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Whakaatu (Describe) Purpose: Deep Features

This section describes the key characteristics of the deep features of Whakaatu (describe or report
purpose writing).
Effectiveness (Audience Awareness and Purpose): The purpose of this type of writing is to
document, organise, and store factual information on a given topic. It usually classifies and describes
whole classes of living and non-living things or specific living and non-living things. There are many
types. This progress indicator deals specifically with information reports and factual descriptions.
Content/Ideas: Texts that report and describe contain information statements. Domain elements
include a general classification statement that provides information for the reader about the nature of the
subject of the text (e.g., “Kiwis are flightless birds”).
Elaborated, information-laden sections follow to tell what the phenomenon or item under discussion
is like, and to provide details about, depending on the topic of the report or description, components and
their functions, properties, behaviours, uses, locations or habitats, types, and their relationship to the
writer. The writer may conclude the text in a simple manner, although such a conclusion is optional. The
writer may round off with a general statement about the topic (e.g., “Today the Kiwi is well known
around the world as a symbol of New Zealand”).
Structure/Text Organisation: The text is generally organised around things and their description.
There is a logical ordering of information. Content is grouped or structured according to common
themes evident in the information presented. Sentences are linked thematically to the topic of a
paragraph or section. Text organisers such as titles, headings, and subheadings are commonly used to
orient readers.
Language Knowledge/Resources: Descriptions name and describe specific people or things, while
reports name and describe generalised participants or whole classes of things. Precise, descriptive,
factual language is used rather than flowery or aesthetically pleasing language, while technical language
related to the topic is common in reporting.

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Table 12
Progress Indicators for Whakaatu (Describe) Deep Features

Dimension Level 2 Proficient Level 3 Proficient Level 4 Proficient Level 5 Proficient Level 6 Proficient
Whaihua • Some evidence that the writer • Evidence that the writer • Language use and writing • Evidence of use of task- • Appropriate background and
(Audience recognises the purpose for recognises the purpose for style generally appropriate to appropriate structures and context to meet intended
awareness and writing. writing. audience and purpose. language. audience’s needs.
purpose) • Gives some information from • Gives information from a • Informs but may require some • Provides adequate • Consistent/sustained
a writer’s perspective. writer’s perspective. reader inference. background, little reader reference to audience needs
inference required. and own purpose throughout
• Audience included directly or text.
indirectly in text and referred
to at beginning and end.
Kiko • Some evidence of statements • Evidence of statements of • Most domain elements • Domain elements are • Describes and adds some
(Content/Ideas) of fact. fact. appropriate to the task comprehensive & detailed for interpretation or evaluation
• Writing includes some facts • Writing includes facts relevant present (e.g., the writer the given task. (e.g., title, the material.
relevant to the topic and task, to the topic and task, classifies and deals with writer classifies what is to be • Comprehensive, detailed
covering, for example, some covering, for example, some attributes, behaviours, described or reported. information and consistent
(2 or more) task-appropriate (2 or more) task-appropriate properties, functions, location, • Almost all material related to elaboration (i.e., the writer
domains: attributes, domains: attributes, etc.). topic of the given task. classifies, deals with
behaviours, properties, behaviours, properties, • May include some material attributes, behaviours,
functions, location, etc. functions, location, etc. irrelevant to the topic of the properties, functions, location
• Can include many statements • Can include few statements given task. etc.)
irrelevant to the topic or task. irrelevant to the topic or task.
Hanganga • Some semblance of • Semblance of framework • Evidence that the writer is • Mostly logical, effective, and • Coherent logical, thematic
(Structure/ framework (e.g., some (e.g., some grouping of using a framework for obvious framework for structure throughout.
Organisation) grouping of information). information). ordering content (e.g., ordering report or description • Introduction and conclusion
• Text is limited because of • Text is sometimes limited categorising or classifying). (e.g., categorisation or enhance writer’s purpose.
presentation of fact because of presentation of • May not be consistently or classification, grouping • Description is coherent and
statements as discrete fact statements as discrete optimally ordered, and statements). cohesive.
elements. elements. elements may be • Elements appropriately • Structure enhances and
• May be attempting to section • Limited evidence of attempts inappropriately assigned to assigned. strengthens ideas in text.
or paragraph. to section or paragraph. parts of framework. • Paragraph or sections support
• Evidence of attempts at the structure.
sectioning or paragraphing. • Thematic linking of sentences
to topic of paragraph/section.

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Mätauranga • Language has structure of
Reo simple factual descriptions.
(Language • Topic-related language
Knowledge/ present but little detail
Resources)
conveyed through language.
• Vocabulary limited.
• Simple sentences used.
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• Language has structure of • Evidence of use of task- • Consistent use of appropriate • Rich and appropriate
mostly simple factual appropriate structures and language for task and topic. vocabulary evident.
descriptions. language. • Language of comparison may • Uses a range of language
• Topic-related language • May be some unclear or be used to enhance techniques (possibly includes
present, some detail repetitious reference. understanding. figurative language)
conveyed through language. • Many simple sentences • Most sentences correct. deliberately to create an
• Simple sentences used, but correct. • Control of complex sentences affect.
may attempt complex • Uses complex sentences. evident, where appropriate. • Controlled/sustained variety of
sentences. • Uses complete sentences. sentence structure for effect.
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Figure 13
Annotated Example for Whakaatu (Describe)

Whaihua (Audience Awareness

& Purpose) 2P
Writer attempts to describe and
explain the different types of
activities.
To score higher than 2P
Writer needs to display detail
including differences
between the various activities.
Kiko (Content/Ideas) 2P
Writer describes some differences
between each of the activities,
how they are undertaken and their
effects on the body.
To score higher than 2P
Requires clearer descriptions and
more details on differences
between activities and what is
involved.

Hanganga
(Structure/Organisation) 2P
Mostly simple sentences
generally in sequence, separation
not always clear.
To score higher than 2P
Needs clearer separation (or better
grouping) and organisation of
major activities discussed.
Matauranga Reo (Language
Knowledge/Resources) 2P
Mostly appropriate simple
sentences and descriptions.
Vocabulary sufficient.
To score higher than 2P
Requires more descriptive
language & wider range of
vocabulary. Tohutuhi (Punctuation) 2B
Some punctuation is correct, sentence separation often not clear, no evidence
of paragraphs, sometimes incorrect use of capitals.
Wetewete Reo (Grammar) 2P To score higher than 2B Requires correct use of capitals, clear sentence
Most of grammar OK, and separation and paragraphing.
appropriate for description.
Occasional mistake (e.g., i a koe
Tuhituhi Kupu (Spelling) 2P
he maha). Most of spelling is correct and some macron use is accurate (noa iho is
To score higher than 2P misspelled). Word separation sometimes is not correct (e.g., rerekë tanga,
Requires less mistakes and wider mete...)
range of appropriate To score higher than 2P Requires correct spelling of common words and
constructions. consistent application of macron, and accurate word separation.

asTTle V4 Manual 1.0, Appendix