Genetically modified foods

Summary
Year: 12-13 NCEA Level: 2	Duration: 5 weeks
Unit Standard being assessed English Unit Standard Level 2: 8825 (Version 4) Produce transactional written text in complex forms. (Pupils will develop knowledge of the GM issue and formulate an argument either for or against the production of genetically modified foods.)	Language/learning outcomes Writing develops idea(s) Ideas are logically developed, sequenced, and supported by relevant details and/or examples Conventions of chosen form are observed and are appropriate to the purpose of the writing Final product is crafted to publication standard

Guidelines for use

Students will develop pieces of transactional writing arguing either for or against New Zealand producing genetically modified crops.

Conditions

The same conditions for assessment apply when assessing 8825 and the internally assessed writing achievement standard 90376 Produce crafted and developed formal transactional writing [2.2] - or any internally assessed unit or achievement writing standard at any level. Teachers must be satisfied that the work is the students'. Students should complete internally assessed writing work in class. If the pieces are to be assessed for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the writing is the students', not the teachers'.

This is an internal assessment and as such should be worked on only in the classroom under teacher supervision. To ensure authenticity, students work should be held by the teacher between periods.

Teachers may guide students actively through the initial tasks helping them to identify techniques mentioned. Teachers may show how the techniques used in the exemplars can be applied to students' own writing.

As they develop drafts, teachers can advise students that their writing may need further work on ideas, language, structure; or on accuracy in spelling, punctuation or paragraphing but they may not correct errors. Students should have access to dictionaries to check their writing. Word processing is acceptable providing it is done under teacher supervision.

Consultation should occur with each student prior to the final submission. Students should have several opportunities during the year to develop their transactional writing skills.

Students may use English language dictionaries, but not a foreign language or electronic dictionaries.

Note: Teachers using this unit will need to check that it accords with their school assessment policy.

Curriculum links

The main text used for US 8825 may also be used, in conjunction with other articles, for a personal response to a newspaper article, for Unit Standard 12905.

Teaching and learning activities

Note: All vocabulary tasks are based on words from the academic word list.

Learning task 1

Learning task 2

Assessment schedule

Assessment note

This activity assesses one of the three pieces required for the transactional writing unit standard 8825.

Unit standard 8825 assesses similar outcomes to achievement standard 90376 Produce crafted and developed formal transactional writing [2.2]. Both standards require the same overall standard of writing to gain achievement [2.2] and credit [8825]. Even though the two standards assess similar outcomes, there are some differences in terminology. The term "conventions" is used in performance criteria 1.3 [8825] to mean style and structure. "Conventions" in the formal writing achievement standard refers to grammar, spelling, grammar, and punctuation.

The standard of technical accuracy required in 8825's pc 1.4: " Final product is crafted to publication standard" is identical to achievement level for the 2.2 conventions criterion: "use writing conventions accurately."