NAPLAN writing: narrative vs persuasive, with Year 3 and Year 5 examples

Quick answer: The NAPLAN writing test asks for one piece of writing, either a narrative (a story) or a persuasive text (an argument). Students don't know which until the test day, so they need to be ready for both. A narrative is marked on things like character, setting and a clear problem and resolution. A persuasive text is marked on a clear position, reasons, evidence and persuasive language. Both are marked on the same core skills: audience, structure, ideas, vocabulary, sentences, paragraphs, punctuation and spelling.

The NAPLAN writing test at a glance

In 2027, the writing test is on Wednesday 10 March. Because Year 5 is typed, typing practice matters. Because Year 3 is handwritten, legible handwriting and space to fix mistakes matter.

Narrative vs persuasive: the key differences

Both text types are marked against the same ten criteria, with one difference: narratives are marked on character and setting, and persuasive texts on persuasive devices. The full list is:

• Audience
• Text structure
• Ideas
• Character and setting (narrative) or persuasive devices (persuasive)
• Vocabulary
• Cohesion
• Paragraphing
• Sentence structure
• Punctuation
• Spelling

Some criteria, such as audience, sentence structure and spelling, carry more marks than others. A story with a clever idea but run-on sentences and no paragraphs will score lower than a simpler story that's well controlled.

Plan for five minutes first

The most common mistake in timed writing is starting straight away. Five minutes of planning makes the rest faster and better. Use the same simple frame every time so it becomes automatic.

Narrative frame (Year 3 and Year 5)

1. Who and where: one main character, one setting, one detail about each.
2. Problem: what goes wrong or what does the character want?
3. Build: two things the character tries.
4. Resolution: how is it solved, and how has the character changed or what did they learn?

Persuasive frame (Year 3 and Year 5)

1. Position: "I strongly believe that..." (pick the side you can argue best, not the one you "should" agree with).
2. Reason 1 + example
3. Reason 2 + example
4. Reason 3 + example (Year 5; Year 3 can use two)
5. Conclusion: restate the position and end with a strong final line.

Year 3 example: narrative

Prompt (practice example): The box on the doorstep. One morning you find a box on your doorstep. Write a story about what is inside and what happens next.

The Box That Wobbled

On Saturday morning Mia opened the front door to get the newspaper. Sitting on the doormat was a brown box with holes in the lid. It wobbled.

Mia crouched down and pressed her ear to the cardboard. Something inside was scratching. "Mum!" she called, but Mum was still in the shower.

Very slowly, Mia lifted one corner of the lid. A tiny grey nose poked out, then two floppy ears. It was a rabbit! There was a note taped inside. It said, "Please look after Pepper. She needs a kind family."

Mia's heart thumped. They didn't have a hutch or any carrots, and Mum always said pets were too much work. Mia took a deep breath. She found an old laundry basket, lined it with a towel and filled a bowl with water.

When Mum came downstairs, Pepper was asleep in the basket and Mia was drawing a plan for a hutch. Mum looked at the rabbit, then at Mia. "You did all this yourself?" she asked.

Mia nodded. Mum smiled. "Then I think Pepper has found her kind family."

Why this works for Year 3

• Orientation, complication, resolution are all there. The box appears, Mia worries she can't keep the rabbit, and she solves it by showing she's responsible.
• The character changes. Mia proves she can look after a pet, which is why the ending feels earned.
• Details do the work. "Holes in the lid" and "it wobbled" create curiosity without saying "it was mysterious".
• Controlled sentences. Mostly simple and compound sentences, with a few longer ones ("When Mum came downstairs...") to vary the rhythm.
• Paragraphs change when the action changes. Each new paragraph is a new moment.
• Dialogue is short and useful. Two short exchanges, each moving the story on.

Year 5 example: persuasive

Prompt (practice example): Every student should learn to cook at school. Do you agree or disagree? Write to convince a reader of your opinion.

Every Student Should Learn to Cook

Imagine finishing primary school able to solve fractions, write a report and name every planet, but not able to make yourself a healthy lunch. I strongly believe every student should learn to cook at school, because it builds independence, improves health and teaches skills we use in every other subject.

Firstly, cooking makes young people more independent. Many students have parents who work late, and older siblings who look after younger ones. If students know how to cook simple, safe meals, they can help their families instead of relying on packaged snacks. Being able to feed yourself is not a hobby. It is a life skill.

Secondly, learning to cook leads to healthier choices. When students understand what goes into their food, they are far more likely to choose fresh ingredients over takeaway. A student who has made their own vegetable soup knows it can taste better than anything from a packet, and that knowledge lasts for life.

Finally, cooking lessons support other subjects. Doubling a recipe is a maths lesson in multiplication and fractions. Following a method step by step is a reading lesson. Working in a team to finish a meal on time teaches cooperation that no worksheet can.

Some people argue that schools are already too busy and that cooking should be taught at home. However, not every family has the time or the kitchen to do this, and school is the one place every child can learn the same skills fairly.

Cooking is not just about food. It gives students independence, better health and practical skills for every subject. If we want students to be ready for real life, every school should have a kitchen, and every student should learn to use it.

Why this works for Year 5

• The position is clear in the first paragraph and never wavers. The reader knows exactly what's being argued and why.
• The introduction previews the three reasons. This is a simple cohesion technique that makes the whole piece easier to follow.
• Each body paragraph is one reason plus an example. "Doubling a recipe is a maths lesson" is specific, so it persuades more than "cooking is educational".
• It answers the other side. The rebuttal paragraph ("Some people argue... However...") shows maturity and is a strong persuasive device at Year 5.
• Persuasive devices are varied but not overdone: an opening scenario ("Imagine..."), a short punchy sentence ("It is a life skill."), a rule of three in the conclusion and a call to action at the end.
• Connectives guide the reader: firstly, secondly, finally, however.

Common mistakes to avoid

• Not finishing. A narrative without an ending, or a persuasive text without a conclusion, loses marks for structure. Plan the ending before starting.
• Too many characters or events. In 40 minutes, one main character and one problem is plenty.
• Switching sides. In persuasive writing, acknowledge the other view in one paragraph, then return to your own.
• Exclamation marks and capitals for emphasis. Strong word choice persuades better than "REALLY important!!!"
• No paragraphs. Paragraphing is its own criterion. A new paragraph for each new idea or moment is an easy win.

How to practise at home

1. Alternate types each week: one narrative, one persuasive.
2. Always plan for five minutes using the frames above, then write for the remaining time.
3. Time it. 40 minutes for Year 3 and 42 for Year 5, handwritten for Year 3 and typed for Year 5.
4. Mark one thing at a time. Instead of correcting everything, focus feedback on one criterion per piece, such as paragraphing or sentence variety. Our guide to marking your child's timed writing shows how.
5. Rewrite one paragraph. Improving one paragraph after feedback teaches more than writing a whole new piece.

Get feedback on a NAPLAN-style writing task

Writing is the hardest NAPLAN area to judge at home. Our NAPLAN practice tests include writing tasks marked by a human teacher, with comments on the response and rubric scores, so you can see exactly what to work on next.

• Free Year 3 NAPLAN practice test
• Free Year 5 NAPLAN practice test

Frequently asked questions

Does my child get to choose narrative or persuasive?

No. The text type is set for the test, and schools don't know which it will be until the day. Students need to practise both.

How long is the NAPLAN writing test?

40 minutes for Year 3 and 42 minutes for Year 5, 7 and 9.

Is NAPLAN writing typed or handwritten?

Year 3 writing is handwritten on paper. Years 5, 7 and 9 type their response online.

How long should a Year 3 or Year 5 NAPLAN response be?

There's no word count. Quality matters more than length. As a guide, a well-controlled Year 3 piece is often around 150 to 250 words, and Year 5 around 250 to 400, but a shorter piece with a clear structure will score better than a long one that doesn't finish.

Is NAPLAN narrative or persuasive more common?

Both have been set in different years, and the test doesn't announce which in advance, so the safest approach is to be equally ready for both.

What is the most important thing in NAPLAN writing?

Control: a clear structure, sentences that are punctuated correctly, and paragraphs that each do one job. A simple idea written with control scores well.

See how your child's writing measures up. Try a free NAPLAN practice test with human-marked writing feedback.

The example prompts and responses on this page are original practice material written for this guide. They are not official NAPLAN tasks. Practice Tests & Exams is an independent provider and is not affiliated with ACARA or NAPLAN.

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