NC Assessment Focuses: Level Sentence structure Punctuation Curr 7 - 14... · I use a range of punctuation, almost always correctly e.g. commas and speech marks. contrasts in mood,

Narrative Success CriteriaNCLevel

Assessment Focuses:Sentence structurePunctuation

Assessment Focuses:Composition and effectText structure and organisation

1 I can write down my ideasusing words and phrases.

Sometimes I remember touse full stops and capitalletters.

My teacher can understandmy writing.

I can use story words.Sometimes I can link my ideas

together.2 I can write in sentences.

Sometimes I join my ideastogether using “and”, “but”or “then”.

I can use simpleadjectives to give extrainformation about thethings in my story (e.g.good game)

I usually remember to usefull stops and capitalletters.

Sometimes I use questionmarks and exclamationmarks.

I can use interesting words togive more detail to my story.

I can include some dialoguein my story.

I can describe my charactersand setting.

I can write the events in mystory in the right order.

I can start and end my storyusing story language.

I can use time connectives(first, later, then, next) to joinmy events together.

3 I can write a range ofsentences including shortsimple sentences andlonger complex sentences.

I can use the joining words“and”, “but”, “then”,“when”, “so”, within mysentences to join my ideastogether in the right order.

I can begin my sentencesin different ways (e.g.using a phrase or adverb).

I sometimes useadjectives and adverbs inmy sentences.

I can use nouns andpronouns to refer to mycharacters.

I usually remember to usefull stops, capital letters,question marks andexclamation marksaccurately.

Sometimes, I can usespeech marks dialogue.

My writing sounds like a story allthe way through.

I can let my readers know what Ithink about my characters andtheir feelings.

I use description to add detail tomy story.

I sometimes add dialogue to mystory.

I can use precise words.I can create suspense by using

scary description and adverbs(suddenly…)

My story includes a sequence ofevents, which leads to a suitableending.

I can use time connectives,phrases or clauses to show thepassing of time.

Sometimes I remember to writein paragraphs.

Narrative Success CriteriaNCLevel



4 I think about the way I writemy sentences so that theyare precise and have theimpact I want on myreader.

I can use of range ofconjunctions in my complexsentences (because,which, where, when).

I can write in either 1st

person or 3rd personthroughout my story.

I can write in consistentpast tense during my story,except during dialogue,when I can write in presenttense. Sometimes I canalso change the tense forimpact.

I use objectives andadverbial words andphrases to add detail andvariety to my story.

Within my dialogue, Isometimes write speech inthe style of spokenlanguage. I can alsoinclude questions andexclamations in mydialogue.

I am beginning to usepunctuation within mysentences e.g. commasand speech marks.

My story uses the typicalfeatures of its genre e.g.adventure, fantasy.

I can deliberately make myreaders see my charactersor events in a certain waythroughout my story.

I can create realisticcharacters throughdescription, dialogueand action.

I can hook my readerthrough creating suspense,developing a climax,through a surprising endingor through my choice ofwords.

I have developed all parts of mystory equally. The ending isbelievable.

My story is organised intoparagraphs.

Within my paragraphs, mysentences are connected andsequenced.

Sometimes I can move my storyto a different place or time.

5 I can use a range ofsentences effectively for aplanned impact, e.g. shortsentences used for paceand impact, longersentences to move theaction along.

I can expand words andphrases within mysentences (who had asmirk on her face).

I add words and phrasesto create a more precisemeaning.

I can use a range of past,present and future tenseverbs within my story.

Throughout my story I havewritten in an appropriate style forthe genre e.g. sci-fi, historical.

I change the pace of my storydeliberately, e.g. my sentencesshow the speed at which theevents are happening.

My reader knows what I think ofevents, settings, or my characterthroughout my story.

I can use a variety of techniquesto hook my reader, e.g. directaddress, informal style,repetition for effect, wordchoices

I can link my paragraphstogether effectively, e.g.

I use a range ofpunctuation, almostalways correctly e.g.commas and speechmarks.

contrasts in mood, shifts in time(not necessarily in chronologicalorder) and changes in location.

I can avoid repetition byreferring to my characters,events and settings in a varietyof ways, including omission.

Non Chronological Reports Key FeaturesPurpose: to describe the characteristics of something e.g. “Birds”, “AncientGreece”Example: an extract from a general encyclopediaText Structure Introductory information about

what is to be described: who,what, when, where? (overallclassification)

Non-chronological organisation Description organised according to

categories or information Skeleton framework – a

spidergram

Language features Present tense (except historical

reports) Usually general nouns and

pronouns (not particular peopleor things)

Third person writing Factual writing, often involving

technical words and phrases.

Common forms of non chronological reports Information leaflet School-project file Encyclopedia entry Magazine article Non-fiction book Letterp.28, How to teach Writing Across the Curriculum at KS2, Sue PalmerDavid Fulton Publishers

Non-chronological Report Success CriteriaNCLevel


Assessment Focuses:Composition and effectText structure andorganisation



My teacher can understandmy writing.

My writing containsinformation related to thetopic.

I can choose good words forthis topic.

2 I can write in sentences. Most sentences are in present

tense (unless I’m writinghistory).

Sometimes I join mysentences together using“and” or other connectivese.g. “because”, “when”, “or”,“if”

I can use simple adjectives togive extra information aboutthe subject or place in mywriting (a round house)

I usually remember to use fullstops and capital letters.

Sometimes I use questionmarks and exclamationmarks.

I can write several pieces ofinformation.

I can group my sentencestogether if they are about thesame thing.

I can write a simple openingsentence.

I can add detail to give moreinformation.

I can layout my writing toshow how I have organisedit.




3 I can write grammaticallyaccurate sentences which giverelevant, precise information.

I can explain or give reasonswithin a sentences e.g. “Weeat fruit because it hasvitamins”.

I can use the joining words“and”, “but”, “because”,“when”, “or” “if” within mysentences often gives the mainidea.

I use adjectives strings to giveextra information e.g. thin andtall and a bit yellow.

I usually remember to use fullstops, capital letters, questionmarks and exclamation marksaccurately.

I can use bullet points or linebreaks to show a new idea.

My writing looks like a report,e.g. heading/s, introduction,information organised intosections.

I can write a report suitablefor a particular audience, e.g.friend, adult, children.

I can develop each section ofmy writing with detail. Imight also include dialogueor quotation to support myinformation.

I can use words and phrases(technical vocabulary) to givethe meaning precisely).

Within each of my sections, Ican link ideas together wellby using pronouns or relatedvocabulary.

My writing includes anintroduction or conclusion.

I am beginning to useheadings/subheadings,strings of questions andanswers, line breaks, bulletpoints or paragraphing toorganise my writing.

4 My sentences giveinformation clearly-withoutunnecessary extra wordsand phrases.

I can vary my writing by usinga range of statements,questions and exclamations.

I can use more complexconjunctions to join my ideaswithin a sentence, e.g. “which”,“who” to explain clearly.

I expand noun phrases byincluding similes (as big asyour fist) or adjectival phrases(a knobbly piece of blue glass).These help me to be moreprecise.

I might use a range of verbtenses appropriately (past,present and future)

I can use pronounsconsistently to avoidrepetition of my subject.

I can punctuate my sentencesaccurately, including some

My writing includes anintroduction which describesthe purpose of this report.Information is organised intosections that are balanced.My report ends with aconclusion.

I can use words and phrasesto engage my reader.

In each section my ideas linktogether well.

My whole text is connectedthrough reference back andcomparison between pointsin different sections.

I write with a consistentviewpoint, e.g. throughoutmy writing I amexcited/angry/expert.

I can use subheadings, bulletpoints, paragraphing,introductory phrases to showwhen I am beginning a newsection.

commas to mark phrases orclauses.

I can use speech marks whenwriting direct speech or whenwriting a quotation.

I can use bullet points or linebreaks to organise myinformation well.




5 I can write different kinds ofsentences – simple, compoundand complex using a variety ofconjunctions e.g. “otherwise”,“even through”

I can vary the order of mywords in my sentences to havea planned impact on myreader.

I add detail and information tomy sentences throughexpanding phrases andclauses in my sentences, e.g.“the scenery is exciding in amisty cloudy sort of way”

I am able to change the tensewhere necessary, to showmovements between past,present or future events or toshow different points of view.

I can use phrases orquotations to grab my reader’sattention.

I can use a range ofpunctuation, almost alwaysaccurately.

I can use a creativetitle/headline. My introductionis a focused summary. Icover each sectionthoroughly and write aconclusion which drawstogether key features andincluded my thoughts andfeelings about the subject.

I can adapt the task to makeit entertaining andinformative.

I can write interesting factsand reflect on these in mywriting.

I am always aware of myreaders and use a variety ofways to appeal to or engagethem e.g. rhetoricalquestions.

I can include imaginativedetails.

I can use humour, whenappropriate.

I can link my paragraphstogether to give structure tomy whole report.

Persuasion Key FeaturesPurpose: to argue the case for a point of viewExample: an editorial from a spoof newspaperText Structure Opening statement of the case

to be argued Arguments, given in the form of

point plus elaboration Elaboration may be evidence,

explanation, explanation,examples

Conclusion: reiteration of thecase and summary of thepoints.

Skeleton framework – prongedbullet points

Language featuresPresent tenseUsually generic participantsLogical language constructions and

connectives.Persuasive devices, often

including emotive and rhetoricallanguage.

Common forms of persuasion text Advertisement Catalogue Travel brochure Pamphlet from pressure group Political manifesto Newspaper or magazine article

Poster or flier Book blurb Letter to the editor or editorialp.56, How to teach Writing Across the Curriculum at KS2, Sue Palmer,David Fulton Publishers

Persuasion Success CriteriaNCLevel



BelowL3

I can write in sentences.Sometimes I join my ideas

together using “and” or“but” in my sentences.

I can vary my writing bysometimes using a spokenstyle “Get one now!”

I can repeat words to makea point.

I sometimes use capitalletters and full stops.

I can write several points topersuade my reader.

I can describe the argumentand give my opinion.

I can add detail to interest orpersuade my reader (it’sunbreakable)

I can link my sentencestogether e.g. using pronounsto refer back to my subject.

3 I can write longersentences using thejoining words “and”, “but”,“or”, “then”, “because” or“so that”

I can write my sentences inconsistent present tense(unless I’m arguing aboutsomething which happenedin the past)

I can persuade my readerby sometimes using animperative verb at thebeginning of a sentencee.g. “Go down to your toystore!”

I can use adjectives andadverbs to add detail andpersuasion to my argument(only, just, soon, ever)

I can use advertisingphrases and slogans.

I can use full stops, capitalletters, exclamation marksand question marks most ofthe time.

I can use commas in lists.

I can write a series ofpersuasive points.

I can choose appropriatewords to make my argumentsound more convincing(awesome new extremecycle)

I can write in a spoken stylefor a particular effect on myreader, e.g. (yes that’s right)

I can write at lease 2 or 3sentences about each of mypoints. These are linkedtogether with connectives (donod…because; if…then)

I can use paragraphs toshow when I introduce a newpoint.

Persuasion Success CriteriaNCLevel



4 I can vary my sentences forimpact, e.g. starting withimperative, conversationlanguage, questions,adverbs, expanded nounphrases.

I can use more complexconjunctions in mysentences, e.g. “who”,“which”, “if”, “because” and“when”

I can use present tenseconsistently.

I can use technical terms.I can use “either” and “or”

to write down possiblealternative future eventse.g. “you could either tripover the lead or iron thelead”

I can use commas to markmy phrases and clauses.

My writing is persuasive allthe way through.

I can include detail to argue,explain or advise.

I can make my views clearlythroughout my argument.

I can combine descriptionand persuasion andrepetition for effect.

Each of my sections isorganised with a topicsentence and linkedsentences expanding uponthis. Similar points areorganised together.

I can use paragraphs.I can write an introduction

and conclusion for myargument.

5 I can write a range ofdifferent sentences typesusing a variety ofconjunctions, e.g. “which”,“while”, “also”, “otherwise”,“however”

I can expand my phrasesand clauses by addingdetail

I can write using a formaltone when necessary

I deliberately choose to usesimple, repetitive phrasesor sentences for impact.“Beware!”, “He’ll sing, he’lldance, he’ll shout”

I can write in a passivevoice when appropriate,“was made by thecompany”

I can use a range ofpunctuation, almost alwaysaccurately, e.g. brackets,dashes, colons

I can write my argument for achosen audience e.g. adults,children

I can consistently maintainmy viewpoint throughout thewriting e.g. as an expert, withhumour

I can use direct address,questions or slogans toengage my reader.

I choose vocabulary that willgive precise detail andsupport my argument.

I can order my paragraphslogically. My argumentdevelops throughout thewhole text.

I can write an effectiveintroduction and conclusion.

I can use strategic topicsentences to emphasiseimportant points.

My paragraphs are differentlengths to show which pointsare the most important.

My ideas are well linkedwithin and betweenparagraphs.

Instructional Texts Key FeaturesPurpose: to tell someone how to do or make somethingExample: instructions for a craft activityText Structure Title or opening sets out what’s

to be achieved Starts with a list of items

required Often accompanies by

diagram(s) Sequenced steps in order to

achieve the goal – what to doin time order

Skeleton framework – aflowchart

Language featuresUsually written in the imperative,Present tense (some

instructions require third personnarrative)

In time order (often numberedsteps and/or time connectives)

Clear. concise language, e.g.adjectives and adverbs chosenfor clarity rather than vividnessand effect.

The author addresses ananonymous reader, not a namedindividual

Common forms of persuasion text Recipe Technical manual (e.g. for car, a computer) Non-fiction book (e.g. sports skills, art) Timetable, route finder List of rules Posters, notices, signs Sewing or knitting pattern Instructions on packaging (e.g. cooking or washing instructions)p 40, How to teach Writing Across the Curriculum at KS2, Sue Palmer,David Fulton Publishers

Instructional Text Success CriteriaNCLevel





I can write instructions orpoints that can be read byothers.

I can write my instructionsin the right order

I can use numbering toorganise my ideas.

2 I can begin each instructionwith a “bossy” verb(imperative)

I can use connectives to tellmy readers the correct order(first, then)

I can use “how, when andwhere” words and phrases(adverbials) in myinstructions (quietly, in thehall)

Each instruction is completeand make sense on its own.

I usually remember to usefull stops and capital letters.

I can explain all of theprocedure clearly.

I can write my instructionsin chronological order.

I can link each of my pointstogether.

I choose appropriatevocabulary for myinstructions.

Instructional Text Success CriteriaNCLevel



3 I can consistently use“bossy” verbs (imperatives)

I can write simple butprecise instructions

I can include somecomplex sentences withinmy instructions, mainlyusing “then”, “when”, “if”, or“so”, to join my ideastogether.

I can use a “how, when orwhere” word (adverbials)

I can use adjectives to addinformation and precision tomy instructions.

My instructions havecorrect capital letters andfull stops, exclamationmarks and question marks.


I can organise myinstructions into clearchronological order.

I can write instructions whichare presented appropriatelyfor the form (e.g. recipe,rules for playing a game,manufacturer’s leaflet)

I can use numbering linebreaks or paragraphing toorganise my instructions.

I can show my reader myviewpoint e.g. as an expert,advisory tone

I can write formally wherenecessary

I can choose words preciselyI can refer back to items in

previous points usingpronouns.

4 I ensure that myinstructions are clear byusing repetition or varyingthe openings of mysentences.

I can use “if”, “when”, or“because” to join my ideastogether to make complexsentences.

I can write in a consistenttense.

I can use commas withinmy sentences to markphrase and clauses.

I can use bullet points,numbering or line breaks topunctuate my instructions.

I can clearly describe thepurpose of my instructions.

I can organise myinstructions using headings.

I can include information andadvice within my instructions.

I can write in a formal tone,when required.

I can write in a consistentinformative style, with someexplanation.

I can group similar pointstogether.

I may use a topic sentence tointroduce each new sectionof my instructions.

5 I can use a range ofsentence types within myinstructions.

I can vary my sentencestructure.

I can use conjunctions suchas “although”, “which” and“unless” to write complexsentences.

I can add detail to myinstructions usingadjectives and adverbialwords and phrases.

I can clearly establish thepurpose and context of myinstructions.

I can use a formal tone ofaddress throughout myinstructions, whenappropriate.

I can engage my reader byusing personal appeal ordetailed explanation.

I can select imaginative andappropriate points to makewithin my instructions.

I can use a range of verbphrases or tense changesto make my meaning clear.

I can use passive voicewhen required (it isrecommended)

I can change the way Ipresent my information e.g.full sentences within myintroductory paragraph andbullet points for thesequence of instructions.

I can use commas,brackets or dashes withinmy sentences.

I can organise myinstructions with headings.

I ensure that my importantpoints are stressed.

Recount Key FeaturesPurpose: to retell events (from either the point of view of someone whowas there or from an impersonal standpointExample: first or third person account of a school tripText Structure Orientation: setting the scene –

who, what, when, where? Sequential organisation – what

happened, in time order Closing statement(s) – bringing

the writing to a satisfactoryconclusion

Basic skeleton framework – atimeline

Language featuresPast tenseTime connectives and other

devices to aid chronologicalstructure

First – person or third personwriting

Focus on specific participants(named individuals/groups)

Common forms of persuasiontext Letter Autobiography Diary or journal Newspaper report Magazine article Write-up of trip or activity Account of science experiment

Common forms of impersonalrecount Past tense Time connectives and other


First – person or third personwriting

Focus on specific participants(named individuals/groups)

p. 16, 20, How to teach Writing Across the Curriculum at KS2,Sue Palmer, David Fulton Publishers

Recount Success CriteriaNCLevel





I can write a series ofcomments, or a brief list,about the activity or events.

My ideas are about theactivity or events.

I can write my ideas in order.I can use some words linked

to the activity or event.2 I can write in simple

sentences.I can use “and” or “but” to

join my ideas together.I can write in past tense.I can use time connectives

“then”, “so”, “next”, to showthe order of events.

I can use pronouns to referback to people or things Iwrote about earlier.

I can use objectives (agood time).

I can use, “how”, when andwhere” words and phrases(adverbials) to give extrainformation, e.g.in the car

I can use full stops andcapital letters.

I can write a brief sequenceof chronological events.

I can write an opening thattells my reader when andwhere this event happened.

I can add detail to myrecount by includingdescription.

I can detail to my recount byincluding description.

I can use some goodvocabulary to describe theevents.

I might use some dialogue.I am clear who I am writing

for and may refer to myreader e.g. “you would enjoythe horse riding”.




3 I can write in past tense butuse present tense fordialogue.

I can write in compound orcomplex sentences using“and”, “but”, “or” “when” or“if” to join my ideastogether.

I can use adjectives toprovide detail.

I can use “how, when andwhere” words (adverbials)

I can evaluate theexperience.

I can change the wordorder of my sentences tohave an impact on myreader.

I can use full stops, capitalletters, exclamation marksand question marks.

I can use speech marksand commas in lists.

I can make my writing soundlike a recount from beginningto end.

I can spend equal amountsof time describing each partof the activity/events.

I can explain the events.I can write a suitable ending

for my recount.I can use time connectives to

organise my recount.I can start a new paragraph

when I begin to describe anew event.

I can add detail anddescription to my recount.

I can include dialogue.I can use good vocabulary to

my recount.Within each paragraph, my

sentences are linkedtogether.

4 I can write complexsentences using “when”,“if”, “because” to join myideas.

I can vary the structure ofmy sentences usingadverbials (suddenly) andadjectives, (dark, damproom).

I can write about differenttimes in the past usingverbs correctly.

I can write a recount that islaid out correctly for form e.gletter, newspaper.

I know who I am writing forand include information forthem.

I can thoroughly cover all ofthe events in an engagingstyle.

I can write with a consistentviewpoint e.g. enthusiasm,informative

I can use direct address(You’ll) to engage my reader.

I can use paragraphs toorganise my events.

I can sequence myparagraphs logically.

Within each paragraph, I usea topic sentence and similarideas are grouped together.




5 I can use a range ofsentences types in myrecount.

I can use a varied range ofconjunctions, e.g. “which”,“although”

I can structure mysentences to make mymeaning clear e.g. I putimportant information at thebeginning of the sentence; Ijoin related informationtogether using connectives.

I craft my sentences for aparticular effect, e.g. shortsentences for impact,passives for alter focus,adverbials to giveemphasis.

I can use adjectives to giveextra information about thenouns.

I can correctly punctuatemy sentences usingbrackets, dashes, colons,speech marks.

I can adapt and shape myideas for effect.

I can control my viewpointe.g. journalistic view

I can use a range of stylisticdevice to engage my readere.g. simile, colloquial/emotivelanguage.

I can logically order myparagraphs.

In can write paragraphsusing topic sentences whichare then supported andexpanded with relevantdetail.

I can link by paragraphstogether using adverbials orconnectives.

Explanation Key FeaturesPurpose: to explain how or why something happensExample: an extract from a science textbookText Structure Title often asks a question or

defines the process to beexplained

Text usually opens with generalstatement(s) to introduce thetopic

A series of logical stepsexplaining the process, usuallyin time order

Often accompanied bydiagram(s)

Basic skeleton framework – aflowchart

Language featuresPresent tense (the process is

general)Time connectives and other


Casual connectives and otherdevices demonstrating causeand effect.

Common forms of explanation text Textbook Encyclopedia entry Non-fiction book (e.g. geography, biology) Technical manual (e.g. for car, dishwasher) Question and answer articles and leaflets Write-up of science experimentp 48, How to teach Writing Across the Curriculum at KS2, Sue Palmer,David Fulton Publishers

Explanation Success CriteriaNCLevel



BelowL3

I can write in sentences.I can join my clauses with

“and” and “but”.Sometimes I remember to

use full stops and capitalletters.

I can write a series ofcomments or observations.

I can interest my reader byadding detail to myexplanation.

I can organise my ideas intosequences of sentences.

I can start a new line when Ibegin to write about a newtopic.

I can write the process partof my explanation in the rightorder.

I can use simple words andphrases to join myexplanation together (and,but)

I can use pronouns to referback to people or things thatI mention earlier.

3 I can write in simple andcompound sentences ( Ican join my ideas with“and”, “but”, “or”)

I can write my explanationin present tense (unless Iam writing aboutsomething that happenedin the past or somethingwhich might happen in thefuture).

I can use some cause andeffect conjunctions e.g.“because” and “so”.

I can use adjectives togive more information tomy explanation e.g. “tinycapillary blood vessels”

I can make generalisationsin my explanation (always,never, every)

I can use full stops, capitalletters, exclamation marksand question marks mostlyaccurately.


I can make my writing looklike an explanation:o title written as a

question,o general introduction,o process written in

chronological ordero concluding statemento a diagram

I can write in an impersonalstyle

I can use technicalvocabulary, (e.g. oxygen,veins, arteries)

I can use time connectivese.g. “then” to show the orderin the process.

I can use some words toshow that the process isgeneral e.g. human beings

I can link together 2 or 3sentences to show causeand effect e.g.not…because; if…then)

I can layout my text to showhow it is organised e.g. linebreaks, subheadings,paragraphs

I can use pronouns to referback to people or things Iwrote about earlier.

Explanation Success CriteriaNCLevel



4 I can write simple,compound and complexsentences accurately.

I can use a range ofconjunctions to develop myexplanation e.g. if,because, which, when

I can use adverbial wordsand phrases (how, whenand where)

I can use more than oneadjective to giveinformation e.g. brightcolourful signs.

I can use a range of wordsto refer to the samepeople/things e.g. Year 6children/we/pupils/students to avoidrepetition.

I can write in present tensewhen explaining somethinghappens now.

When explaining somethingthat might happen in thefuture, I can verbs in futuretense, e.g. could, would,might should


I can use commas in lists.Sometimes, I remember to

use commas to markphrases and clauses.

I can write in an explanationform:o title written as a

question,o general introduction,o process written in

logical,chronological order

o conclusiono a diagram

I can make my explanationsuit my purposes, e.g.formal, impersonal, in form ofleaflet, letter etc.

I can thoroughly cover allinformation – I writeappropriate amounts for allparts of my explanation.

Each of paragraphs/sectionsare well organised, e.g.begins with an introductorysentence and is followed bya sequence of sentenceswhich explain or give moredetail.

I can maintain the sameviewpoint throughout mywriting, e.g. an expert, aconcerned person, anenthusiast.

I can choose my vocabularyto make sure my explanationsounds impersonal, e.g. fatalinjuries, hot appliances.

I can use paragraphs/bulletsetc. consistently.

I can use introductoryphrases and subheadings. Ifused, conventional phrases(firstly, secondly, last of all)are smoothly blended intomy writing.

I can join my ideas togetherthroughout my writing byreferring back to points Imade earlier in the text, e.g.These suggestions…

5 I can write simple,compound and complexsentences using variedconnectives, e.g. which,

I can make points to appealto my particular audiencee.g. parents (if you haveyoung children around).

who, otherwise, however. I can write longer phrases

and clauses to give myinformation economically.

I use shorter sentences tomake an impact.

I can write using a formaltone, e.g. “when not inuse”

I can use adverbials (how,when, where) to addprecision to myexplanation, e.g.especially, slightlyhealthier, severely.

I can use a range of verbse.g. passive (has been leftout), past (we have been)and future (we expect tomake)

I can use a range ofpunctuation, almostalways accurately e.g.brackets, dashes, colons.

I can sustain and control thesame viewpoint throughoutmy writing, e.g. urgent,warning, confident, business-like, reassuring

I can directly address myreader using rhetoricalquestions.

I use synonyms throughoutmy writing to ensure that Idon’t overuse words e.g.delicious/tasty, oxygen/thisgas.

I can choose words toengage my reader.

I can organise my writing sothat my main points areemphasised.

I can link my paragraphstogether to give a clearstructure to my whole texte.g. referring back andforwards.

All my paragraphs aredeveloped with supportingdetail and explanationsupporting my maininformation.

Discussion Key FeaturesPurpose: to present arguments and information from different

viewpointsExample: an answer to an essay questionText Structure Opens with a clear statement

of the issue under discussion One of two types of

organisation:o Arguments for +

supporting informationfollowed by argumentsagainst + supportinginformation

o Argument / counter-argument presented onepoint at a time

Arguments supported byevidence and / or examples

Reader must be clear whichside argues which point

Skeleton framework – a for-and-against grid.

Language featuresGenerally presented tense, third

personFormal, impersonal style

Logical language constructionsand connectives

Connectives / languageconstructions to show shifts fromone point of view to the other.

Common forms of persuasion text Newspaper editorial Non-fiction book on an ‘issue’ Exam answer in secondary education Write-up of a debate Formal essay Leaflet or article giving balanced account of an issue.p 64, How to teach Writing Across the Curriculum at KS2, Sue Palmer,David Fulton Publishers

Discussion Success CriteriaNCLevel



3 I can write in simple andcompound sentences.

I can use “and”, “but”, and“so” to join my ideastogether.

I can use an adjective togive more information tomy discussion,


I can write a discussion tomatch the purpose.

I can make my argumentsand give some detail toexplain them.

I can show that I am awareof my reader by mentioningthem or choosing informationthat would interest them.

I can write discussions thatare generally in presenttense and third person.

Sometimes I can organisemy writing into sections /paragraphs.

I can group my similar ideastogether.

Within my sections I can linkmy ideas together.

Discussion Success CriteriaNCLevel



4 I can use complexsentences to explain myargument, e.g. if they worktoo long hours...; becauseof over crowding.

I can vary the subjects ofmy sentences.

I can use verbs in presenttense or in future tense toexpress a futureconsequence.

I can use more than oneadjective to give moreinformation to myarguments.

Sometimes, I can usecommas to mark phrasesand clauses.

I can write a discussionwhich is organised intosections and has a clearopening and closingstatement.

I can write about severalarguments for and againstthe subject.

I can show that I knowpeople have differentopinions about this subject,e.g. Some people believethat…

When appropriate, I canwrite in an impersonal style,using formal language.

I can use connective wordsand phrases to help myreader understand how Ihave organised mydiscussion, e.g. firstly,secondly, some advantages,some disadvantages include.

Each of my paragraphs areintroduced by a topicsentence and thendeveloped by giving reasonsor examples.

5 I can write sentenceswhich reason by linkingconjunctions, e.g. if…then… because.

I can write sentences withverbs that indicate apossibility (might bedangerous), necessity(they would need to) orconsequence (this couldlead to).

I can use expandedphrases and clauses toexpress my ideaseconomically.

I can vary my sentencestructure.

I can write a discussionwhere almost all of mysentences are correctlypunctuated with a range ofmarks e.g. comma, colon,bracket

I can write for a particularaudience and purpose.

I can write with detail todevelop my ideas effectively.

I can clearly show thedifferent opinions on thissubject. I can clearly showthe difference between theseopinions and my own.

I can use formal languageand rhetorical questions toengage my readers.

I can choose words with areformal and precise explainmy meaning.

I can link my paragraphstogether to give a clearstructure to my whole texte.g. by referring back andforwards.

I can use connectives toshow shifts from one point ofview to another (on the other

hand, however).I can write paragraphs where

my main idea is developedwith relevant detail,argument or example.

I can link my ideas togetherby summarising (these threethings need…) or by usingpronouns.

Documents

NC Assessment Focuses: Level Sentence structure Punctuation Curr 7 - 14... · I use a range of punctuation, almost always correctly e.g. commas and speech marks. contrasts in mood,