written text essay level 3

Mastering the Long Form NCEA English Essay at Level 3

8 February 2023

7 minutes to read

• 01. Using past exams to pass NCEA English
• 02. NCEA English Strength Training
• 03. Using the Texts You Know
• 04. How much should you write?
• 05. Using Other Students' Work Isn't Cheating
• 06. Let the words flow

While some NCEA subjects have external exams with multiple questions and short answers, one of the challenges for sitting NCEA Level 3 English is some of the unit standards have more in-depth exams, requiring a full essay response.

However, as with all exams, it is highly recommended that students complete at least one previous year’s exam to ensure they understand what is required and are confident going into the exam.

Using past exams to pass NCEA English

Looking at a single Level 3 English unit standard “respond critically to specified aspects of studied written texts, supported by evidence” as our main example of an external exam in formal essay format, which students will take at the end of the year, can give us some clear tips as to how to not only pass this exam but to achieve an Excellence grade.

Past exams are all freely available from the NCEA website. If you’re working with a tutor to improve your understanding of NCEA English Level 3, then past exams provide a very clear guideline to focus on.

NCEA English Strength Training

One of the things that you will want to practice is writing by hand for an extended period of time, particularly for long-form essay exams.  If you are not used to writing for the time allowed for this exam students often will get to the end and start to find that their hand cramps up which distracts from their ability to come up with new ideas or to write that amazing conclusion that would take them from an Achievement to an Achievement with Excellence .

It may seem like a silly thing to worry about as far as sitting an English exam goes, but strength in your hands can actually make a huge difference. Practice writing for extended periods, but don’t write so long your hands start to cramp up (this can cause long-term damage and bring about things like carpal tunnel syndrome).

Change your grip or positioning, and make sure that the pen you're going to use is comfortable for writing over extended periods of time.

If you intend to go onto university being able to write for extended periods of time is an incredibly valuable skill. You may think that you'll be taking your notes using a keyboard, however, no matter what your touch-typing speed is, multiple studies have shown that people retain knowledge better when taking notes using a handwriting technique – whether using a digital stylus or using pen and paper.

So, strengthening your handwriting is not something to do just for this exam, it will be a skill that will help throughout your academic career – and will make your life easier going forward.

Using the Texts You Know

For your English course, you will be studying a variety of texts. Some of these will be fiction, some will be nonfiction, and there will be poetry, perhaps plays or comics and graphic novels.

There's a variety of different texts that you will be looking at, with the idea that you will develop an ability to critique and complete a close reading of these texts.

By this level, you should understand that studying or analysing a text is not the same as simply sitting down and reading it you are looking for a deeper meaning you are looking to understand what the author was trying to portray.

While you often will enjoy the text that you are studying developing that additional knowledge will also help you to become a better communicator.

Past NCEA English Exam Statements

Looking at past exams, one of the examples that you need to write is a full essay on a single text choosing one statement from a given list to build your essay around:

• the power of a persuasive text comes from well-crafted language
• a skilful writer conveys their purpose through believable relationships
• characters who reach a turning point are those from whom we learn the most
• the important messages in a text are conveyed by the differences between settings
• significant connections between the start and end of text reveal important ideas
• characters who criticize society are those who teach us the most
• effective text use uses imagery to present the ordinary and extraordinary ways
• texts that offer an insightful view of the world are worth the readers time

You can choose one of these eight statements and relate them to any of the texts that you have read throughout the year. The statement you will choose will often be influenced by which text you are going to work with.

If you have focused on a text that uses language you love but you found the characters to be bland or unrelatable, look at working with one of the statements focused on language. You can, and usually should, still talk about the characters, but unless you are particularly passionate in your dislike of their portrayal you are likely to run out of words to craft a strong analysis.

As an exercise to try before your exam, look at a comic book or pick a magazine article to do a close read of. Then, write a short essay that uses one of these eight statements.

You don’t need to practice with a 600-page novel, you can use a short story or poetry; you can use a digital or online text; the key is that you have done a close reading and analysis and have a deep understanding of the text that you have written.

This exam isn’t so much about what you have read, but how you interpret it, and then how you can communicate the ideas that your reading inspired. So, get someone else to read what you have written, ideally your teacher or tutor, for feedback.

When you go into your exam you will need to know the type of written text you will be working with, the title, and the author or the authors – without this information your marker will be less likely to be able to interpret your essay.

If you are a person who has a mental blank when you walk into an exam practice, just practice this using several different titles, several different authors, and just keep writing.

This will make it easier when you walk into the exam to actually work out what is going on, and to remember all those brilliant thoughts and out of the blue insights you reached while you were studying a particular text.

How much should you write?

Although each exam will provide you instructions on how much they expect you to write, generally for a long form essay you should write a concise piece of no more than five to six pages in length.

The quality of your writing is more important than the length of your essay, but can you write 5 to 6 pages? Practice - sit down and try!

To pass English Level 3 exams (as with many exams), the key thing is to ensure that you are able to write down your planning. You will be given a scrap piece of paper, so use this to jot down ideas or create a mind map if you need.

This can help you make sure that your essay covers all the key points asked in the question. Break your question down and tick each one as you write a beautiful paragraph response.

Looking at the “respond critically to specified aspects of studied written texts, supported by evidence” exam, in order to achieve excellence you must respond critically and perceptively to specified aspects of studied written text supported by evidence .

The difference between Excellence and Achievement is being perceptive.  Crafting a critical essay will see you achieve a pass, this is the bare minimum required from students at Level 3.

If you want to achieve full Excellence you need to show that you have a deep understanding of the text, and that you are able to make inferences about what the author meant with certain phrases or certain imagery and relate that back to the context of the statement you are writing about.

Using Other Students' Work Isn't Cheating

Along with past exams, the New Zealand Ministry of Education provides marked exemplars to help students know what their goals should be.  As part of your study process going through these marked exemplars not only gives you the opportunity to see what other students have written but also to see what the examiner's feedback of each answer is.

If you were writing about the story of Cinderella you wouldn't necessarily focus on the relationship between Cinderella and the Prince, or Cinderella and her step sisters, you could analyse the role minor characters have in building the story (such as her father). Could we use a cultural or societal example about Cinderella at the ball?

A situation where she is receiving approval from the guests around her so therefore she is more likely to feel comfortable fitting in as a Princess than if she outwardly appeared as a maid. There is a lot to analyze and a lot to infer from a simple retelling of a story.

However, you are not retelling the story, you are analyzing the story and you're making inferences.

One of the interesting things about writing for English studies is that this isn't necessarily a right or wrong answer. You do, however, need to be able to craft a well-written response that justifies your position.

You could make a statement that Cinderella was ungrateful in a time when others of her circumstance would have been homeless, or that the story is holding up misogyny and a cultural norm -  but the key is that you have to be able to justify your inferences and match them not only to the story but to the statement that you have chosen to write your essay on.

Let the words flow

Students get bogged down with the stress of sitting exams, of having so much information to retain and regurgitate - however, if you let yourself be moved by the text you are studying, love it or hate it, you'll find that the words start to come easier.

However, just like anything, if you don't practice you won't get better. So, keep writing. Write reviews for blogs, share your thoughts on social media, the more you write, the easier it will be to write once you're in your exam.

Enjoyed this article? Leave a rating!

Alison Macdonald

A passionate creative writer hailing from Wellington. From short stories, plays and blog articles, I've become a jack-of-all-trades when it comes to writing texts for different audiences.

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Student Handbooks

Tutorial – Appendix 3 A Practical Guide to Writing Essays – Level 3

Appendix 3: a practical guide to writing essays.

Writing an essay is a big task that will be easier to manage if you break it down into five main tasks as shown below:

An essay-writing Model in 5 steps

• Analyse the question

What is the topic?

What are the key verbs?

Question the question—brainstorm and probe

What information do you need?

How are you going to find information?

Find the information

Make notes and/or mind maps.

• Plan and sort

Arrange information in a logical structure

Plan sections and paragraphs

Introduction and conclusion

• Edit (and proofread)

For sense and logical flow

For grammar and spelling.

For length.

My Learning Essentials offers a number of online resources and workshops that will help you to, understand the importance of referencing your sources, use appropriate language and style in your writing, write and proofread your essays. For more information visit the writing skills My Learning Essentials pages:

http://www.library.manchester.ac.uk/academicsupport/mylearningessentials/writingskills/

You should note that for final year unit examinations and programme-specific essay papers the inclusion of citations is not expected. You do not need to memorise sources and quotations to include on the exam paper – instead make your points in as much detail as required using your own words. Should you wish to refer to a particular publication or piece of data to support your answer, it is sufficient to explain the experiment and result. It is not necessary to include the journal citation within your exam booklet.

Many students write great essays — but not on the topic given. First, look at the main idea or topic in the question. What are you going to be writing about? Next, look at the verb in the question — the action word. This verb, or action word, is asking you to do something with the topic.

Here are some common verbs or action words and explanations:

Once you have analysed the question, start thinking about what you need to find out. It’s better and more efficient to have a clear focus for your research than to go straight to the library and look through lots of books that may not be relevant.

Start by asking yourself, ‘What do I need to find out?’ Put your ideas down on paper. A mind map is a good way to do this. Useful questions to start focusing your research are: What? Why? When? How? Where? Who?

• My Learning Essentials offer a number of online resources and workshops to help you to plan your research. Visit the My Learning Essentials Finding Information page: http://www.library.manchester.ac.uk/academicsupport/mylearningessentials/findinginformation/

First, scan through your source . Find out if there’s any relevant information in what you are reading. If you’re reading a book, look at the contents page, any headings, and the index. Stick a Post-It note on useful pages.

Next, read for detail . Read the text to get the information you want. Start by skimming your eyes over the page to pick our relevant headings, summaries, words. If it’s useful, make notes.

Making notes

There are two rules when you are making notes:

• Note your source so that you can find it again and write your references at the end of the essay if you use that information. Use Endnote (see the section on Referencing), or note down the following:
• page reference
• date of publication
• publisher’s name (book)
• place where it was published (book or journal)
• the journal number, volume and date (journal)
• Make brief notes rather than copy text, but if you feel an extract is very valuable put it in quotation marks so that when you write your essay, you’ll know that you have to put it in your own words. Failing to rewrite the text in your own words would be plagiarism.
• For more information on plagiarism, refer to the Final Level Handbook and the My Learning Essentials online plagiarism resource: http://libassets.manchester.ac.uk/mle/avoiding-plagiarism/

Everyone will make notes differently as it suits them. However, the aim of making notes when you are researching an essay is to use them when you write the essay. It is therefore important that you can:

• Read your notes
• Find their source
• Determine what the topics and main points are on each note (highlight the main ideas, key points or headings).
• Compose your notes so you can move bits of information around later when you have to sort your notes into an essay.

For example:

• Write/type in chunks (one topic for one chunk) with a space between them so you can cut your notes up later, or
• write the main topics or questions you want to answer on separate pieces of paper before you start making notes. As you find relevant information, write it on the appropriate page. (This takes longer as you have to write the source down a number of times, but it does mean you have ordered your notes into headings.)

Sort information into essay plans

You’ve got lots of information now: how do you put it all together to make an essay that makes sense? As there are many ways to sort out a huge heap of clothes (type of clothes, colour, size, fabric…), there are many ways of sorting information. Whichever method you use, you are looking for ways to arrange the information into groups and to order the groups into a logical sequence . You need to play around with your notes until you find a pattern that seems right and will answer the question.

• Find the main points in your notes, put them on a separate page – a mind map is a good way to do this – and see if your main points form any patterns or groups.
• Is there a logical order? Does one thing have to come after another? Do points relate to one another somehow? Think about how you could link the points.
• Using the information above, draw your essay plan. You could draw a picture, a mind map, a flow chart or whatever you want. Or you could build a structure by using bits of card that you can move around.
• Select and put the relevant notes into the appropriate group so you are ready to start writing your first draft.

The essay has four main parts:

• introduction
• references.

People usually write the introduction and conclusion after they have written the main body of the essay, so we have put them in that order.

For more information on essay writing visit the My Learning Essentials web pages:

Structure . The main body should have a clear structure. Depending on the length of the essay, you may have just a series of paragraphs, or sections with headings, or possibly even subsections. In the latter case, make sure that the hierarchy of headings is obvious so that the reader doesn’t get lost.

Flow . The main body of the essay answers the question and flows logically from one key point to another (each point needs to be backed up by evidence [experiments, research, texts, interviews, etc …] that must be referenced). You should normally write one main idea per paragraph and the main ideas in your essay should be linked or ‘signposted’. Signposts show readers where they are going, so they don’t get lost. This lets the reader know how you are going to tackle the idea, or how one idea is linked with the one before it or after it.

Some signpost words and phrases are:

• ‘These changes . . . “
• ‘Such developments
• ‘This
• ‘In the first few paragraphs . . . “
• ‘I will look in turn at. . . ‘
• ‘However, . . . “
• ‘Similarly’
• ‘But’.

Figures: purpose . You should try to include tables, diagrams, and perhaps photographs in your essay. Tables are valuable for summarising information, and are most likely to impress if they show the results of relevant experimental data. Diagrams enable the reader to visualise things, replacing the need for lengthy descriptions. Photographs must be selected with care, to show something meaningful. Nobody will be impressed by a picture of a giraffe – we all know what one looks like, so the picture would be mere decoration. But a detailed picture of a giraffe’s markings might be useful if it illustrates a key point.

Figures: labelling, legends and acknowledgment . Whenever you use a table, diagram or image in your essay you must:

• cite the source
• make sure that the legend and explanation are adapted to your purpose.

Checklist for the main body of text

• Does your text have a clear structure?
• Does the text follow a logical sequence so that the argument flows?
• Does your text have both breadth and depth – i.e. general coverage of the major issues with in-depth treatment of particularly important points?
• Does your text include some illustrative experimental results?
• Have you chosen the diagrams or photographs carefully to provide information and understanding, or are the illustrations merely decorative?
• Are your figures acknowledged properly? Did you label them and include legend and explanation?  

Introduction

The introduction comes at the start of the essay and sets the scene for the reader. It usually defines clearly the subject you will address (e.g. the adaptations of organisms to cold environments), how you will address this subject (e.g. by using examples drawn principally from the Arctic zone) and what you will show or argue (e.g. that all types of organism, from microbes through to mammals, have specific adaptations that fit them for life in cold environments). The length of an introduction depends on the length of your essay, but is usually between 50 to 200 words

Remember that reading the introduction constitutes the first impression on your reader (i.e. your assessor!). Therefore, it should be the last section that you revise at the editing stage, making sure that it leads the reader clearly into the details of the subject you have covered and that it is completely free of typos and spelling mistakes.  

Check-list for the Introduction

• Does your introduction start logically by telling the reader what the essay is about – for example, the various adaptations to habitat in the bear family?
• Does your introduction outline how you will address this topic – for example, by an overview of the habitats of bears, followed by in-depth treatment of some specific adaptations?
• Is it free of typos and spelling mistakes?

  An essay needs a conclusion. Like the introduction, this need not be long: 50 to 200 words long, depending on the length of the essay. It should draw the information together and, ideally, place it in a broader context by personalising the findings, stating an opinion or supporting a further direction which may follow on from the topic. The conclusion should not introduce facts in addition to those in the main body.

  Check-list for the Conclusion

• Does your conclusion sum up what was said in the main body?
• If the title of the essay was a question, did you give a clear answer in the conclusion?
• Does your conclusion state your personal opinion on the topic or its future development or further work that needs to be done? Does it show that you are thinking further?

References In all scientific writing you are expected to cite your main sources of information. Scientific journals have their own preferred (usually obligatory) method of doing this. The piece of text below shows how you can cite work in an essay, dissertation or thesis. Then you supply an alphabetical list of references at the end of the essay.

The Harvard style of referencing adopted at the University of Manchester was covered in the Writing and Referencing Skills unit in semester 2. For more information refer to the Referencing Guide from the University Library (http://subjects.library.manchester.ac.uk/referencing/referencing-harvard).

Citations in the text Jones and Smith (1999) showed that the ribosomal RNA of fungi differs from that of slime moulds. This challenged the previous assumption that slime moulds are part of the fungal kingdom (Toby and Dean, 1987). However, according to Bloggs et al . (1999) the slime moulds can still be accommodated in the fungal kingdom for convenience. Slime moulds are considered part of the Eucarya domain by Todar (2012).

Reference list at the end of the essay: List the references in alphabetical order and if you have several publications from the same author(s) written the same year, add a letter (a,b,c…) after the year to differentiate them.

Bloggs, A.E., Biggles, N.H. and Bow, R.T. (1999). The Slime Moulds . 2 nd edn. London and New York: Academic Press.

Todar K. (2012) Overview Of Bacteriology. Available at: http://textbookofbacteriology.net, [Accessed 15 November 2013].

Jones, B.B. and Smith, J.O.E. (1999). Ribosomal RNA of slime moulds, Journal of Ribosomal RNA 12, 33-38.

Toby F.S. and Dean P.L. (1987). Slime moulds are part of the fungal kingdom, in Edwards A.E. and Kane Y. (eds.) The Fungal Kingdom. Luton: Osbert Publishing Co., pp. 154-180 .

EndNote:  This is an electronic system for storing and retrieving references that you have learnt about in the Critical Writing Skills (CWS) unit. It is very powerful and simple to use, but you must always check that the output is consistent with the instructions given in this section.

Visit the My Learning Essentials online resource for a guide to using EndNote: http://libassets.manchester.ac.uk/mle/endnote-guide/ (we recommend EndNote online if you wish to use your own computer).

Note that journals have their own house style so there will be minor differences between them, particularly in their use of punctuation, but all reference lists for the same journal will be in the same format.

First Draft

When you write your first draft, keep two things in mind:

• Length: you may lose marks if your essay is too long. Ensure therefore that your essay is within the page limit that has been set.
• Expression: don’t worry about such matters as punctuation, spelling or grammar at this stage. You can get this right at the editing stage. If you put too much time into getting these things right at the drafting stage, you will have less time to spend on thinking about the content, and you will be less willing to change it when you edit for sense and flow at the editing stage.

Writing style

The style of your essay should fit the task or the questions asked and be targeted to your reader. Just as you are careful to use the correct tone of voice and language in different situations so you must take care with your writing. Generally writing should be:

• Make sure that you write exactly what you mean in a simple way.
• Write briefly and keep to the point. Use short sentences. Make sure that the meaning of your sentences is obvious.
• Check that you would feel comfortable reading your essay if you were actually the reader.
• Make sure that you have included everything of importance. Take care to explain or define any abbreviations or specialised jargon in full before using a shortened version later. Do not use slang, colloquialisms or cliches in formal written work.

When you are editing your essay, you will need to bear in mind a number of things. The best way to do this, without forgetting some, is to edit in ‘layers’, using a check-list to make sure you have not forgotten anything.

Check-list for Style

• Tone – is it right for the purpose and the receiver?
• Clarity – is it simple, clear and easy to understand?
• Complete – have you included everything of importance?

  Check-list for Sense

• Does your essay make sense?
• Does it flow logically?
• Have you got all the main points in?
• Are there bits of information that aren’t useful and need to be chopped out?
• Are your main ideas in paragraphs?
• Are the paragraphs linked to one another so that the essay flows rather than jumps from one thing to another?
• Is the essay within the page limit?

  Check-list for Proofreading

• Are the punctuation, grammar, spelling and format correct?
• If you have written your essay on a word-processor, run the spell check over it.
• Have you referenced all quotes and names correctly?
• Is the essay written in the correct format? (one and a half line spacing, margins at least 2.5cm all around the text, minimum font size Arial 10 point).

School Writer in Residence

The School of Biological Sciences has three ‘Writers in Residence’ who are funded by The Royal Literary Fund. They are:

Susan Barker ( [email protected] )– Thursday and Friday   

Amanda Dalton ( [email protected] )– Monday and Tuesday

Tania Hershman ( [email protected] ) – Wednesday

The writers in residence can help you with any aspect of your writing including things such as ‘‘how do I start?’ ‘how do I structure a complex essay’ ‘ why am I getting poor marks for my essay writing?’

All you need to do is to bring along a piece of your writing and they will discuss with you on a one to one basis how to resolve the problems that you are having with your piece of writing.

The Writers in Residence are based in the Simon Building. Please see the BIOL30000 Blackboard site for further information about the writers’ expertise and instructions for appointment booking.

• ← Tutorial – Appendix 3 EDM Write-up Guidelines – Level 2
• Tutorial – Appendix 4 Oral Presentations – Level 1 & 2 →

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Level 3 length and depth of written answers

Hi all, I just started studying for L3 an am planning to take it in Feb 2023 (whenever the registration opens).

I’m reading the 2022 L3 CFAI materials now to get a taster of the 2023 curriculum. I noticed that the answers in the blue boxes are quite long and elaborate - just worried that I may not be able to reproduce such a well thought through and structured answer on the exam itself.

Are we really required to write in such depth? What would be a sufficient length?

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Getting Possessive About Data: Why Cloud Storage Isn't Really Like Bailment

George Mason Legal Studies Research Paper No. LS 24-19

14 Pages Posted: 14 Aug 2024

Christopher M. Newman

George Mason University - Antonin Scalia Law School

Date Written: August 13, 2024

This essay engages with recent scholarly suggestions that the traditional property categories of possession, bailment, and conversion can and should be applied in a fairly straightforward manner to storage of digital data. On the one hand, I am sympathetic to the concerns underlying these proposals, and agree that digital files meet the basic criteria of "thingness" that could make them intelligible as objects of property rights. While intangibility is not a per se disqualifier in this regard, I nevetheless contend that here the absence of exclusivity as a prerequisite to use of data files causes the animating logic of possession-based doctrines to unravel. 

Keywords: bailment, digital data, in personam, in rem, intangible property, data storage, cloud commuting

JEL Classification: K1, K11, K19, K2, K24

Suggested Citation: Suggested Citation

Christopher M. Newman (Contact Author)

George mason university - antonin scalia law school ( email ).

3301 Fairfax Drive Arlington, VA 22201 United States

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