Creating Texts Writer’s Statement Assessment Type 2

Produce a comparative Writer’s Statement reflecting on choices you made in two of your AT2 Text Productiontasks.

1. Narrative
2. Review
3. Oral Language (Inspirational Speech)

The three created texts have varied in text type and audience. The texts have achieved different purposes, namely, to communicate information, entertain, and persuade.

You need to: 

• explain and justify the creative decisions made in the process of writing,
• explain the language and stylistic features and conventions used to meet the expectations of the intended audience(s) and achieve the stated purpose(s)
• compare and contrast (where applicable) the choices made to meet the expectations of the different audiences and/or purposes, and how you transformed these in your found poem.

To achieve the best results in this task you will need to comment on the following categories

• Purpose 
• Context (social, historical etc)
• Intended audience
• Form
• Language devices

Form and length

It is advised that you integrate your comments about each of the two/three texts as you compare and contrast them. Avoid writing about each created text separately.

The writer’s statement should be a maximum of 1000 words; an oral and/or multimodal writer’s statement should be of equivalent length.

Some guiding questions to consider for the writer’s statement (also refer to scaffold template:

• What forms of writing did you produce?
• For what publications or contexts (eg magazine, newspaper, journal, website) are your texts intended?
• What is the purpose of piece of writing?
• Who are your audiences? - age group, gender, socio-economic background, values and understandings, culture
• What structural and textual features did you use to produce your texts? eg title, sub-headings, layout, font(s), use of colour, text boxes, columns, use of visuals
• How did these features shape your texts?
• What language skills and techniques did you use? eg vocabulary, imagery, humour, tone, dialogue, use of experts, use of statistics, personal anecdotes
• How did these techniques shape your texts?
• How did you make your texts imaginative and original?
• What difficulties did you encounter and how were these overcome?
• How did you use the drafting process to bring your texts to publication standard?

Summary of Assessment Requirements

This assessment requires students to produce a comparative Writer’s Statement reflecting on the choices made while creating two AT2 Text Production tasks such as a Narrative, Review, or Inspirational Speech. The statement must explain why specific creative decisions were made, how the language and stylistic features were selected for the intended audience, and how the writing was adapted to meet different purposes, such as informing, entertaining, or persuading. Students must address key areas including purpose, context, audience, form, language devices, and conventions, while integrating comparisons across both texts rather than discussing them separately. The statement should also reflect on the found poem transformation, drafting process, challenges faced, and how the texts achieved publication-quality standards within a 1000-word limit.

How the Academic Mentor Guided the Student

1. Understanding the Task

The mentor first helped the student unpack the requirements by breaking down the key focus areas purpose, context, audience, form, and language devices. Together, they identified the two selected texts from AT2 and clarified their core objectives (e.g., to entertain vs. to persuade).

2. Identifying Purpose and Context

The mentor guided the student in analysing how each text’s purpose shaped its structure and tone. For example, the narrative emphasised imagination and storytelling, while the speech highlighted motivational language. Historical, social, or cultural contexts influencing each text were also outlined.

3. Defining the Intended Audiences

Next, the mentor assisted the student in describing the audience profiles including age groups, values, and expectations and linking these directly to writing decisions such as tone, vocabulary, and examples used.

4. Examining Form and Conventions

The mentor encouraged the student to compare the structural forms such as narrative arc vs. speech structure. Together, they highlighted features like titles, layout, dialogue, emotive language, rhetorical devices, and how each was chosen to suit a different text type.

5. Language Devices and Stylistic Techniques

The student was guided to identify specific techniques they used (imagery, dialogue, humour, statistics, anecdotes, persuasive appeals) and explain why these were appropriate for the intended audiences. The mentor emphasised linking each device to its impact.

6. Integrating Comparison Across the Texts

Instead of describing each text separately, the mentor helped the student structure the statement thematically, discussing similarities and differences in purpose, audience, form, and language simultaneously.

7. Explaining the Found Poem Transformation

The mentor then guided the student in explaining how elements from the original texts were re-imagined into a found poem, highlighting shifts in tone, condensation of ideas, and repurposing of language.

8. Drafting, Editing, and Overcoming Challenges

The mentor encouraged the student to reflect on drafting challenges such as balancing comparison and explanation and to describe how these were resolved through revision, feedback, and refining language choices.

9. Bringing the Statement to Final Standard

The mentor supported the student in polishing the final piece, ensuring coherence, academic tone, appropriate terminology, and alignment.

Final Outcome and Learning Achievements

By following the guided steps, the student successfully produced a writer’s statement that:

• Clearly summarised creative decisions across two distinct text types

• Demonstrated awareness of audience expectations and purpose-driven writing

• Compared and contrasted structural and stylistic features effectively

• Explained the transformation process into a found poem

• Showed reflection on the drafting and editing process

• Applied key concepts of text production, audience analysis, creativity, form, and language features

Learning Objectives Covered:

• Understanding and applying structural and stylistic conventions

• Writing for varied audiences and purposes

• Using language devices effectively

• Demonstrating metacognitive reflection on the writing process

• Critically comparing text types and transformations

• Producing a coherent, analytical writer’s statement

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