English for Academic Purposes - clarification of unit standards

English for Academic Purposes clarification

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US 22750 version 3: Write a crafted text using researched material in English for an academic purpose

Please read these clarifications alongside the standard itself.

Level of the standard (Explanatory Note [EN] 2)

This standard is set at New Zealand Qualifications Framework Level 4, and aligns with level B2 of the Common European Framework of Reference for Languages (refer to the Common European Framework of Reference for Languages: Learning, teaching, assessment). Assessors are advised to consult both frameworks for guidance regarding the level to be demonstrated in student work in order to meet this standard.

Write a crafted text using researched material for an academic purpose (Outcome 1 and EN 8)

This standard requires students to craft a written text addressing an academic purpose that is based on their own academic reading of published material. It is not a write up of a student's own experiment, or an opinion piece based on the student's own experiences/ideas unsupported by academic reading. The reading could be linked to research in any subject area.

Academic purpose (EN 8)

An appropriate academic purpose is essential, and must give students scope to meet all evidence requirements (ERs) of the standard. Assessors should ensure that students have an appropriate question before they begin their research. It is not necessary for students to answer two part questions. They may find it easier to base their research and writing on a single research question.

Questions that ask students to discuss an issue should provide students with appropriate scope to meet the standard. The purpose could be worded as a question, a hypothesis, or an issue for discussion (e.g. “Discuss whether or not the use of 1080 poison should be banned”). It needs to go beyond the statement of a topic, e.g. “The commercialism of sport.”

Assess candidate’s readiness to study at undergraduate level (EN 1)

This EN requires no clarification. Please refer to the standard itself.

Assess in conjunction with study, assessment in other learning areas (EN 3)

This EN requires no clarification. Please refer to the standard itself.

Consistent use of appropriate forms (EN 4 and ER 1.5)

This EN and ER relate to the accuracy of use of lexical and grammatical forms. Some inaccuracies are permissible, but the student must demonstrate control with only minor and occasional structural, grammatical, spelling and punctuation lapses. The writing must be easily and clearly understood.

Giving guidance (EN 5)

The intention of this EN is not to limit the number of drafts that a student may produce, but to indicate that students should be given appropriate feedback to ensure that they are on the right track as they work through the writing process.

Guidance given by assessors must not make any written or verbal adjustments, nor identify and comment on individual errors throughout whole pieces of writing. Feedback from assessors, peers or others must not compromise the authenticity of the student work. Refer to EN 6.

Independent demonstration (EN 6)

Students may use dictionaries, spell checks etc., but the use of electronic devices, other than wordprocessors, that may compromise the student's ability to show that they can meet this standard independently is not permissible. 

Inclusion of resource materials (EN 7)

Assessors need to see evidence of students' researched materials (provided by the teacher or the candidate) to ensure against plagiarism and to see that content from these materials has been integrated into the students' own texts. These materials also need to be included with materials sent for national external moderation.

Writing for an audience (ER 1.1)

As students craft a text, they need to be mindful that they are writing for a specific audience and purpose. The standard requires an academic purpose, but the audience does not have to be academic. The student may be presenting a report to a real or imagined audience, such as a government body or a business organisation. In such cases the audience should be made explicit.

Development of ideas from a broad knowledge base (ER 1.2)

Students need to demonstrate that the ideas developed are based on their research. If they are referring to only one source, that source would need to be sufficiently comprehensive and have sufficient depth to allow them to achieve their academic purpose. The texts read need to contain ideas of sufficient complexity to allow students to develop an effective discussion. Refer also to EN 8.

Text Structure (ER 1.3)

This ER requires no clarification. Please refer to the standard itself.

Formal style (ER 1.4)

This ER is about the selection and use of the items referred to in the range statement in order to create a formal style appropriate to the audience and academic purpose. Any colloquial language used would need to be appropriate to the academic context. Refer also to EN 8.

Integration of source material (ER 1.6)

The student's text must do more than focus on information gleaned from readings. It is important that all items of the ER 1.6 range statement are included. Sufficient researched material needs to be incorporated into the crafted text to show that it is supported by/based on published literature/academic writing.

Acknowledging references (ER 1.7)

All source material used should be acknowledged appropriately both within the text and in a reference list. APA is a common form of referencing, but other established styles such as Harvard are acceptable. All universities have websites with guidelines for recognised formats.

 
 
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