present but little detail
Resources)
conveyed through language.
• Vocabulary limited.
• Simple sentences used.
73
• Language has structure of • Evidence of use of task- • Consistent use of appropriate • Rich and appropriate
mostly simple factual appropriate structures and language for task and topic. vocabulary evident.
descriptions. language. • Language of comparison may • Uses a range of language
• Topic-related language • May be some unclear or be used to enhance techniques (possibly includes
present, some detail repetitious reference. understanding. figurative language)
conveyed through language. • Many simple sentences • Most sentences correct. deliberately to create an
• Simple sentences used, but correct. • Control of complex sentences affect.
may attempt complex • Uses complex sentences. evident, where appropriate. • Controlled/sustained variety of
sentences. • Uses complete sentences. sentence structure for effect.
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Figure 13
Annotated Example for Whakaatu (Describe)

Whaihua (Audience Awareness

& Purpose) 2P
Writer attempts to describe and
explain the different types of
activities.
To score higher than 2P
Writer needs to display detail
including differences
between the various activities.
Kiko (Content/Ideas) 2P
Writer describes some differences
between each of the activities,
how they are undertaken and their
effects on the body.
To score higher than 2P
Requires clearer descriptions and
more details on differences
between activities and what is
involved.

Hanganga
(Structure/Organisation) 2P
Mostly simple sentences
generally in sequence, separation
not always clear.
To score higher than 2P
Needs clearer separation (or better
grouping) and organisation of
major activities discussed.
Matauranga Reo (Language
Knowledge/Resources) 2P
Mostly appropriate simple
sentences and descriptions.
Vocabulary sufficient.
To score higher than 2P
Requires more descriptive
language & wider range of
vocabulary. Tohutuhi (Punctuation) 2B
Some punctuation is correct, sentence separation often not clear, no evidence
of paragraphs, sometimes incorrect use of capitals.
Wetewete Reo (Grammar) 2P To score higher than 2B Requires correct use of capitals, clear sentence
Most of grammar OK, and separation and paragraphing.
appropriate for description.
Occasional mistake (e.g., i a koe
Tuhituhi Kupu (Spelling) 2P
he maha). Most of spelling is correct and some macron use is accurate (noa iho is
To score higher than 2P misspelled). Word separation sometimes is not correct (e.g., rerekë tanga,
Requires less mistakes and wider mete...)
range of appropriate To score higher than 2P Requires correct spelling of common words and
constructions. consistent application of macron, and accurate word separation.

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Whakamärama (Explain) Purpose: Deep Features

This section describes the key characteristics of the deeper features of whakamärama (explain) purpose
writing.
Effectiveness (Audience Awareness and Purpose): The explain purpose gives an account of how
something is formed or works, along with associated reasons. It involves explaining the processes
involved in, and the reasons for, mechanical, natural, technological, or socio-cultural phenomena. There
are two main types of explanation, with variations in focus. One concerns how something works. The
other involves an explanation of why something is the way it is.
Content/Ideas: Essential features include an introduction that comprises a general statement to
establish the purpose of the text and to position the reader, which may be in the form of a title. This
introductory portion identifies the phenomenon to be explained. The body portion is used to elaborate
the explanation sequence, and an account is given of how and/or why something occurs/works, with a
focus on giving reasons and making the process understandable. Note that complex explanations may
have multiple parts or subsections. Explanations may be part of more complex or substantial texts (e.g.,
a piece on the tuatara may include an explanation section to detail the reproductive cycle – “How tuatara
reproduce”).
Structure/Text Organisation: This generally involves organisation around a sequence explaining why
something is or how it works. The ordering is logical. Links between aspects of the phenomenon (e.g.,
sequence or parts) and their associated reasons or functions are evident through the use of conjunctions
of time, or cause and effect. Organising devices such as paragraphs assist writers to structure related
aspects into themed groups and links between paragraphs help to create cohesion and relevance.
Language Knowledge/Resources: Precise, descriptive, factual language is employed to give detail to
the explanation and causal circumstances. Technical language related to the topic, where appropriate,
adds authority to the text and writer. Vocabulary usage involves words that tell of actions and
behaviours, depending on the field.

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Table 13
Progress Indicators for Whakamärama (Explain) Deep Features

Dimension Level 2 Proficient
Whaihua • The writer provides some
(Audience recognition that an
awareness and explanation is required and
purpose) that he/she is writing for an
audience other than the self. • Assumed shared knowledge with
• Assumed shared knowledge
with the reader may interfere
with meaning.
Kiko • Writer makes some attempt • Writer generally makes an
(Content/Ideas) to identify the
phenomenon/process and
gives at least one simple
reasons for its occurrence.
• May include statements that • May include a few statements
are irrelevant to the topic
and/or task or include a
personal perspective to the
explanation.
Hanganga • Somewhat organised at
(Structure/ sentence level.
Organisation) • Limited attempts to
paragraph.
Level 3 Proficient Level 4 Proficient
• The writer recognises that an • Language and writing style is • Language use and writing
explanation is required and that appropriate to the audience.
he/she is writing for an audience • May rely on context and
other than the self. requires some reader
inference to understand
the reader on few occasions explanation.
interferes with meaning.
• Writer identifies the
attempt to identify the phenomenon or process
phenomenon/process and gives clearly.
two or more simple reasons for • Body of text contains further
its occurrence. elaboration and gives
associated reasons for
that are irrelevant to the topic why/how it occurs.
and/or task or include a personal • Limited irrelevant information
perspective to the explanation. evident.
• Generally organised at sentence • Evidence of attempts at
level. structuring content through
• May be attempting to paragraph. the grouping of ideas within
and across sentences.
• May be attempting to
construct between-paragraph
links.
Level 5 Proficient
style is mostly appropriate to
explanation and directed to
the reader/audience (e.g.,
evidence that needs of
reader are being
considered).
• Explanation is mostly clear
and can stand alone.
• Content is mostly clear,
adequately detailed and
relevant to topic sentences/
paragraphs.
• Simplistic single chain-like
immediate causes are used
to explain why phenomenon
occurs.
• Generalised level of relevant,
accurate details provided for
at each stage.
• Attempts at grouping or
sequencing of explanation
evident.
• Across the text there is a
sense of an attempt to
sequence content.
Level 6 Proficient
• Language use and writing
style appropriate to
explanation and directed to
the reader/audience (e.g.,
evidence that needs of
reader are being
considered).
• Explanation is clear and can
stand alone.
• Content is clear,
comprehensive and relevant
to topic sentences/
paragraphs.
• Multiple causes/aspects of
phenomenon are
acknowledged and
explained.
• Specific relevant, accurate
details
• selected and targeted to
support explanation.
• Concise introduction to topic
and structured overview if
student’s own text given.
• Clear sequential structures/
transitions evident within and
between paragraphs and
throughout the text.
• Appropriate and varied
linking language sustained in
use.

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Mätauranga • Vocabulary choices • Vocabulary choices reflect topic • Evidence of use of task • Mostly consistent use of • Precise use of appropriate
Reo adequate. and task. appropriate language. appropriate language for task language for task and topic
(Language • Topic-related vocabulary • Topic-related vocabulary present • Topic-related vocabulary and topic enhances the enhances the clarity and
Knowledge/ present but very little detail but little detail conveyed through contributes to understanding clarity and coherence of the coherence of the explanation
Resources) explanation (e.g., technical • Control of a variety of
conveyed through the the language. of parts or aspects of
language. • Simple sentences used but may phenomenon to be language is included where sentence structures is
• Only simple sentences used. attempt complex sentences. explained. appropriate). evident.
• May be some unclear or • Most sentences correct. • Sentences used are
repetitious reference. • Control of complex complete and correct.
• Many simple sentences sentences evident, where
correct. appropriate.
• Some successful complex • Uses complete sentences.
sentences evident.

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Figure 14
Annotated Example for Whakamärama (Explain)

Whaihua (Audience
Awareness & Purpose)
2P
Writer attempts to explain
the process. It is mostly
appropriate.
To score higher than 2P
Writer needs to add clarity
and better orientation
towards audience.

Kiko (Content/Ideas) 2B
Writer attempts to explain
the process, several
reasons/ explanations are
offered. Writer has added
personal perspective and
included some irrelevant
content (i.e., last
paragraph).
To score higher than 2B
Requires clearer
explanations and reasons,
less personal perspectives,
and should give irrelevant
information.

Hanganga
(Structure/Organisation)
2P
Mostly simple sentences
generally in sequence,
separation not always
clear.
To score higher than 2P
Needs clearer separation
(or better grouping) and
organisation of major
processes involved.

Tohutuhi (Punctuation) 2P Wetewete Reo (Grammar) 2P Matauranga Reo

Most punctuation is correct, sentence Most of grammar OK, and appropriate (Language
separation often not clear. for description. Occasional mistake (e.g., Knowledge/Resources) 2P
To score higher than 2P Requires, clear ka taea koe ki te kite). Mostly appropriate simple
sentence separation and paragraphing. To score higher than 2P Requires less sentences and explanations.
mistakes and wider range of appropriate Vocabulary sufficient.
constructions. To score higher than 2P
Requires more descriptive
Tuhituhi Kupu (Spelling) 2P language and wider range
Most of spelling is correct and some macron use is accurate. Word hyphenation of vocabulary to add detail
sometimes is not required (e.g., wai-poroporo, whaka-whanui). to explanations offered.
To score higher than 2P Requires correct consistent application of macron, accurate
word separation, correct use of hyphen.

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Whaihua (Audience awareness and

purpose) 5P
Language use and style appropriate for
explanation. Explanation is clear and
generally stands alone.
To score higher than 5P Writer
would need to demonstrate greater
consideration of audience needs and
understanding.
Kiko (Content/Ideas) 5P
Content is clear, comprehensive and
relevant to the topic.
To score higher than 5P Specific
aspects of the explanation could more
detailed with specific explanation.
Hanganga (Structure/
Organisation) 5P
Good introduction to the topic and
sequencing of the explanation.
To score higher than 5P Better
sequence transitions between
paragraphs and main points.
Mätauranga Reo (Language
Knowledge/Resources) 5P
Appropriate language used for
explanation. Sentences mostly correct
and complete.
To score higher than 5P
Demonstration of control of complex
sentences and structures more
appropriate with sentences always
correct and complete.
Wetewete reo (Grammar) 5P
Few errors and appropriate range of
sentence structures.
To score higher than 5P
Demonstration of a wider range of
sentence/grammatical structures and
more accurate use of sentence
separation and coordination.
Tohutuhi (Punctuation) 5P
Punctuation mostly correct. Dialogue
punctuation accurate.
To score higher than 5P Punctuation
always correct and accurate use of
complex punctuation.
Tuhituhi Kupu (Spelling) 5P
Very few errors, occasional macron
missing, e.g., Mäori, kötiro,
möhiotanga.
To score higher than 5P No errors
and accurate use of macrons.

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Taki (Recount) Purpose: Deep Features

This section describes the key characteristics of the deep features of taki (recount) purpose writing.
Effectiveness (Audience Awareness and Purpose): The writer aims to inform or entertain a reader or
listener by reconstructing a view of the world that the reader can enter. Recounts centre on the
sequenced retelling of experience, whether real or imagined. There are three common types of recount
that have variations in focus. Personal recounts involve the reconstruction of a personal experience that
often includes reflections on the writer’s feelings. Factual recounts involve the recounting of events
from an informational perspective (“A visit to McDonalds”) and often include statements of observation
as asides to the recounting of events (“The ice-cream machine behind the counter is big and shiny. I saw
people polishing it. It takes a lot of work to keep it that shiny”). Imaginative recounts may involve the
writer in recounting events from an imagined perspective (“A day in the life of a Viking raider”) or
recounting imagined events from a personal perspective (“A field trip to Mars”) that may include both
imagined observation and comment.
Content/Ideas: Recounts can use a succinct orientating device early in the piece to introduce
characters, settings and events to be recounted (i.e., who, what, why, where, when, how). A point of
view, the perspective from which the recount is told, is often established here. Events are related in time
order. Comment or observation and/or reflection is used to foreground events or details of significance
to the writer. These may be interwoven with the retelling. Optional is a re-orientation that is an ending
statement often used to reflect or comment on the events recounted or to predict future events (“I had a
great time at Camp Hunua. I wonder what will happen to us next year!”).
Structure/Organisation: Recounts are organised around a sequenced account of events or
happenings. They follow a temporal sequence in that they are organised through time.
Language Knowledge/Resources: Specific people, places and events are named. Detailed recounting
makes extensive use of descriptive and idiomatic language to catch and maintain reader interest.
Dialogue or direct speech is often used to give the recount a “realistic” feel, to assist in the
reconstruction of the events, or to provide opportunities to comment on the happenings.

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Table 14
Progress Indicators for Taki (Recount) Deep Features

Dimension Level 2 Proficient Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient
Whaihua • The writer attempts a recount • The writer recounts a past • Language use and writing • Language use and writing • Language use and writing
(Audience of a past experience or event. experience or event. style appropriate to style help to engage the style precise.
awareness and • Recognises that he/she is • Recognises that he/she is recounting a past event. reader and sustain interest. • Text entertains and sustains
purpose) writing for an audience other writing for an audience other • Text provides details of • Events detailed for audience. reader attention.
than the self, but may be than the self. setting, situation etc. • The text is mostly complete for • Contents, style etc. engages
limited by assumption of • May attempt to adopt a • Recount may show evidence audience understanding. audience.
shared knowledge. particular perspective. of attempts to capture the • Text ending shows writer
audience’s interest. awareness of audience.
Kiko • Some attempt to recount • Writer recounts events. • Writing includes, in addition to • Orientation is comprehensive, • Writers sense of looking back
(Content/Ideas) events. • Writing may begin with an where, when, who, what, and yet succinct. and analysing event is
• Some background information orientation (background why, evidence of • Clear focus on and integrated through out the
• provided. information) using some of the foregrounding of significant development of specific recount.
• May include content not elements of recount (when, content. events of interest. • Recount is enriched with
relevant. where, who, what, and why). • Evidence of attempts to add • Recount may be enriched with interpretive comments,
• May be some evidence of detail to, comment on, or interpretive comments, evaluation, and observation.
selection of events for evaluate selected points of evaluation, and observation. • Conclusion is linked
inclusion or of comment on interest. • Conclusion is usually linked thematically to recount
events. • There may be an attempt to thematically to recount content.
• May include some content not conclude. content.
relevant.
Hanganga • Events are usually sequenced • Events are largely sequenced • Events are in time order and • Events are in time order, and • Sustained control of
(Structure/ in time order. in time order. seem to follow on. sequencing is managed well. sequence, tense, time, point
Organisation) • Events are sometimes linked • Events are linked by using • Events are linked in a variety • The detailed sequence of of view, appropriate sentence
by using common words that common words that indicate of ways. events is often interwoven structures.
indicate the passage of time the passage of time (Ka, I, I • Some evidence of attempts at with evaluative
(Ka, I, I muri mai etc.). muri mai, nä wai rä, nö te … paragraphing to section (e.g., comment/observation.
etc.). orientation, sequence of • Paragraphs support the
events, reorientation). structure.

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Mätauranga • Language is simple. • Language is often simple. • Evidence of attempts to add • Language devices may be • Language devices used (e.g.
Reo • Some verbs used but limited • Verbs/adjectives used mostly detail to content through using used (e.g. idiom) to amplify idiom) to amplify content.
(Language in scope (e.g., “ka haere au”, limited in scope. Events and a variety of language. content. • Varied use of words to
Knowledge/ “ka tiki au” etc.). Events and actions recounted with some • Variety in sentence structure. • Varied use of words to describe actions and events
Resources)
actions recounted with little elaboration. • May include dialogue to assist describe actions and events and to capture thoughts and
elaboration (may be limited by • Simple sentences used, but reconstruction of events. and to capture thoughts and feelings.
repetitive use of sentence may attempt complex • Many simple sentences feelings. • Sentences correct.
structure and/or language to sentences. correct. • Most sentences correct. • Good control of complex
indicate passage of time). • Some successful complex • Control of complex sentences sentences evident.
Simple sentences only used. sentences evident. evident, where appropriate. • Uses complete sentences.
• Mostly uses complete
sentences.

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Figure 15
Annotated Example for Taki (Recount)

Whaihua (Audience
Awareness & Purpose) 2A
Retells a past event telling for
an audience in an appropriate
style.
To score higher than 2A
Writer needs to display
evidence of attempting to
capture audience’s attention.

Kiko (Content/Ideas) 2P
Event is recounted, but lacks
background and orientation
To score higher than 2P
Needs clearer focus and more
detail on elements of the event
– i.e., when, where, who, what,
why.

Hanganga
(Structure/Organisation) 2P
Events are sequenced and in
order.
To score higher than 2P
Needs to clearer separation
between each event, more detail
required, comments required on
Tohutuhi (Punctuation) 2B Wetewete Reo (Grammar) 2P points of interest, and perhaps
Some punctuation is correct, sentence Most of grammar suffice, and some evaluation. Paragraphs
separation often not clear, no evidence appropriate for dialogue. Occasional required.
of paragraphs. mistake (e.g., I hoko rätou he…
To score higher than 2B Requires To score higher than 2P Requires Matauranga Reo (Language
accurate paragraphing and sentence fewer mistakes and wider range of Knowledge/Resources) 2P
separation. appropriate constructions. Mostly simple sentences. Some
correct linking through use of ä
and nä te mea. Vocabulary
Tuhituhi Kupu (Spelling) 2P sufficient.
Most of spelling is correct and some macron use is accurate. Very common words To score higher than 2P
are misspelled (ätaahua, whakaaro). Word separation sometimes is not correct. Requires more descriptive
(e.g mä runga). language and vocabulary.
To score higher than 2P Requires correct spelling of common word and consistent Elaboration and more
application of macron, commentary on events would
and accurate word separation. be helpful.

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Whaihua (Audience awareness

and purpose) 5P
Language use and style appropriate.
Writer engages audience and details
events.
To score higher than 5P Writer
would need to have greater
awareness of audience, more efforts
to capture audience attention.
Kiko (Content/Ideas) 5P
Details of event comprehensive, with
good development specific details of
interest.
To score higher than 5P More
interpretative comments and
observations required, along with
more appropriate (thematically
linked) conclusion.
Hanganga
(Structure/Organisation) 5P
Events in time ordered and
sequencing is well managed.
To score higher than 5P Events
should contain more evaluative
comments and observations.
Mätauranga Reo (Language
Knowledge/ Resources) 5P
Appropriate language used for topic.
Good use of idiom to emphasise
certain details. Sentences mostly
correct and complete.
To score higher than 5P
Demonstration of control of complex
sentences and structures more
appropriate and more use of
language deliberately aimed to
persuade the reader.
Wetewete Reo (Grammar) 4P
Few errors and appropriate range of
sentence structures.
To score higher than 4P
Demonstration of a wider range of
sentence/grammatical structures and
more accurate use of sentence
separation and coordination.
Tohutuhi (Punctuation) 4P
Punctuation mostly correct and
generally accurate.
To score higher than 4P
Punctuation always correct and
accurate use of complex punctuation.
Tuhituhi Kupu (Spelling) 4P
Very few errors, occasional macron
missing, e.g., nö, käo.
To score higher than 4P No errors
and accurate use of macrons.

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Ähuatanga Päpaku (Surface Features)

Grammar: This dimension of text refers to accepted patterns in language use rather than to grammatical
choices made by writers to achieve particular purposes. It is a student’s ability to control language
patterns at this level of text that is judged here.
Punctuation: This dimension of text refers to the degree of control a writer shows over punctuation.
This control ranges from showing an awareness of sentence punctuation to being able to use complex
punctuation effectively. Again, scorers are required to locate evidence to support their judgements about
a student’s competence.
Spelling: This is considered separately and is related to increasing skill with and knowledge about
very common words and the spelling of less common or technical vocabulary. The judgement of
spelling is made in the context of the student’s text but evidence to support the judgement needs to be
considered carefully.

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Table 15
asTTle Tuhituhi Progress Indicators for: Surface Features/Ähuatanga Päpaku
Dimension Level 2 Proficient
Wetewete • Errors interfere with
Reo/ meaning.
Grammar • Very limited range of
grammatical constructions.
• Word order follows English
patterns.
• Sentence coordination and
separation sometimes not
accurate.
Tohutuhi/ • Sentence punctuation
Punctuation occasionally used correctly
(i.e., caps for proper nouns,
commas in lists, question
marks, and full stops, etc.).
Tuhituhi • Some common words spelt • Many common words spelt
Kupu/ correctly.
Spelling • No evidence of correct
spelling of less common
words.
• Word separation may not
always be accurate.
• Macrons (tohutö) may not
be used, and/or lack
consistency and/or have
many errors.
Level 3 Proficient
• Some errors interfere with
meaning.
• Limited range of grammatical
constructions.
• Word order at times may follow
English patterns.
• Sentence coordination and
separation may not always be
accurate.
• Generally sentence
punctuation used correctly (i.e.,
caps for proper nouns,
commas in lists, question
marks, and full stops, etc.).
• May be attempting to use
speech marks.
correctly.
• Little evidence of correct
spelling of less common words.
• Word separation may not
always be accurate.
• Macrons may lack consistency • Macrons sometimes lack
and/or have errors.
Level 4 Proficient
• Occasional errors in sentences.
• Mostly appropriate range of
grammatical constructions.
• Occasions where word order
follows English patterns.
• Sentence coordination and
separation generally accurate.
• Sentence punctuation usually
correct and other basic
punctuation is usually correct.
• May be attempting more
complex punctuation (e.g.,
semi-colons and colons, use of
hyphen).
• Dialogue punctuation
sometimes accurate (if
required).
• Most common words spelt
correctly.
• Some evidence of correct
spelling of less common words.
• Word separation generally
accurate.
consistency and/or have some
errors.
Level 5 Proficient
• Few errors in sentences.
• Appropriate range of
grammatical constructions.
• Few occasions where word
order follows English patterns.
• Sentence coordination and
separation mostly accurate.
• Sentence punctuation mostly • Sentence and other basic
correct and other basic
punctuation is mostly correct. • Evidence of correct use of
• Sometimes attempting more
complex punctuation (e.g.,
semi-colons and colons, use of
hyphen).
• Dialogue punctuation accurate
(if required).
• Almost all common words spelt
correctly.
• Good evidence of correct
spelling of less common words.
• Word separation mostly
accurate.
• Macrons rarely lack
consistency or have few errors.
86
Level 6 Proficient
• Minimal errors in sentences.
• Wider and appropriate range of
grammatical constructions.
• Sentence coordination and
separation always accurate.
punctuation always correct.
some examples of complex
punctuation where appropriate
(e.g., semi-colons and colons,
use of hyphen).
• Very few/no errors.
• Word separation accurate.
• Much evidence of correct
spelling of less common words.
• Macron application is
consistent and accurate.