Lesson 10: Portfolio Evidence and Choice-Preserving Sharing
Curate three pieces, annotate deliberate decisions, and choose a sharing mode that protects writer agency.
Ngā Whāinga Akoranga | Learning intentions
We are learning to: select and explain writing evidence for a particular reader and purpose.
Success evidence: I can curate across two forms, cite a before-and-after revision, explain an intended effect, and choose an appropriate mode of sharing.
Te Whakatakotoranga | Run of show
- Notice — evidence, not decoration 6 min
- Model — curate for a reader 10 min
- Guided test — moderate anonymous samples 13 min
- Independent writing — assemble the portfolio trail 20 min
- Reader evidence and revision — test whether the evidence travels 8 min
- Exit — name the next writer decision 3 min
Total: 60 minutes.
Tirohanga whānui | Teaching focus
The capstone assesses textual control and metacognition, not charisma or disclosure. A portfolio is coherent when its annotations let a reader see decisions across time; it does not need a dramatic personal story or public performance.
You’ll need
- Workshop 10 learner page, printed or open digitally.
- Open the portfolio evidence rubric and Workshop 10 table.
- Arrange private, partner, pseudonymous display, and audio submission options before class.
Original mentor material
Model evidence note: “In the first version I wrote ‘everyone needs this’. I changed it to ‘84 of 120 fictional survey respondents supported a trial’ because the narrower claim matches the evidence and makes the proposal more credible.”
Notice — evidence, not decoration 6 min
Run it
- Compare the model note with “I improved my vocabulary.”
- Underline the exact before-and-after language, named decision, and reader effect.
- Identify what a portfolio cover or design cannot prove about writing control.
Model — curate for a reader 10 min
Run it
- Select three fictional sample pieces in two forms and state why each adds different evidence.
- Model a 90-word commentary that connects purpose, choice, and effect.
- Choose a private submission mode and show that it can satisfy every criterion.
Guided test — moderate anonymous samples 13 min
Run it
- Pairs use the rubric on two short anonymous evidence notes.
- Locate textual evidence before assigning a level.
- Rewrite one vague comment so it points to an observable next decision.
Independent writing — assemble the portfolio trail 20 min
Run it
- Select three pieces across at least two forms; a current class draft may replace any workshop product.
- For each, name purpose and audience, one deliberate move, and one revision with both versions.
- Draft a 180–250 word reflection citing the learner’s own words or structures.
Reader evidence and revision — test whether the evidence travels 8 min
Run it
- A trusted reader checks whether each commentary can be verified in the attached writing.
- The writer adds or narrows one citation where the explanation outruns the evidence.
- Select and record a sharing mode; public display and reading aloud remain optional.
Exit — name the next writer decision 3 min
Run it
- Write one craft decision you can now control and the next decision that deserves practice.
Ngā huarahi ako | Differentiation
Tautoko / Support
- Reduce the portfolio to two pieces while retaining two forms and revision evidence.
- Offer audio commentary, scribing, or a sentence frame linked to the same rubric.
Toitoi / Extension
- Trace a recurring craft decision across all three pieces and explain how its effect changes by form.
- Write a short curatorial note for two different audiences and compare the mode choices.
Mana, safety, and writer choice
Private kaiako submission, trusted-reader exchange, pseudonym, and audio are valid. Assessment never depends on identity disclosure, handwriting, performance confidence, eye contact, accent, or willingness to publish.
Hononga marautanga | Curriculum
"Considering an audience involves analysing its characteristics (e.g. age, interests, background knowledge) and anticipating its expectations, which informs decisions about tone, content, structure, and mode of delivery."
"Writers use feedback to evaluate and refine how effectively a text engages its audience and achieves its intended purpose, making adjustments as needed."
Learners analyse the portfolio reader, choose content and mode, then refine the evidence using feedback against intended purpose.
Sources and authority
- Curriculum wording: active Te Mātaiaho Phase 4 English corpus; statement IDs are embedded above.
- The model evidence note refers only to the explicitly fictional data set in Lesson 6.