Narrative Success Criteria

Transcription

1 NC Narrative Success Criteria 1 I can write down my ideas using words and phrases. Sometimes I remember to use full stops and capital letters. 2 I can write in sentences. Sometimes I join my ideas together using and, but or then. I can use simple adjectives to give extra information about the things in my story (e.g. good game) I usually remember to use full stops and capital letters. Sometimes I use question marks and exclamation marks. 3 I can write a range of sentences including short simple sentences and longer complex sentences. I can use the joining words and, but, then, when, so, within my sentences to join my ideas together in the right order. I can begin my sentences in different ways (e.g. using a phrase or adverb). I sometimes use adjectives and adverbs in my sentences. I can use nouns and pronouns to refer to my characters. I usually remember to use full stops, capital letters, question marks and exclamation marks accurately. Sometimes, I can use speech marks dialogue. Text structure and organisation My teacher can understand my writing. I can use story words. Sometimes I can link my ideas together. I can use interesting words to give more detail to my story. I can include some dialogue in my story. I can describe my characters and setting. I can write the events in my story in the right order. I can start and end my story using story language. I can use time connectives (first, later, then, next) to join my events together. My writing sounds like a story all the way through. I can let my readers know what I think about my characters and their feelings. I use description to add detail to my story. I sometimes add dialogue to my story. I can use precise words. I can create suspense by using scary description and adverbs (suddenly ) My story includes a sequence of events, which leads to a suitable ending. I can use time connectives, phrases or clauses to show the passing of time. Sometimes I remember to write in paragraphs.

2 NC Narrative Success Criteria 4 I think about the way I write my sentences so that they are precise and have the impact I want on my reader. I can use of range of conjunctions in my complex sentences (because, which, where, when). I can write in either 1 st person or 3 rd person throughout my story. I can write in consistent past tense during my story, except during dialogue, when I can write in present tense. Sometimes I can also change the tense for impact. I use objectives and adverbial words and phrases to add detail and variety to my story. Within my dialogue, I sometimes write speech in the style of spoken language. I can also include questions and exclamations in my dialogue. I am beginning to use punctuation within my sentences e.g. commas and speech marks. Text structure and organisation My story uses the typical features of its genre e.g. adventure, fantasy. I can deliberately make my readers see my characters or events in a certain way throughout my story. I can create realistic characters through description, dialogue and action. I can hook my reader through creating suspense, developing a climax, through a surprising ending or through my choice of words. I have developed all parts of my story equally. The ending is believable. My story is organised into paragraphs. Within my paragraphs, my sentences are connected and sequenced. Sometimes I can move my story to a different place or time. 5 I can use a range of sentences effectively for a planned impact, e.g. short sentences used for pace and impact, longer sentences to move the action along. I can expand words and phrases within my sentences (who had a smirk on her face). I add words and phrases to create a more precise meaning. I can use a range of past, present and future tense verbs within my story. Throughout my story I have written in an appropriate style for the genre e.g. sci-fi, historical. I change the pace of my story deliberately, e.g. my sentences show the speed at which the events are happening. My reader knows what I think of events, settings, or my character throughout my story. I can use a variety of techniques to hook my reader, e.g. direct address, informal style, repetition for effect, word choices I can link my paragraphs together effectively, e.g.

3 I use a range of punctuation, almost always correctly e.g. commas and speech marks. contrasts in mood, shifts in time (not necessarily in chronological order) and changes in location. I can avoid repetition by referring to my characters, events and settings in a variety of ways, including omission.

4 Non Chronological Reports Key Features Purpose: to describe the characteristics of something e.g. Birds, Ancient Greece Example: an extract from a general encyclopedia Text Structure Introductory information about what is to be described: who, what, when, where? (overall classification) 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 people or 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 Letter p.28, How to teach Writing Across the Curriculum at KS2, Sue Palmer David Fulton Publishers Non-chronological Report Success Criteria NC 1 I can write down my ideas using words and phrases. Sometimes I remember to use full stops and capital letters. 2 I can write in sentences. Most sentences are in present tense (unless I m writing history). Sometimes I join my sentences together using and or other connectives e.g. because, when, or, if I can use simple adjectives to give extra information about the subject or place in my writing (a round house) I usually remember to use full stops and capital letters. Sometimes I use question marks and exclamation marks. Text structure and organisation My teacher can understand my writing. My writing contains information related to the topic. I can choose good words for this topic. I can write several pieces of information. I can group my sentences together if they are about the same thing. I can write a simple opening sentence. I can add detail to give more information. I can layout my writing to show how I have organised it.

5 NC Non-chronological Report Success Criteria 3 I can write grammatically accurate sentences which give relevant, precise information. I can explain or give reasons within a sentences e.g. We eat fruit because it has vitamins. I can use the joining words and, but, because, when, or if within my sentences often gives the main idea. I use adjectives strings to give extra information e.g. thin and tall and a bit yellow. I usually remember to use full stops, capital letters, question marks and exclamation marks accurately. I can use bullet points or line breaks to show a new idea. 4 My sentences give information clearly-without unnecessary extra words and phrases. I can vary my writing by using a range of statements, questions and exclamations. I can use more complex conjunctions to join my ideas within a sentence, e.g. which, who to explain clearly. I expand noun phrases by including similes (as big as your fist) or adjectival phrases (a knobbly piece of blue glass). These help me to be more precise. I might use a range of verb tenses appropriately (past, present and future) I can use pronouns consistently to avoid repetition of my subject. I can punctuate my sentences accurately, including some Text structure and organisation My writing looks like a report, e.g. heading/s, introduction, information organised into sections. I can write a report suitable for a particular audience, e.g. friend, adult, children. I can develop each section of my writing with detail. I might also include dialogue or quotation to support my information. I can use words and phrases (technical vocabulary) to give the meaning precisely). Within each of my sections, I can link ideas together well by using pronouns or related vocabulary. My writing includes an introduction or conclusion. I am beginning to use headings/subheadings, strings of questions and answers, line breaks, bullet points or paragraphing to organise my writing. My writing includes an introduction which describes the purpose of this report. Information is organised into sections that are balanced. My report ends with a conclusion. I can use words and phrases to engage my reader. In each section my ideas link together well. My whole text is connected through reference back and comparison between points in different sections. I write with a consistent viewpoint, e.g. throughout my writing I am excited/angry/expert. I can use subheadings, bullet points, paragraphing, introductory phrases to show when I am beginning a new section.

6 commas to mark phrases or clauses. I can use speech marks when writing direct speech or when writing a quotation. I can use bullet points or line breaks to organise my information well.

7 NC Non-chronological Report Success Criteria 5 I can write different kinds of sentences simple, compound and complex using a variety of conjunctions e.g. otherwise, even through I can vary the order of my words in my sentences to have a planned impact on my reader. I add detail and information to my sentences through expanding phrases and clauses in my sentences, e.g. the scenery is exciding in a misty cloudy sort of way I am able to change the tense where necessary, to show movements between past, present or future events or to show different points of view. I can use phrases or quotations to grab my reader s attention. I can use a range of punctuation, almost always accurately. Persuasion Key Features Purpose: to argue the case for a point of view Example: an editorial from a spoof newspaper Text 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 the case and summary of the points. Skeleton framework pronged bullet points Common forms of persuasion text Advertisement Catalogue Travel brochure Pamphlet from pressure group Political manifesto Newspaper or magazine article Text structure and organisation I can use a creative title/headline. My introduction is a focused summary. I cover each section thoroughly and write a conclusion which draws together key features and included my thoughts and feelings about the subject. I can adapt the task to make it entertaining and informative. I can write interesting facts and reflect on these in my writing. I am always aware of my readers and use a variety of ways to appeal to or engage them e.g. rhetorical questions. I can include imaginative details. I can use humour, when appropriate. I can link my paragraphs together to give structure to my whole report. Language features Present tense Usually generic participants Logical language constructions and connectives. Persuasive devices, often including emotive and rhetorical language.

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

9 NC Below L3 Persuasion Success Criteria I can write in sentences. Sometimes I join my ideas together using and or but in my sentences. I can vary my writing by sometimes using a spoken style Get one now! I can repeat words to make a point. I sometimes use capital letters and full stops. 3 I can write longer sentences using the joining words and, but, or, then, because or so that I can write my sentences in consistent present tense (unless I m arguing about something which happened in the past) I can persuade my reader by sometimes using an imperative verb at the beginning of a sentence e.g. Go down to your toy store! I can use adjectives and adverbs to add detail and persuasion to my argument (only, just, soon, ever) I can use advertising phrases and slogans. I can use full stops, capital letters, exclamation marks and question marks most of the time. I can use commas in lists. Text structure and organisation I can write several points to persuade my reader. I can describe the argument and give my opinion. I can add detail to interest or persuade my reader (it s unbreakable) I can link my sentences together e.g. using pronouns to refer back to my subject. I can write a series of persuasive points. I can choose appropriate words to make my argument sound more convincing (awesome new extreme cycle) I can write in a spoken style for a particular effect on my reader, e.g. (yes that s right) I can write at lease 2 or 3 sentences about each of my points. These are linked together with connectives (do nod because; if then) I can use paragraphs to show when I introduce a new point.

10 NC Persuasion Success Criteria 4 I can vary my sentences for impact, e.g. starting with imperative, conversation language, questions, adverbs, expanded noun phrases. I can use more complex conjunctions in my sentences, e.g. who, which, if, because and when I can use present tense consistently. I can use technical terms. I can use either and or to write down possible alternative future events e.g. you could either trip over the lead or iron the lead I can use commas to mark my phrases and clauses. 5 I can write a range of different sentences types using a variety of conjunctions, e.g. which, while, also, otherwise, however I can expand my phrases and clauses by adding detail I can write using a formal tone when necessary I deliberately choose to use simple, repetitive phrases or sentences for impact. Beware!, He ll sing, he ll dance, he ll shout I can write in a passive voice when appropriate, was made by the company I can use a range of punctuation, almost always accurately, e.g. brackets, dashes, colons Text structure and organisation My writing is persuasive all the way through. I can include detail to argue, explain or advise. I can make my views clearly throughout my argument. I can combine description and persuasion and repetition for effect. Each of my sections is organised with a topic sentence and linked sentences expanding upon this. Similar points are organised together. I can use paragraphs. I can write an introduction and conclusion for my argument. I can write my argument for a chosen audience e.g. adults, children I can consistently maintain my viewpoint throughout the writing e.g. as an expert, with humour I can use direct address, questions or slogans to engage my reader. I choose vocabulary that will give precise detail and support my argument. I can order my paragraphs logically. My argument develops throughout the whole text. I can write an effective introduction and conclusion. I can use strategic topic sentences to emphasise important points. My paragraphs are different lengths to show which points are the most important. My ideas are well linked within and between paragraphs.

11 Instructional Texts Key Features Purpose: to tell someone how to do or make something Example: instructions for a craft activity Text 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 do in time order Skeleton framework a flowchart Language features Usually written in the imperative, Present tense (some instructions require third person narrative) In time order (often numbered steps and/or time connectives) Clear. concise language, e.g. adjectives and adverbs chosen for clarity rather than vividness and effect. The author addresses an anonymous reader, not a named individual 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 Criteria NC 1 I can write down my ideas using words and phrases. Sometimes I remember to use full stops and capital letters. 2 I can begin each instruction with a bossy verb (imperative) I can use connectives to tell my readers the correct order (first, then) I can use how, when and where words and phrases (adverbials) in my instructions (quietly, in the hall) Each instruction is complete and make sense on its own. I usually remember to use full stops and capital letters. Text structure and organisation I can write instructions or points that can be read by others. I can write my instructions in the right order I can use numbering to organise my ideas. I can explain all of the procedure clearly. I can write my instructions in chronological order. I can link each of my points together. I choose appropriate vocabulary for my instructions.

12 NC Instructional Text Success Criteria 3 I can consistently use bossy verbs (imperatives) I can write simple but precise instructions I can include some complex sentences within my instructions, mainly using then, when, if, or so, to join my ideas together. I can use a how, when or where word (adverbials) I can use adjectives to add information and precision to my instructions. My instructions have correct capital letters and full stops, exclamation marks and question marks. I can use commas in lists. 4 I ensure that my instructions are clear by using repetition or varying the openings of my sentences. I can use if, when, or because to join my ideas together to make complex sentences. I can write in a consistent tense. I can use commas within my sentences to mark phrase and clauses. I can use bullet points, numbering or line breaks to punctuate my instructions. 5 I can use a range of sentence types within my instructions. I can vary my sentence structure. I can use conjunctions such as although, which and unless to write complex sentences. I can add detail to my instructions using adjectives and adverbial words and phrases. Text structure and organisation I can organise my instructions into clear chronological order. I can write instructions which are presented appropriately for the form (e.g. recipe, rules for playing a game, manufacturer s leaflet) I can use numbering line breaks or paragraphing to organise my instructions. I can show my reader my viewpoint e.g. as an expert, advisory tone I can write formally where necessary I can choose words precisely I can refer back to items in previous points using pronouns. I can clearly describe the purpose of my instructions. I can organise my instructions using headings. I can include information and advice within my instructions. I can write in a formal tone, when required. I can write in a consistent informative style, with some explanation. I can group similar points together. I may use a topic sentence to introduce each new section of my instructions. I can clearly establish the purpose and context of my instructions. I can use a formal tone of address throughout my instructions, when appropriate. I can engage my reader by using personal appeal or detailed explanation. I can select imaginative and appropriate points to make within my instructions.

13 I can use a range of verb phrases or tense changes to make my meaning clear. I can use passive voice when required (it is recommended) I can change the way I present my information e.g. full sentences within my introductory paragraph and bullet points for the sequence of instructions. I can use commas, brackets or dashes within my sentences. I can organise my instructions with headings. I ensure that my important points are stressed.

14 Recount Key Features Purpose: to retell events (from either the point of view of someone who was there or from an impersonal standpoint Example: first or third person account of a school trip Text Structure Orientation: setting the scene who, what, when, where? Sequential organisation what happened, in time order Closing statement(s) bringing the writing to a satisfactory conclusion Basic skeleton framework a timeline Common forms of persuasion text Letter Autobiography Diary or journal Newspaper report Magazine article Write-up of trip or activity Account of science experiment Language features Past tense Time connectives and other devices to aid chronological structure First person or third person writing Focus on specific participants (named individuals/groups) Common forms of impersonal recount Past tense Time connectives and other devices to aid chronological structure First person or third person writing Focus on specific participants (named individuals/groups) p. 16, 20, How to teach Writing Across the Curriculum at KS2, Sue Palmer, David Fulton Publishers

15 NC Recount Success Criteria 1 I can write down my ideas using words and phrases. Sometimes I remember to use full stops and capital letters. 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 show the order of events. I can use pronouns to refer back to people or things I wrote about earlier. I can use objectives (a good time). I can use, how, when and where words and phrases (adverbials) to give extra information, e.g.in the car I can use full stops and capital letters. Text structure and organisation I can write a series of comments, or a brief list, about the activity or events. My ideas are about the activity or events. I can write my ideas in order. I can use some words linked to the activity or event. I can write a brief sequence of chronological events. I can write an opening that tells my reader when and where this event happened. I can add detail to my recount by including description. I can detail to my recount by including description. I can use some good vocabulary to describe the events. I might use some dialogue. I am clear who I am writing for and may refer to my reader e.g. you would enjoy the horse riding.

16 NC Recount Success Criteria 3 I can write in past tense but use present tense for dialogue. I can write in compound or complex sentences using and, but, or when or if to join my ideas together. I can use adjectives to provide detail. I can use how, when and where words (adverbials) I can evaluate the experience. I can change the word order of my sentences to have an impact on my reader. I can use full stops, capital letters, exclamation marks and question marks. I can use speech marks and commas in lists. 4 I can write complex sentences using when, if, because to join my ideas. I can vary the structure of my sentences using adverbials (suddenly) and adjectives, (dark, damp room). I can write about different times in the past using verbs correctly. Text structure and organisation I can make my writing sound like a recount from beginning to end. I can spend equal amounts of time describing each part of 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 a new event. I can add detail and description to my recount. I can include dialogue. I can use good vocabulary to my recount. Within each paragraph, my sentences are linked together. I can write a recount that is laid out correctly for form e.g letter, newspaper. I know who I am writing for and include information for them. I can thoroughly cover all of the events in an engaging style. I can write with a consistent viewpoint e.g. enthusiasm, informative I can use direct address (You ll) to engage my reader. I can use paragraphs to organise my events. I can sequence my paragraphs logically. Within each paragraph, I use a topic sentence and similar ideas are grouped together.

17 NC Recount Success Criteria 5 I can use a range of sentences types in my recount. I can use a varied range of conjunctions, e.g. which, although I can structure my sentences to make my meaning clear e.g. I put important information at the beginning of the sentence; I join related information together using connectives. I craft my sentences for a particular effect, e.g. short sentences for impact, passives for alter focus, adverbials to give emphasis. I can use adjectives to give extra information about the nouns. I can correctly punctuate my sentences using brackets, dashes, colons, speech marks. Explanation Key Features Purpose: to explain how or why something happens Example: an extract from a science textbook Text Structure Title often asks a question or defines the process to be explained Text usually opens with general statement(s) to introduce the topic A series of logical steps explaining the process, usually in time order Often accompanied by diagram(s) Basic skeleton framework a flowchart Text structure and organisation I can adapt and shape my ideas for effect. I can control my viewpoint e.g. journalistic view I can use a range of stylistic device to engage my reader e.g. simile, colloquial/emotive language. I can logically order my paragraphs. In can write paragraphs using topic sentences which are then supported and expanded with relevant detail. I can link by paragraphs together using adverbials or connectives. Language features Present tense (the process is general) Time connectives and other devices to aid chronological structure Casual connectives and other devices demonstrating cause and 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 experiment p 48, How to teach Writing Across the Curriculum at KS2, Sue Palmer, David Fulton Publishers

18 NC Below L3 Explanation Success Criteria I can write in sentences. I can join my clauses with and and but. Sometimes I remember to use full stops and capital letters. 3 I can write in simple and compound sentences ( I can join my ideas with and, but, or ) I can write my explanation in present tense (unless I am writing about something that happened in the past or something which might happen in the future). I can use some cause and effect conjunctions e.g. because and so. I can use adjectives to give more information to my explanation e.g. tiny capillary blood vessels I can make generalisations in my explanation (always, never, every) I can use full stops, capital letters, exclamation marks and question marks mostly accurately. I can use commas in lists. Text structure and organisation I can write a series of comments or observations. I can interest my reader by adding detail to my explanation. I can organise my ideas into sequences of sentences. I can start a new line when I begin to write about a new topic. I can write the process part of my explanation in the right order. I can use simple words and phrases to join my explanation together (and, but) I can use pronouns to refer back to people or things that I mention earlier. I can make my writing look like an explanation: o title written as a question, o general introduction, o process written in chronological order o concluding statement o a diagram I can write in an impersonal style I can use technical vocabulary, (e.g. oxygen, veins, arteries) I can use time connectives e.g. then to show the order in the process. I can use some words to show that the process is general e.g. human beings I can link together 2 or 3 sentences to show cause and effect e.g. not because; if then) I can layout my text to show how it is organised e.g. line breaks, subheadings, paragraphs I can use pronouns to refer back to people or things I wrote about earlier.

19 NC Explanation Success Criteria 4 I can write simple, compound and complex sentences accurately. I can use a range of conjunctions to develop my explanation e.g. if, because, which, when I can use adverbial words and phrases (how, when and where) I can use more than one adjective to give information e.g. bright colourful signs. I can use a range of words to refer to the same people/things e.g. Year 6 children/we/pupils/ students to avoid repetition. I can write in present tense when explaining something happens now. When explaining something that might happen in the future, I can verbs in future tense, e.g. could, would, might should I can use full stops, capital letters, exclamation marks and question marks mostly accurately. I can use commas in lists. Sometimes, I remember to use commas to mark phrases and clauses. 5 I can write simple, compound and complex sentences using varied connectives, e.g. which, Text structure and organisation I can write in an explanation form: o title written as a question, o general introduction, o process written in logical, chronological order o conclusion o a diagram I can make my explanation suit my purposes, e.g. formal, impersonal, in form of leaflet, letter etc. I can thoroughly cover all information I write appropriate amounts for all parts of my explanation. Each of paragraphs/sections are well organised, e.g. begins with an introductory sentence and is followed by a sequence of sentences which explain or give more detail. I can maintain the same viewpoint throughout my writing, e.g. an expert, a concerned person, an enthusiast. I can choose my vocabulary to make sure my explanation sounds impersonal, e.g. fatal injuries, hot appliances. I can use paragraphs/bullets etc. consistently. I can use introductory phrases and subheadings. If used, conventional phrases (firstly, secondly, last of all) are smoothly blended into my writing. I can join my ideas together throughout my writing by referring back to points I made earlier in the text, e.g. These suggestions I can make points to appeal to my particular audience e.g. parents (if you have young children around).

20 who, otherwise, however. I can write longer phrases and clauses to give my information economically. I use shorter sentences to make an impact. I can write using a formal tone, e.g. when not in use I can use adverbials (how, when, where) to add precision to my explanation, e.g. especially, slightly healthier, severely. I can use a range of verbs e.g. passive (has been left out), past (we have been) and future (we expect to make) I can use a range of punctuation, almost always accurately e.g. brackets, dashes, colons. I can sustain and control the same viewpoint throughout my writing, e.g. urgent, warning, confident, businesslike, reassuring I can directly address my reader using rhetorical questions. I use synonyms throughout my writing to ensure that I don t overuse words e.g. delicious/tasty, oxygen/this gas. I can choose words to engage my reader. I can organise my writing so that my main points are emphasised. I can link my paragraphs together to give a clear structure to my whole text e.g. referring back and forwards. All my paragraphs are developed with supporting detail and explanation supporting my main information.

21 Discussion Key Features Purpose: to present arguments and information from different viewpoints Example: an answer to an essay question Text Structure Opens with a clear statement of the issue under discussion One of two types of organisation: o Arguments for + supporting information followed by arguments against + supporting information o Argument / counterargument presented one point at a time Arguments supported by evidence and / or examples Reader must be clear which side argues which point Skeleton framework a forand-against grid. Language features Generally presented tense, third person Formal, impersonal style Logical language constructions and connectives Connectives / language constructions to show shifts from one 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 Criteria NC 3 I can write in simple and compound sentences. I can use and, but, and so to join my ideas together. I can use an adjective to give more information to my discussion, I can use full stops, capital letters, exclamation marks and question marks mostly accurately. Text structure and organisation I can write a discussion to match the purpose. I can make my arguments and give some detail to explain them. I can show that I am aware of my reader by mentioning them or choosing information that would interest them. I can write discussions that are generally in present tense and third person. Sometimes I can organise my writing into sections / paragraphs. I can group my similar ideas together. Within my sections I can link my ideas together.

22 NC Discussion Success Criteria 4 I can use complex sentences to explain my argument, e.g. if they work too long hours...; because of over crowding. I can vary the subjects of my sentences. I can use verbs in present tense or in future tense to express a future consequence. I can use more than one adjective to give more information to my arguments. Sometimes, I can use commas to mark phrases and clauses. 5 I can write sentences which reason by linking conjunctions, e.g. if then because. I can write sentences with verbs that indicate a possibility (might be dangerous), necessity (they would need to) or consequence (this could lead to). I can use expanded phrases and clauses to express my ideas economically. I can vary my sentence structure. I can write a discussion where almost all of my sentences are correctly punctuated with a range of marks e.g. comma, colon, bracket Text structure and organisation I can write a discussion which is organised into sections and has a clear opening and closing statement. I can write about several arguments for and against the subject. I can show that I know people have different opinions about this subject, e.g. Some people believe that When appropriate, I can write in an impersonal style, using formal language. I can use connective words and phrases to help my reader understand how I have organised my discussion, e.g. firstly, secondly, some advantages, some disadvantages include. Each of my paragraphs are introduced by a topic sentence and then developed by giving reasons or examples. I can write for a particular audience and purpose. I can write with detail to develop my ideas effectively. I can clearly show the different opinions on this subject. I can clearly show the difference between these opinions and my own. I can use formal language and rhetorical questions to engage my readers. I can choose words with are formal and precise explain my meaning. I can link my paragraphs together to give a clear structure to my whole text e.g. by referring back and forwards. I can use connectives to show shifts from one point of view to another (on the other

23 hand, however). I can write paragraphs where my main idea is developed with relevant detail, argument or example. I can link my ideas together by summarising (these three things need ) or by using pronouns.

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