learning management systems. Students need to know when to use a particular
planning method. They can practice different methods to find those that suit
them. Further practices could include: exploring the particular effects of language
techniques, for example, to influence and persuade through the use of rhetorical
questions, and then experimenting with a variety of techniques to find out which
are most effective in their own creation of texts selecting and developing ideas
for a specific audience and/or purpose, for example, identifying what ideas will be
relevant (in a speech about role models) to a year 9 audience in the school
adapting traditional methods of oratory, for example, whaikōrero, ngā mihi,
whakapapa adapting traditional methods of story-telling, for example, tukutuku
panels, pou manawa, tokotoko, sagas, myths, legends, ballads.
There also needs to be an explicit focus on the power of language features and
why writers select them so that, when students create their own texts, they are
aware of the need to make deliberate language choices.
Students may need repeated exposure to a variety of texts in order to understand
connotation, subjectivity, and bias. They need to learn that language features can
include oral, written, and visual language. Students will also benefit from the
practices of critiquing and conferencing, using self, peer, and teacher feedback.
Feedback can be written, visual, and/or oral. Critiquing and conferencing are
good ways to get feedback from an authentic audience. Students can see how
successful their choices have been.