Assessment Criteria for Levelling Writing

Adapted from the National Curriculum, the Primary National Strategy and APP Assessment Foci

Assessment Criteria for Writing

Rationale The criteria we use to assess writing are rooted within the national APP assessment foci with some elaboration derived from the National Curriculum level descriptors, Letters and Sounds expectations and the strands of the Primary National Strategy. This elaboration helps us to focus on ensuring children are widening their skills in preparation for the next level whilst still working within an earlier level. The White statements are taken directly from the National APP. Blue statements are the ones we have added to encourage us to focus on broadening skills in preparation for next level. We have divided the criteria for levelling into a, b, c to aid teachers in making a best fit judgement as to high, secure and low. Aims The aim of using the criteria is to help us to make consistent judgements across the school and with other schools in order to ensure that the progress of children, cohorts and our school can be tracked and appropriate targets can be set. Assessment Foci When assessing writing, the Assessment Foci should be considered in pairs and in the order shown below. AF5 vary sentences for clarity, purpose and effect. AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. AF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events. AF4 construct paragraphs and use cohesion within and between paragraphs. AF1 write imaginative, interesting and thoughtful texts. AF2 produce texts which are appropriate to task, reader and purpose. AF7 select appropriate and effective vocabulary. AF8 use correct spelling. H&P - Handwriting and presentation. National Curriculum Level Descriptors Level 1 Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated. 1C: Pupils produce recognisable letters and words or symbols to convey meaning. Some commonly used letters are correctly shaped but may be inconsistent in their size and orientation. Some of their writing may still need to be mediated to be understood. 1B: Pupils structure some phrases and simple statements using recognisable words to communicate ideas. Their writing can generally be understood without mediation. They begin

Silkstone Primary School

to show an understanding of how full stops are used. Most letters are clearly shaped and orientated. 1A: Pupils use phrases and simple statements to convey ideas, making some choices of appropriate vocabulary and some words are spelt conventionally. Letters are clearly shaped and correctly orientated. Pupils make some use of capital letters. Level 2 Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size. Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible. Level 4 Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible. Level 5 Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

Glossary of Terms
Level 1 Building sentences Phrase A group of words that makes sense but does not contain both a subject and a verb. the big dog Clause A group of words that contains both a subject and a verb. the big dog was barking Sentence There are 3 types of sentence: A simple sentence is a clause with a capital letter added at the beginning and a full stop at the end. The big dog was barking. Compound sentences are explained in Level 2. A complex sentence is explained in Level 3. Digraph More than one letter is used to represent a single phoneme. Consonant digraphs include ch, ck, ng, sh, th. Vowel digraphs include ai, ee, ie, oa, ue. Phonetic attempt Phonological awareness is awareness of sounds in words, therefore to make a phonetic attempt is to attempt to read a word using phonetic knowledge to sound the word. It is to use phonic knowledge to segment and blend component sounds.

Level 2 Ascender In written or typed script, many letters have the same height: a,c,e,m,n etc. Some letters have parts which extend beyond this: b, d,f,h,k,l,t. These parts are called ascenders. Descender In written or typed script, many letters have the same height: a,c,e,m,n,o,r,s,u,v,w,x,z. Some letters have parts which extend below this: g,j,p,q,y, sometimes also z and f.. These parts are called descenders. Grammatical function words These are words that have little meaning or ambiguous meaning on their own. Their function is to express grammatical relationships with other words within a sentence. Lexical/content words These words give the meaning to a sentence eg nouns, verbs, adjectives, adverbs. Inflected endings Inflection is a change to the end of a word to indicate tense, number or other grammatical features. For example: Walk-walks/walked/walking Morpheme A single-morpheme is the simplest unit of meaning eg luck (1 morpheme), lucky (2 morphemes), unlucky (3 morphemes); people (1 morpheme), peoples (2 morphemes). Pronoun There are several kinds of pronoun, including: Personal pronoun e.g. I, me ,he, him, she, her, they them, it. I like him. They dont want it. Possessive pronouns e.g. mine, yours, his hers, ours, theirs, its. Is this book yours or mine? Reflexive pronouns e.g .myself, herself, themselves, etc. I hurt myself. Enjoy yourselves! Indefinite pronouns e.g. someone, anything, nobody, everything. Interrogate pronouns e.g. who/whom, whose, which, that. Who did that? What happened? Relative pronouns e.g. who/whom, whose, which, that. The person who did that...The thing that annoyed me.. Sentences There are 3 types of sentence: A simple sentence is a clause with a capital letter added at the beginning and a full stop at the end. The big dog was barking.

A compound sentence has two or more clauses joined together by a coordinating conjunction (and, but, so). The big dog was barking and the big dog ran after the ball. It can be shortened by removing the repetition within the sentence. The big dog was barking and ran after the ball. Level 3 Adverbials A word or group of words playing the role of an adverb e.g. in the rain in the sentence Im singing in the rain. Comma splicing Commas are sometimes used incorrectly to mark any grammatical boundary. When a comma is the only link between the clauses, it is known as the comma splice. She turned round but there was no one there except a painting, all of a sudden the people in the painting moved and started talking again, Jade couldnt believe her eyes. A simple rule of thumb to tell whether a comma is being used to splice the main clauses together, is to see if you could substitute a full stop. In each case in the example, a full stop would work. She turned round but there was no one there except a painting. All of a sudden the people in the painting moved and started talking again. Jade couldnt believe her eyes. So both the commas must be splices and incorrect. To correct a comma splice, you could substitute a full stop, but this could lead to very staccato sentences and sometimes you may wish to suggest a closer link between clauses. In this case, you could substitute a dash, a semi-colon or possibly a colon. Alternatively, you could link the clauses by inserting a conjunction. There are several acceptable ways of correcting the example. A dash probably captures the writers intention. She turned round but there was no one there except a painting. All of a sudden, the people in the painting moved and started talking again Jade couldnt believe her eyes. Comparatives Usually involves ending an adjective or adverb in er to denote the size or quality, e.g. bigger, smaller, happier, quicker, slower. The comparison may be indicated by the use of the word more, e.g. more sad, more beautiful. Subordination This is used when talking about clauses. A subordinate clause is part of the main clause but cannot stand alone to make sense. Although it was cold, the weather was pleasant enough. Although it is cold does not make sense alone but when added to the main clause it can be understood in context. Sentences There are 3 types of sentence:

A simple sentence is a clause with a capital letter added at the beginning and a full stop at the end. The big dog was barking. A compound sentence has two or more clauses joined together by a coordinating conjunction (and, but, so). The big dog was barking and the big dog ran after the ball. It can be shortened by removing the repetition within the sentence. The big dog was barking and ran after the ball. A complex sentence has one main clause (which can stand on its own and make complete sense) and one or more subordinate clauses (which do not make sense on their own). Conjunctions like when, if, because, whenever are subordinating conjunctions. When you put one at the front of a clause you automatically make it into a subordinate clause, e.g. I am eating in the kitchen because I am hungry. Because I am hungry, I am eating in the kitchen. I am eating in the kitchen makes sense on its own so it is the main clause but because I am hungry does not make sense on its own so it is the subordinate clause. Viewpoint All writing is done from a viewpoint. The viewpoint is whose, or what, point of view it is written from. The most obvious viewpoint is seen in narrative writing: - the 1st person (I was ... I am ... I will ...),
-

the 2nd person (You were ... You are ... You will ...), the 3rd person (She was ... She is ... She will).

Non-narrative writing also has a viewpoint which might be very explicit, as in persuasive writing, or more implicit, as in many non-chronological reports, or neutral, as in a discussion. Writing is more credible and more effective when the viewpoint is consistent. Level 4 Connectives A connective is a word or phrase that links ideas together and maintains the cohesion of a text. There are 2 main types of connective. 1. Conjunctions are one type of connective and their job is to join two ideas in one sentence. There are 2 types of conjunction: a) Coordinating conjunctions, i.e. and, but, or, so. As a general rule they should not be used at the beginning of a sentence unless it is to achieve a particular effect).
b) Subordinating conjunctions, e.g. when, after, as, since, before, although, unless,

provided that, because, as long as, apart from, while, if, until, whilst, whereas, even if, whether or not, whenever, so that, even though. These often occur in the middle of a sentence. However, most of them can be rearranged to the beginning of a sentence.

2. The other type of connective is used to join the ideas in one sentence to the ideas in a previous sentence or paragraph. These connectives are often sentence openers. Examples of these connectives and their role within the text are: also, furthermore, moreover, as well as, likewise, similarly, in addition (addition) however, nevertheless, on the other hand, alternatively, otherwise, despite this, on the contrary (opposition) besides, anyway, after all, above all, in particular, especially, significantly, indeed, notably, as already stated (reinforcing) for example, in other words, that is to say (explaining) first(ly), first of all, next, secondly, thirdly, finally (listing) therefore, consequently, as a result, in conclusion, to summarise (indicating result) then, just then, meanwhile, later , eventually, afterwards (indicating time)

Homophones Words that have the same sound as another but different meaning or different spelling e.g. read/reed, pair/pear. Level 5 Derivational suffixes This is a suffix added to a word that changes its meaning, e.g. diction + ary = dictionary. Adding the suffix is not always straightforward, e.g. prince + ess = princess. Likely errors occur in spelling due to the number of different rules applied to adding derivational suffixes. Nominalisation of succinctness This is a technique used to define or identify something with very little detail. e.g. a bullet pointed list made up of phrases rather than sentences; an instructional text with simple actions and no adjectives or adverbs, using the noun Rottweiler to describe, by association, much more than the noun dog. Shades of meaning Shades of meaning is a phrase used to describe the small, subtle differences in meaning between similar words or phrases; 'kid' and 'youth' both refer to young people, but carry differing views and ideas about young people. Syntax Is the study of sentence structure i.e. how words are used together in a sentence.

Level 1 APP Criteria for Writing

1c 1c 1c 1c 1c 1c AF5 AF7 AF7 H&P H&P

1c 1b 1b 1b 1b 1b 1b 1b 1b 1b 1b 1b AF5 AF6 AF3 AF4 AF1 AF8 AF8 H&P AF5 AF1 AF8

1b 1b 1b 1a 1a 1a 1a 1a 1a 1a 1a 1a 1a

AF8 AF8 H&P AF6 AF3 AF1 AF2 AF8 H&P AF5 AF6 AF7 AF8

1a 1a

H&P H&P

Reliance on simple phrases and clauses. Mostly simple vocabulary. Communicates meaning through repetition of key words. Spaces between words. Upper and lower case sometimes distinguished. Mostly accurate spelling of words from Phase 3 Letters and Sounds. Tricky words: the, to, I, no, go, into. Decodable words: a, an, and, as, at, back, big, but, get, got, had, him, his, if, in, is, it, mum, not, put, up. Use phonic strategies for any unknown word. Some sentence-like structures formed by chaining clauses together, e.g. series of ideas joined by repeated use of and. Some awareness of use of full stops and capital letters, e.g. beginning/end of sentence. Some formulaic phrases indicate start/end of text, e.g. once upon a time, one day, the end. Simple connections between ideas, events, e.g. repeated nouns, pronouns relate to main idea. Basic information and ideas conveyed through appropriate word choice, e.g. relate to topic. Sufficient number of recognisable words for writing to be readable, including, e.g. use of letter names to approximate syllables and words. Phonetically plausible attempts at words with digraphs and double letters. Most letters correctly formed and orientated. Compose and write simple sentences independently to communicate meaning (2 or 3 sentences). To begin to produce own ideas for writing. Mostly accurate spelling of words from Phase 4 Letters and Sounds. Tricky words: are, be, he, her. Me, my, she, was, we, you. Decodable words: down, for, look, now, see, that, this, them, then, too, will, with. To use Phase 2 and 3 graphemes to spell unfamiliar words. To make a good attempt at spelling their last name (including capital letter). Beginning to show some joins in graphemes representing common phonemes. Mostly grammatically accurate clauses. Events/ideas sometimes in appropriate order, e.g. actions listed in time sequence, items numbered. Some descriptive language, e.g. colour, size, simple emotion Some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message. Usually correct spelling of simple high-frequency words. Use of ICT, e.g. use keyboard to type own name. Use a simple connective within a sentence (e.g. and, so, because, but, then, next) may only ever be and. Write 4 or 5 sentences independently with full stops and capital letters. Begin to use different sentence openers. Mostly accurate spelling of words in Phase 5 Letters and Sounds. Tricky words 1: come, do, have, like, little, one, out, said, so, some, there, what, were, when. Decodable words 1: children, from, just, its, help, went, Tricky words 2: asked, called, could, looked, Mr, Mrs, oh, people, their. Decodable words 2: about, by, came, day, dont, here, house, Im, made, make, old, put, saw, time, very, your. Begin to use capital letters for names. Letters to sit on the line with clear ascenders and descenders although there might be some

inconsistency in size. White statements are taken directly from the National APP. Purple statements are the ones we have added to encourage us to focus on preparing for next level.

Level 2 APP Criteria for Writing

2c 2c 2c 2c 2c 2c 2c 2c AF5 AF6 AF6 AF3 AF1 AF2 AF7 AF8

Mainly simple sentences with and used to connect clauses. Clause structure mostly grammatically correct. Sentence demarcation with capital letters and full stops usually accurate. Openings and/or closings sometimes signalled. Mostly relevant ideas and content, sometimes repetitive or sparse. Some basic purpose established, e.g. main features of story, report. Simple, often speech-like vocabulary conveys relevant meanings. Usually correct spelling of high frequency grammatical function words e.g. a, am, an, and, anybody, are, as, at, be, between, can, do, either, got, have, he, in, is, it, more, much, must, my, need, no, not, of, one, or, should, that, the, they, used, when, while, will, without. Letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters. 50 words or more. Use different conjunctions to join compound sentences (e.g. and, so, because, but, then, next). Some variation in sentence openings, e.g. not always starting with name or pronoun. Some accurate use of question marks. Some basic sequencing of ideas or materials eg time-related words or phrases, line breaks, heading, numbers. Some apt word choices create interest. Some appropriate features of the given form (text type) used. Usually correct spelling of common single-morpheme content/lexical words. Clear letter formation with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words. 100 words or more in long tasks. Can use phonically plausible strategies to attempt to spell unknown polysyllabic words. Usually uses capital letters for names.

2c 2c 2c 2b 2b 2b 2b 2b 2b 2b 2b 2b 2b 2a 2a 2a 2a 2a 2a 2a

H&P

AF5 AF6 AF3 AF1 AF2 AF8 H&P

AF5 AF6 AF6 AF4 AF1 AF2 AF7

Past and present tense usually consistent. Some accurate use of exclamation marks. Some accurate use of commas in lists. Ideas in sections grouped by content, some linking by simple pronouns. Brief comments, questions about events or actions suggest viewpoint. Some attempts to adopt appropriate style. Some adventurous word choices, e.g. opportune use of new vocabulary. 120 words or more in long tasks. Sustain text type. Link ideas and events using strategies to create flow, e.g. first, next, last time, also, after, then, soon, at last, and another thing. Consistent joined handwriting. Sentence punctuation accurate 80% of time.

2a 2a 2a 2a

White statements are taken directly from the National APP. Purple statements are the ones we have added to encourage us to focus on preparing for next level..

Level 3 APP Criteria for Writing

3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3b 3b 3b 3b 3b 3b 3b 3b 3b 3b 3b 3a 3a 3a 3a 3a 3a 3a 3a 3a 3a AF7 AF5 AF6 AF6 AF3 AF4 AF1 AF2 H&P AF5 AF6 AF6 AF3 AF3 AF4 AF4 AF1 AF2 AF8 AF5 AF5 AF6 AF3 AF4 AF1 AF1 AF2 AF7 AF8 H&P AF2 Reliance on mainly simply structured sentences, variation with support, e.g. some complex sentences. Some limited variation in the use of tense and verb from, not always secure. Comma splicing evident, particularly in narrative. Some attempt to organise ideas with related points placed next to each other. Some internal structure within sections of text (sentences flow logically). Some inappropriate ideas and content included. Some attempt to elaborate on basic information or events e.g. nouns expanded by simple adjectives. Purpose established at a general level (writing to text type). Simple, generally appropriate vocabulary uses, limited in range. Correct spelling of some grammatical function words. Legible style, shows accurate and consistent letter formation, sometimes joined. Some attempts at appropriate style (text type), with attention to the reader. 2 paragraphs (if appropriate) and 140 words or more in long tasks. and, but, so are the most common connectives, subordination occasionally. Straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks. Some, limited, use of speech. Openings and closings usually signalled (introduction and conclusion). Some attempt to sequence ideas or materials logically. Within paragraphs/sections some links between sentences e.g. use of pronouns or adverbials. Movement between paragraphs/sections sometimes abrupt or disjointed (but most flows). Attempt to adopt a viewpoint, though often not maintained or inconsistent, e.g. attitude expressed but with little elaboration. Main features of selected form (text type) sometimes signalled to the reader. Correct spelling of common lexical/content words with more than one morpheme, including compound words. 3 paragraphs (if appropriate) and 160 words or more in long tasks. Some words selected for effect or occasion. Can extend sentences using a wider range of conjunctions to clarify relationships between points and ideas e.g. when, because, if, after, while, also, as well. Can experiment with a wide range of punctuation, although use may not always be accurate (e.g. commas; speech marks; exclamation marks; apostrophes and dialogue). Can usually use correct grammatical structures in sentences, e.g. nouns and verbs agree. Can structure and organise given text type clearly including beginning, middle, and end though end may be brief. Can link and relate events, including past, present and future, sensibly, e.g. afterwards, before, also, after a while, eventually. Can develop characters and describe settings, feelings and emotions if appropriate. Can adapt form and style for purpose, e.g. clear difference between formal and informal tone. Can use cursive script accurately and neatly. 4 paragraphs (if appropriate) and 180 words or more.

Level 4 APP Criteria for Writing

Some variety in length, structure or subject of sentences. Sentences demarcated accurately throughout the text, including question marks. 4c AF3 Ideas organised by clustering related points or by time sequences. 4c AF3 Ideas or material generally in logical sequence but overall direction of writing (order of paragraphs) not always clearly signalled. 4c AF4 Paragraphs/sections help to organise content, e.g. main idea usually supported or elaborated by following sentences. 4c AF4 Within paragraphs/sections, limited range of connections between sentences, e.g. over-use of also or pronouns. 4c AF4 Some attempts to establish simple links between paragraphs/sections not always maintained, e.g. firstly, next. 4c AF1 Relevant ideas and content chosen. 4c AF2 Main purpose of writing is clear but not always consistently maintained. 4c AF8 Correct spelling of most common grammatical function words (high frequency words used to hold sentence together), including adverbs with ly formation. 4c 5 paragraphs (if appropriate) 200 words or more in a long task. 4c H&P Clear, neat and legible cursive style. 4b AF5 Use of some subordinating connectives throughout the text, e.g. if, when, because. 4b AF6 Speech marks to denote speech generally accurate, with some other speech punctuation. 4b AF6 Commas used in lists and occasionally to mark clauses, although not always accurately. 4b AF3 Ideas are organised simply with a fitting opening and closing, sometimes linked. 4b AF1 Some ideas and materials developed in detail, e.g. descriptions elaborated by adverbial and expanded noun phrases. 4b AF2 Style generally appropriate to task, though awareness of the reader not always maintained. 4b AF7 Some evidence of deliberate vocabulary choices. 4b AF8 Correct spelling of regularly formed lexical/content words, including those with multiple morphemes. 4b Use more sophisticated connectives. 4a AF5 Some variation, generally accurate, in tense and verb forms. 4a AF1 Straightforward viewpoint generally established and maintained, e.g. writing in role or maintaining a consistent stance. 4a AF2 Main features of selected form are clear and appropriate to purpose. 4a AF7 Some expansion of general vocabulary to match topic. 4a AF8 Correct spelling of most present tense inflections, plurals. 4a AF8 Maybe errors in homophones of common grammatical function words (eg to/too, which/witch, their/there/theyre). 4a AF8 Occasional errors n content/lexical words will be phonetically plausible. 4a Can use grammatically complex structures, e.g. expansion before and after the noun, The dog, snarling angrily, raced towards me, Silently, the angry dog crept towards his prey. 4a Usually apostrophe for possession is accurate. 4a Use conjunctions to give order or emphasis, e.g. If...then..., We...so as to.... White statements are taken directly from the National APP. Purple statements are the ones we have added to encourage us to focus on preparing for next level..
4c 4c AF5 AF6

Level 5 APP Criteria for Writing

Wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile. 5c AF6 Full range of punctuation used accurately to demarcate sentences, including speech punctuation and colons, semi-colons, ellipsis, hyphens and brackets. 5c AF3 Material is structured clearly, with sentences organised into appropriate paragraphs. 5c AF3 Development of material is effectively managed across the text, e.g. closings refer back to openings. 5c AF4 Links between paragraphs/sections generally maintained across the whole text. 5c AF1 Relevant ideas and material developed with some imaginative detail. 5c AF2 Main purpose of writing is clear and consistently maintained. 5c AF7 Reasonably wide vocabulary used though not always appropriately. 5c AF8 Correct spelling of grammatical function words. 5c AF8 Correct spelling of almost all inflected words. 5c AF8 Correct spelling of most derivational prefixes and suffixes though errors likely with double consonants in suffixes.. 5c AF8 Correct spelling of most content/lexical words with occasional phonetically plausible spelling of unstressed syllables. 5c AF5 Can use pronouns appropriately to avoid repetition when referring back or forward, e.g. that, these, those, it. 5c AF5 At least 5 paragraphs of varied length and structure. 5c H&P Can write fluently in clear, joined script. 5c H&P Can adapt handwriting for a range of tasks and purposes, including for effect, e.g. capital letters for emphasis, printing for labels. 5b AF5 A variety of sentence lengths, structures and subjects provides clarity and emphasis. 5b AF6 Syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur where ambitious structures are attempted. 5b AF3 Overall direction of the text supported by clear links between paragraphs. 5b AF4 Paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs. 5b AF1 Development of ideas and material appropriately shaped for selected form, e.g. nominalisation for succinctness. 5b AF2 Features of selected form clearly established with some adaptation to purpose. 5b AF7 Vocabulary chosen for effect. 5b AF3 Can use different techniques to conclude work appropriately, e.g. opinion, summary , justification, comment. 5b AF5 Can use punctuation appropriately to create effect and/or vary pace, (e.g. exclamation mark, dashes, ellipses). 5a AF5 Some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases. 5a AF1 Clear viewpoint established, generally consistent, with some elaboration. 5a AF2 Appropriate style clearly established to maintain the readers interest. 5a AF5 A variety of paragraph lengths and structures add to the overall effect. 5a AF2 Can use appropriate informal and formal styles with confidence, e.g. conversational, colloquial, dialectic, standard English. 5a AF1 Can use a range of narrative techniques with confidence, interweaving elements when appropriate, e.g. action, dialogue, quotation. 5a AF2 Can use a range of strategies and techniques confidently and appropriately to engage and involve the reader, e.g. asides, comment, observation, anticipation, suspense, tension. 5a AF2 Can use literary features to create effect, e.g. alliteration, onomatopoeia, figurative language/ metaphor, simile, personification, dialect. White statements are taken directly from the National APP. Purple statements are the ones we have added to encourage us to focus on preparing for next level.
5c AF5