1. Level 2 Read unfamiliar texts and have the time of your life… How to use the stairs to Excellence

2. Achieved Answer Multi- structural: simple and obvious connections are made, but their significance is not grasped. Gives ONE straightforward generalised explanation of TWO ways that the writer creates an informal/chatty tone with examples. Slang/Colloquial language is used. For example ‘pee’ and ‘packed off’. The writer uses informal language like ‘grubby kneed kid’ to give the impression that he is having a casual chat.

3. Merit Answer Relational: Able to appreciate the significance of the parts in relation to the whole. Straightforward explanation with examples. + Analyses ONE way the writer creates an informal/chatty tone with examples. Slang/Colloquial language is used. For example ‘pee’ and ‘packed off’. The writer uses informal language like ‘grubby kneed kid’ to give the impression that he is having a casual chat. The slang/colloquial language creates humour and a relaxed feel. The writer creates an informal chatty tone through the use of colloquialism. ‘Stop for a pee’ has a personal effect and also a humorous, informal effect.

4. Excellence Answer At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles. Straightforward explanation with examples. + Analyses ONE way the writer creates an informal/chatty tone with examples. + Convincingly analyses how the writer creates an informal/chatty tone with examples.

5. Excellence Answer Slang/Colloquial language is used. For example ‘pee’ and ‘packed off’. The writer uses informal language like ‘grubby kneed kid’ to give the impression that he is having a casual chat. The slang/colloquial language creates humour and a relaxed feel. The writer creates an informal chatty tone through the use of colloquialism. ‘Stop for a pee’ has a personal effect and also a humorous, informal effect. We can almost see a teenager standing in front of us ready to tell us a story in his own language. The writer positions the reader as someone who is equal and has shared this experience in the way he assumes we too know Kaikoura and speaks directly too us as if we are a friend.

6. Achieved Answer Multi- structural: simple and obvious connections are made, but their significance is not grasped. Gives ONE straightforward explanation of how TWO Examples of language present key idea(s) about the Aunt, with examples. ‘Starched and stern’ – suggests she is very strict. ‘Scorch you with her stare’ – suggests she would give you the ‘evils’ if you did something she didn’t approve of.

7. Merit Answer Relational: Able to appreciate the significance of the parts in relation to the whole. Straightforward explanation with examples. + Analysis of ONE of the examples of language. ‘Starched and stern’ – suggests she is very strict. This suggests she is like her nurses’ uniform- stiff, inflexible, authoritarian, straight, no-nonsense. ‘Scorch you with her stare’ – suggests she would give you the ‘evils’ if you did something she didn’t approve of. This suggests her look could be so intimidating it could almost burn you.

8. Excellence Answer At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles. Straightforward explanation with examples. + Analysis of ONE of the examples of language. + Convincingly analyses/compares how different examples of language combine for effect.

9. Excellence Answer ‘Starched and stern’ – suggests she is very strict. This suggests she is like her nurses’ uniform- stiff, inflexible, authoritarian, straight, no-nonsense. She is efficient, authoritative and intimidating in a military- like way. For example, she has taken on the same characteristics as her uniform ‘starched’ and she would have ‘marched’ into the mayor’s office and she is known by her rank of matron.

10. So what do these mean???

11. 2008 Complete question three. Think carefully about stepping up the stairs of excellence with each symbol in your answer.

12. Question Three Answers Even thought Mururoa is only a small island, it is just as important as other places. For examples, ‘as many syllables as a continent’. The nuclear testing that took place at Mururoa means that the name is now associated with destruction. For example ‘the shape of the world’ and ‘echo the sound of the place’. The name ‘Mururoa’ has become a symbol of the nuclear arms race and/or the destruction nuclear testing/ explosions cause. The name represents much more than a place on a map. For example, ‘sometimes names may echo the sound of a place’ and ‘the slow rumble of tropical seas’.

13. Question Four ‘radiate’ – nuclear weapons create radiation. ‘energy’ – has associations with nuclear energy. ‘trigger’ – like setting off a bomb/pulling the trigger of a gun. ‘name radiates energy’ – a huge amount of energy is created in a nuclear explosion, and this suggests that people still have ‘explosive’ feelings about the testing of nuclear bombs in the Pacific and the dangers that are posted to the people of the pacific. As with Merit but with TWO examples: ‘They can trigger’ reactions that detonate beneath oceans of memory’. A nuclear explosion is caused by a reaction, which then causes a detonation. This suggest that hearing the word ‘Mururoa’ can set off a reaction in the brain, with the result that you immediately think of nuclear testing. It is like a code-word for a particular event.

14. In summary Identified language features/ideas with examples. Straightforward answer focusing on one feature Thought about why techniques were used Creates a sense that… Suggests that… How the text might be relevant on a global scale Considered overall effectiveness of texts Combined effects of features