Writing a report - Learning intention guide

How to use this resource: computer
This resource is designed so teachers can select the writing criteria they want to use for the focus of the assessment. After selecting the criteria, and whether to have a teacher's or a student's guide, single click the generate guide button to construct an assessment guide appropriate to the needs of the individual students, the groups, or the class.

Information for teachers:

  • This assessment guide could be used with the following resources: The school stationery shop , Writing a report , or with teacher-developed assessment resources.
  • This assessment guide could be used for either self- or peer-assessment  purposes, or a combination of both.
  • The guide from which the teacher selects the writing criteria to be assessed has more examples than the student's one. The fuller one is for teachers to use as a model to scaffold students' learning. The whole guide could be enlarged as a chart for sharing, and/or for working up other examples in other contexts.
  • The student's guide only has examples for each language feature.
  • Students should be familiar with how to self- and/or peer-assess before using this guide, and with the features of a report.
  • Ideally, the assessment would be followed up with a teacher conference.
  • The 'next time' section of the assessment guide is for students to set their next goals. This section could be glued into the student's work book as a record.
  • When explaining to students how to complete the assessment task, teachers could include the following points:
  1. Use the assessment guide to help you plan and write your report.
  2. Write your report.
  3. When you have finished use the guide to assess and reflect on your writing.
Please select the criteria to match your students' learning needs.

Learning intention guide – Writing a report (WL3709)

The title tells the reader the topic of the report,

e.g.,  Kapiti Island Nature Reserve

The first paragraph is an introduction to the topic,

e.g.,  Kapiti Island is one of New Zealand's accessible island nature reserves. It lies about 5 km off the south-west coast of the North Island.

The introduction makes the topic clear to the reader.
Each new piece of information to do with the topic has a new paragraph,

e.g.,  The island is one of New Zealand's most important sites for bird recovery.

Each piece of information is supported by details or facts, and these are clearly linked to that information,

e.g.,  Native birds have been put onto the island so that they can breed there, away from the threats which could lead to their extinction on the mainland.

The paragraphs are in a logical order.
Different sentence beginnings and lengths have been used,

e.g.,  Much of the early work on using islands as bird reserves was pioneered by the naturalist, Richard Henry. He went to Kapiti Island, as the caretaker, in 1908. The DOC whare there was once his home.

The report has a conclusion.
The conclusion wraps up the topic,

e.g.,  Many feet have trodden on historic Kapiti, and the island has many stories to tell which reflect New Zealand's history. Now, as a bird reserve, it offers visitors a chance to see many species of native birds in a natural setting.

The conclusion leads to a recommendation and/or a reflective comment,

e.g.,  The island is a wonderful place to visit and explore.

The report has a list of references used,

e.g.,  DOC: Kapiti Island Nature Reserve,

The report may include maps, diagrams or photographs to support the facts and/or the writer's point of view.
The report uses words related to the topic,

e.g.,  conservation, protects, threatened.

Words which link pieces of information are used,

e.g.,  is, are, has ,have, belong to.

The report is written in the third person,

e.g.,  Visitors will hear the songs of many native birds.

The report is written in a formal, objective manner,

e.g.,  People can watch birds which are either rare or absent from the mainland.

The information given is accurate.


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