Creative Writing Strategies
1
From the word list below make up your own original images. They will be similes, metaphors and
perhaps personification. I’ve included some examples.
sea
blooms
clutch
centuries
pasture
red
smaller
licked
wind
current
small
bank
rose
mind
centuries
ambulance
yellow
life
gnaws
measured
fog
stars
midnight
sand
mind
last
sharp
coat
imagine
mountains
coffee spoons
glass
God
moment
sand
evening
nails
corners
leaf
ten
teeth
heart
thousand
moment
four
forest
sink
picked
tongue
wet
fingers
red
thousand
birds
bones
sky
I
EXAMPLES OF IMAGES
(a) The midnight sea gnaws at the yellow sand bank.
(b) Imagine a small leaf picked by the last birds of evening.
2
Describing a colour to a blind person using other senses. i.e. sound, smell, taste, texture and feeling.
e.g. Dark grey is like a crispy, new American dollar note coming of an ATM machine.
Or a cloud in the sky, bulging with rain, seconds away from bursting.
Brown is the dirt on your knees after a touch rugby match.
3
Group Colour poem. 5 colours on big pieces of paper.
These are passed around students who are arranged in groups. Each writes an image or idea linked to
the colour. The paper is folded down. Then each group writes a colour poem – from their starter.
4
Brainstorm a list of 8 words starting with a colour. Then students can either write a descriptive
paragraph or a 6-8 line poem using one word from the list in order, in each line. Very successful as a
structure is provided and words come from the subconscious, so connect.
I showed my class my prose poem which doesn’t follow the rule but I like it. Brainstormed words are:
burgundy, rich velvet, soft, voluminous, royal cloak, cold.
The dark wine from Burgundy was rich in texture, like velvet it gleamed and glistened.
It tasted soft against my palate and we drank voluminous quantities in a right royal toast while the
poor reached for a cloak to stave off the cold.
5
Take a word such as ocean, desert of a dark night. Cover the board with associated words (got from
the class). Then ask them to write a descriptive paragraph or story or poem WITHOUT using any of the
words on the board, or derivatives of them. Unfortunately you can only do this oncewith a class. The
groans can be heard for miles when they can’t use all the wonderful vocab they’ve come up with.
6
Make a list of adjectives and a list of nouns.
eg. Think of all the nouns you can to describe ‘lightening’.
Think of all the adjectives to describe ‘lightening’.
List on the board.
Then do the same for ‘snake’.
Then use the words under the lightning column to describe a snake and vice versa.
eg. “Scary lightning dug its diabolical fangs hissing into the ground.
and “A fierce, fiery snake slithered like mercury above the golf course.
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Secondary English Facilitator, Team Solutions
7
Each student comes up with an adjective – write on the board.
Each student comes up with a noun. Write on the board.
Pick odd combinations and write a 50 word description of the combination. Exactly 50 words. This
produces concise descriptive writing. Students are concerned with getting the word limit so proof-read
well.
8
Make a list of favourite words. Then choose – say 4, and use them in a different way – as a different
part of speech and a new meaning.
eg. The prattle rose above the horizon dark and ominous. It seemed frugal, threatening our whole
existence. A flannel sounded a warning to the rubicund masses.
9
Childhood language poem is a favourite of his. The students wrote a list of their childhood words. Then
they have to link the words with an idea and form or shape it into their own linguistically individual
poem.
10 Headline poems – Using headlines, cutting up words to create a poem.
General
____My paragraphs are sound.
Capitalisation
____I have capitalised the first word in each sentence.
____Each of my paragraphs has one main idea.
____I have capitalised people and pet names.
____I have used correct grammar.
____I have capitalised months and days.
____I have used correct punctuation.
____I have capitalised cities, states, and places.
____Full-stops are at the end of my sentences.
____I have capitalised titles of books, movies, et cetera.
____I have quotation marks around dialogue.
Word Choice
____Every word seems just right.
____My spelling is correct.
____I used a lot of describing words.
____My handwriting is legible.
____My words paint pictures in the reader's mind.
Fluency
____My sentences begin in different ways.
____I used strong verbs like darted and exclaimed.
____My sentences build upon the ones before.
____I used synonyms to add variety.
____My sentences are different lengths.
____The meaning of each of my sentences is clear.
Ideas
____I used a graphic organizer to create and organize
ideas.
____My sentences flow and use correct grammar.
____My ideas are written in my own words.
____There are no run-ons.
____My writing is clear and focused.
____My sentences are complete.
____I understand my topic.
Organization
____My writing is sequenced in order.
____My details give the reader important information.
____My ideas relate to one another.
____My introduction is exciting and inviting.
____My ideas flow and are well connected.
____I have listened to suggestions from the teacher or
peers.
____I have a satisfying conclusion.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
From The 2011 NZQA Conditions of Assessment
AS 1.4 Produce creative writing
AS 1.5 Produce formal writing
AS 2.4 Produce a selection of crafted writing
AS 3.4 Produce a selection of crafted and coherent writing
Assessment opportunities
Good assessment practice in writing includes providing multiple opportunities for students to
draft, develop and craft several pieces in appropriate text types. Each writing assessment
opportunity should include all of the following stages: planning, drafting, revising, editing and
proofreading. Time required to complete these stages may vary. Students should also be given
opportunities to pursue their individual writing interests. For the Level 2 and 3 standards must
present at least two pieces for assessment.
Writing tasks can be integrated with other parts of the English programme, such as written reports
developed to present connections across texts [ASs 1.8, 2.7, 3.7]. Wherever such integration
between different parts of the programme occurs, teachers must ensure that the work presented
for assessment is developed sufficiently to meet the criteria for the other standard. In all cases
teachers should refer closely to the relevant standard including the Explanatory Notes and the
Conditions of Assessment Guidelines.
In order to provide sufficient evidence, writing should be a minimum of 350 words at Level 1, 500
words at Level 2, and 650 words at Level 3. While poetry may not reach these minimums, a poem
considered for assessment must be of sufficient length to demonstrate depth of ideas, control of
language and form.
Good assessment practice
Writing should not be treated as one or two short assessment events. Instead, programme design
should ensure that a student’s best writing is developed over the year, then recognised for
assessment. This includes providing opportunities for students to draft, develop and craft several
pieces of writing.
Spreading the writing programme over an extended period is essential. This approach may involve
developing some pieces of writing to an early draft stage only, then ‘parking’ this writing to be
revisited later when writing skills have developed further. This process can enable significant
improvements in students’ writing skills.
Teachers might first direct their constructive feedback towards developing content in students’
writing by commenting on ideas and structure. Feedback might then be expanded to include other
elements such as crafting and the use of writing conventions. Teachers might discuss how the
techniques used in exemplars can be applied to the students’ own writing.
Teachers should be aware of the importance of differentiating advice to suit students’ individual
strengths and development needs.
Teachers might consider using a ‘hands on, hands off’ approach in the writing programme:
 ‘hands on’: where the teacher provides significant input in order to indicate in detail within the
student’s own work the areas they should work on to improve their writing. In a ‘hands on’
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
situation, the understanding shared by student and teacher is that this strategy is intended to
directly target particular skills in the context of the student’s own work and thereby improve
their writing, not to prepare a piece for NCEA assessment. The level of teacher input under a
‘hands on’ strategy is too high to claim that the writing is wholly the student’s own rather than
the teacher’s.
 ‘hands off’: where as the programme progresses, the student has developed skills sufficiently
so that the teacher has a much less specific level of input and therefore the writing can be
presented for assessment.
Authenticity of student work
Students should complete writing intended for assessment in class to ensure authenticity. No
work may go out of class in hard copy or in electronic form such as email. Drafting by hand or
word processing should be completed under teacher supervision. Drafts should be regularly
emailed, stored and/or printed by the teacher to document the process.
Teachers may guide students through the writing process. Teachers might demonstrate how the
techniques used in samples and exemplars can be applied to the students’ own writing. Where
writing is to be presented for assessment, teacher feedback should not compromise authenticity
but may include suggestions about areas where further developments are needed. As students
develop their final drafts, teachers may offer appropriate guidance that the writing may need
further work on ideas, language, structure or accuracy in grammar, spelling, punctuation or
paragraphing. If writing is to be presented for assessment, teachers should ensure that the extent
of their input does not compromise assessment validity; in other words, the writing is the
students’, not the teachers’.
If writing is for assessment, teachers can only indicate that certain types of errors [for example,
grammar, punctuation, or spelling errors] require attention. Teachers should not correct errors,
rewrite sentences or make detailed written annotations or give verbal feedback identifying and
commenting on individual errors throughout whole pieces of writing. (Refer to “hands on”, “hands
off” as described above)
Sufficiency [for AS 2.4 and AS 3.4 where at least two pieces of writing are required]
A student’s grade should be a reflection of what he/she is capable of as evidenced by their body of
crafted writing collected over the year.
Where students have produced a body of writing, the strongest pieces should then be selected for
assessment for the relevant standard. For this standard teachers should collect evidence over the
whole year.
For example: during the year a student may have written a variety of pieces of writing able to be
assessed for the standard. Some of this writing may have been formally assessed; some may not
yet have been formally assessed. At the time of final assessment, the teacher will consider all
evidence and award a grade that best reflects the student’s achievement.
In the situation where there are varying grades, a student’s final grade should be a reflection of
what he/she is capable of as evidenced by their body of crafted writing collected over the year.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Writing Level Two Essays
Teaching and Learning to prepare students for 90377, 90378 and 90379
To prepare your students for (90377) Extended Text, (90378) Short Text and (90379) Visual Text response
you will need to ensure you:
 complete a close study of the text(s) that cover the use of techniques, analysis of plot, events,
conflict, character(s), themes and setting
 explicitly teach students how to identify and explain the effect of a broad range of verbal and visual
language techniques
 provide historical and contextual information to broaden their understanding of issues
 explore how the reader/viewer is “positioned” by the writer or director
 explicitly teach students to plan, structure and write essays
 show the student a range of past questions
 explicitly teach students how to structure each type of paragraph
 teach students how to weave quotations in their sentences
 take students through a range of exemplars
 provide a number of formative assessments opportunities (such as timed essays, rewriting essays)
 provide specific feedback that give the students “next steps” for raising their level of achievement
A suggested process for teaching essay writing (the order and activities should be reworked to suit your
students readiness, interests and learning style)
1) Start by giving students a range of exemplars (without grades). Simply get students to read a range
of essays.
2) From their reading, get students to collaborate on an essay structure on the whiteboard or wiki.
3) Get students to guess grades of the exemplars. Get them to write the actual grades on the
exemplars and in groups come up with success criteria for Achieved, Merit, Excellence in their own
language.
4) Give students a copy of the actual criteria and get them to record their success criteria next to each
grade
5) Take students through assessment reports and get students to rewrite report comments in their
own words.
6) For their first essay, write a detail structure collaboratively.
7) Model an effective introduction for collaborative essay.
8) Work with them on paragraph 2, taking them through effective paragraph structures, sentences
starters and showing how you would weave a quote into the paragraph.
9) Start building an “Excellence” vocabulary and phrasing tool box e.g. protagonist, antagonist,
positioning of reader, mis-en--scene etc…
10) Get them to complete paragraph by paragraph in timed pockets of time.
11) After they have handed in first essay. Get them to select a second topic. This time they can work on
plan independently or in pairs. Teacher checks plans (give verbal feedback) and then students have
two in class periods to complete it.
12) Essay is marked and returned. Teacher gives brief ”next step” feedback.
13) After second one as been marked and returned I would get students to complete at least two more
as timed essays. If one of first two didn’t gain “Achieved” then this will be one of the timed essays.
14) Consider getting students to have an essay journal or blog, so they can build up a portfolio of
writing and feedback. Feedback should always be used as a springboard for next essay.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Useful Online Resources
Resources for English (NZQA) - http://www.nzqa.govt.nz/ncea/resources/english/index.html
From this page, you can access:
Assessment Specifications
Exam Documents – for past papers
and questions
Assessment Reports – for
assessor’s comments from the last
5 years
Exemplars – 32008 ones are good!
Study It – lots of great advice for
teachers and students
TKI English Online – useful
resources for teachers
Avoiding 'death by a thousand timed essays'...
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Marshalling evidence - give students blank grids (along the lines of the SEXY structure) to work in pairs
on essay topics, gathering the evidence they would need to construct an essay response.
Essay modelling - break down exemplar essays (e.g. NZATE resources) in groups to explore what is
expected at the different levels and at achieved, merit and excellence. Discuss parts of essays which are
successful, considering why they are successful, such as introductions, conclusions, linking of
ideas...Look at an essay which needs lots of improvement so they can make suggestions themselves
and 'be the teacher'.
Explicit teaching around the exam - clarify the instructional vocabulary which they will have to know at
the level they are at (e.g. 'Explain', 'describe', 'visual/verbal features' etc.). Clarify word count, what the
paper actually looks like and so on. Share with theme extracts from the Assessment Report. Nothing
about the process should be a secret from the students at this stage.
Essay planning - provide them with a range of essays to plan in pairs for discussion, without actually
writing the essay itself. Or, to write the introduction only.
Mix and match structure - once you have looked at the way to structure an essay (using exemplars,
SEXY grids etc.), provide them with a cut-up selection of paragraphs to arrange in the most logical and
coherent structure, then share with others.
Trash or treasure - similar to above. Provide them with a range of points, quotations, examples and an
essay question. They must decide what points they would include (treasure) and which are not relevant
(trash).
Co-construction of essays - working with the teacher on the board, look at exemplars then construct
parts of a different essay together, modelling the process, the style etc as you go. Then have a go in
pairs.
Once students are familiar with how questions for Formal Writing 1.2 are phrased (and the general
range of topics), encourage the sharing of current, news articles and ask students to pose statements
around them for class debate
Article taken from English Secondary School Newsletter Term Four, 2006 Update for Wellington Secondary
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
90377 Analyse extended written texts(s)
Sample Essay Structure
Discuss how a character or an individual was important in drawing your interest as a reader or
audience in a text you have studied.
P1: Introduction
State title and author
State who draws your interest and why they draw your interest
P2: Reason 1
State first reason they draw your interest (e.g. helps you to explore theme of revenge) and
techniques (e.g. soliloquy, relationships, actions) used
1st Example (quote) showing issue / techniques
Explain how this draws your helps to draw your interest
2nd Example (quote) showing issue / techniques
Explain how this draws your helps to draw your interest
P3: Reason 2
State second reason they draw your interest (e.g. helps you to explore theme of madness) and
techniques (e.g. soliloquy, relationships, actions) used
1st Example (quote) showing issue / techniques
Explain how this draws your helps to draw your interest
2nd Example (quote) showing issue / techniques
Explain how this draws your helps to draw your interest
P4: Reason 3
State third reason they draw your interest (e.g. helps you to explore theme of appearances vs.
reality) and techniques (e.g. soliloquy, relationships, actions) used
1st Example (quote) showing issue / techniques
Explain how this draws your helps to draw your interest
2nd Example (quote) showing issue / techniques
Explain how this draws your helps to draw your interest
P5: Conclusion
Summarise main points, do not add any new material.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Unpacking the Assessment Criteria and the 2009 Assessment Report
90377 Analyse extended written texts(s)
Official Criteria
Your Criteria
Achieved
Analyse specified aspect(s) of
extended written text(s), using
supporting evidence.
Merit
Analyse specified aspect(s) of
extended written text(s)
convincingly, using supporting
evidence.
Excellence
Analyse specified aspect(s) of
extended written text(s)
convincingly and with insight, using
supporting evidence
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Assessment Report
What this means to you
ACHIEVEMENT WITH MERIT
In addition to the skills and knowledge required for the award of
Achievement, candidates who were awarded Achievement with
Merit commonly:
• responded genuinely to the ideas in the text, connecting their
own opinions to the text
• provided ample supporting evidence from the text
• demonstrated a genuine understanding of the texts’ concerns
• demonstrated an ability to connect the text to wider issues
• clearly outlined the structure of the essay in the introduction
• developed each point made with supporting detail
• identified specific techniques used by the writers and
supported this with evidence
• wrote convincingly
• integrated quotations and detail fluently into the body of the
answer
• wrote a well-structured essay, using connective language
• embedded detail about writer’s purpose into the answer
• embedded the cultural/historical context of the text into the
answer
• demonstrated a clear sense of the text as a construct, and an
awareness that the text was shaped to elicit reader response.
ACHIEVEMENT WITH EXCELLENCE
In addition to the skills and knowledge required for the award of
Achievement with Merit,
candidates who were awarded Achievement with Excellence
commonly:
• demonstrated a high degree of personal engagement with the
text
• made connections between the text and implications for their
society and/or life
• used structural and textual examples from the wider text to
provide support for the overall
argument
• made clear use of judgement statements
• constructed a fully developed argument, with integrated
pertinent quotations and evidence
• included a stated hypothesis in the introduction which was
developed and referred back to
throughout the response
• provided a well thought out concluding statement
• demonstrated individuality in their ideas, which was reflected
in a strong sense of writer’s voice
• made controlled and purposeful responses
• demonstrated appreciation of the historical context of texts
• seamlessly linked sophisticated ideas from beyond the text –
particularly with regard to the
social and historical context
• constructed a wide reaching and interesting argument
• explored and evaluated different possible interpretations of
how the reader’s response was
shaped
• wrote answers well over the suggested word length
• demonstrated a formal academic voice.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
90378 Analyse short written texts
Sample Essay Structure
With close reference to two or more poems you have studied this year, discuss the
ways in which issues are raised.
P1: Introduction
State the title and poet for both poems. Outline what issues are raised and what
techniques are used to raise them.
P2: Poem 1 / 2 techniques
State issue raised and techniques used
1st Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
2nd Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
P3: Poem 1 / 2 more techniques
State issue raised and techniques used
3rd Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
4th Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
P4: Poem 2 / 2 techniques
State issue raised and techniques used
1st Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
2nd Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
P5: Poem 2 / 2 more techniques
State issue raised and techniques used
3rd Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
4th Example (quote) showing issue / techniques
Explain how this conveys the issue and the poet’s opinion of this issue
P6: Conclusion
Summarise main points, do not add any new material.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Unpacking the Assessment Criteria and the 2009 Assessment Report
90378 Analyse short written texts
Official Criteria
Your Criteria
Achieved
Analyse specified aspect(s) of at
least two short written texts, using
supporting evidence.
Merit
Analyse specified aspect(s) of at
least two short written texts
convincingly, using supporting
evidence.
Excellence
Analyse specified aspect(s) of at
least two short written texts
convincingly and with insight, using
supporting evidence.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Assessment Report
What this means to you
ACHIEVEMENT WITH MERIT
In addition to the skills and knowledge required for the award of
Achievement, candidates
who were awarded Achievement with Merit commonly:
• clearly understood the question and addressed the question in
their answer
• demonstrated a wide vocabulary with which to express their
ideas
• focused closely on the question, but moved beyond a narrow
interpretation of the questions in
their answers
• revealed a thorough and convincing understanding of the texts
discussed
• gave equal attention to both texts
• conveyed a clear sense of direction in their essays
• discussed the effect of particular techniques in depth and were
able to relate techniques to the authors’ purposes
• provided a number of relevant examples and quotations,
which were carefully considered
• provided detailed, coherent analysis of techniques with
supporting examples
• showed personal engagement with the texts
• demonstrated an awareness and understanding of authorial
purpose
• convincingly compared texts, contexts, ideas
• convincingly wove supporting evidence into their argument
• included appropriate personal response
• demonstrated maturity of thought.
ACHIEVEMENT WITH EXCELLENCE
In addition to the skills and knowledge required for the award of
Achievement with Merit,
candidates who were awarded Achievement with Excellence
commonly:
• wrote a coherent and fluent essay that developed and sustained an
argument
• wrote confidently and concisely, conveying insightful and
sophisticated ideas demonstrating
considerable skill with language
• wrote insightful introductions and conclusions
• demonstrated a perceptive approach to the question, in which an
interesting or unusual
interpretation was developed
• integrated analysis throughout the essay
• showed an awareness of the context and purpose of the texts
• provided perceptive analysis, with evidence of independent or
original response to carefully
selected supporting evidence
• compared texts, contexts, style, character or ideas perceptively
• showed a high level of engagement with and appreciation of the texts
• showed a perceptive understanding of the writer’s purpose and craft
• showed they knew how to 'go beyond the text' to incorporate
author's purpose and the wider
world
• convincingly discussed the relevance of the texts to their own lives/
wider world
• had read beyond the text, and used this information with insight
when relevant
• developed an argument in considerable depth.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
90379 Analyse a visual or oral text
Sample Essay Structure
Discuss TWO ways in which a text you have studied effectively
presented its ideas, opinions or information.
P1
In my studied text Blade Runner directed by Ridley Scott,
cinematography and characterisation effectively presented the
ideas of self-preservation and devastation.
P2
The film Blade Runner uses specific camera angles to emphasise the
devastation of Los Angeles in 2019.
(Discuss specific examples and how they represent / emphasise the
specific idea i.e. why and how is this technique effective).
P3
Lighting is also used to add to the sense of devastation.
(Discuss specific examples and how they represent / emphasise the
specific idea i.e. why and how is this technique effective).
P4
Characterisation, like cinematography is used to further explore the
idea of self-preservation in Blade Runner.
(Describe a character conveys a specific idea, use quotes and
specific examples of actions to support your discussion i.e. why and
how is this technique effective).
P5
Another way characterisation conveys the idea of self-preservation
is…
(Describe another character conveys a specific idea, use quotes and
specific examples of actions to support your discussion i.e. why and
how is this technique effective).
P6
Brief summary of main points (don’t add any new points).
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Unpacking the Assessment Criteria and the 2009 Assessment Report
90379 Analyse a visual or oral text
Official Criteria
Your Criteria
Achieved
Analyse specified aspect(s) of a
visual or oral text, using supporting
evidence.
Merit
Analyse specified aspect(s) of a
visual or oral text convincingly, using
supporting evidence.
Excellence
Analyse specified aspect(s) of a
visual or oral text convincingly and
with insight, using supporting
evidence.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Assessment Report
What this means to you
ACHIEVEMENT WITH MERIT
In addition to the skills and knowledge required for
the award of Achievement, candidates
who were awarded Achievement with Merit
commonly:
• unpacked the question successfully and understood
what was required of them
• used appropriate filmic/technical language in their
essays
• had a thorough understanding and knowledge of their
film
• showed that they could analyse in depth
• structured their responses fluently
• wrote fluently
• demonstrated a wide vocabulary
• applied their learning to the chosen topic (did not
express pre-conceived ideas)
• showed flexibility in their thinking.
8
ACHIEVEMENT WITH EXCELLENCE
In addition to the skills and knowledge required for
the award of Achievement with Merit,
candidates who were awarded Achievement with
Excellence commonly:
• wrote considerably more than the word limit
• included perceptive insights that showed original
thought
• demonstrated the ability to present their ideas clearly
and succinctly
• addressed all aspects of the question appropriately to
produce responses that showed a clear
development, from introduction through the
presentation of arguments to well-considered
conclusions
• demonstrated originality in their interpretation of the
question
• analysed the relationship between the director and
the audience
• linked relevant material from beyond the texts
appropriately
• interwove filmic or technical language and quotations
effectively within the body of their
essays.
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions
Essay Resource created by Claire Amos c.amos@auckland.ac.nz
Secondary English Facilitator, Team Solutions