Writing

**Analysis of writing sample** It was a good opportunity to use the reading/writing interests survey as a working sample so writing, reading and comprehension of questions could be analysed. The assessment sheet (bottom left) is based on both the analysis of the reading and writing interests survey (Hill: 290) and drawing/writing response of a text located on the comprehension page.

Penny uses appropriate word sizing when writing and maintains this throughout her work. She made many spelling mistakes such as “capter” instead of “chapter”, however sounds out letters so she can attempt to write the word. Penny has an awareness of commas, although they are not used in the right grammatical form. She has also learned (possibly outside of school) to write (+) instead of writing “and”. She has the conception that everyone in the world is a good reader. Penny constantly self corrects her work by scribbling and crossing out words even though they may still be incorrect. She re-reads the questions to gain a better understanding of them, although questions lack detail and questions are sometimes not fully answered. When Penny was asked to elaborate on the answer to what kind of stories she likes to write she was unable to identify genres of the stories. Penny also writes in third person by writing her name instead of writing “I”.

In the drawing and writing response that is located on the comprehension page, it is evident that Penny knows how to use speech bubbles and understands how to use speech marks appropriately. She is at progression point 1.75 (Victorian Essential Learning Standards, 2009), as she uses strategies to revise writing by asking if spelling is correct and re-reading writing. She also corrects spelling of unfamiliar words by using her knowledge of sound-letter patterns. Penny uses capitalization and full stops moderately well. Overall, the area that needs improvement is generally spelling. In terms of the phases in literacy development, as described by Hill (2006), Penny is at the early phase. She is aware of, and uses most forms of punctuation and can write in simple sentences. In order to move towards the next phase in development, Penny needs her speed of writing to be worked on and ideas, rather than mechanics of writing to take over (Hill: 06).

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