Book cover analysis English subject leaders and Year 9...

SecondaryNational Strategy

Book cover analysisYear 9 writing task

Teacher pack

Guidance

Curriculum andStandards

English subjectleaders and teachers of EnglishStatus: Recommended

Date of issue: 01-2006

Ref: DfES 1789-2005 CDO-EN

Assessing pupils’ progress in English atKey Stage 3

Book cover analysis

Year 9 writing task

Framework objectivesWriting 18Write a critical review.

Writing tripletAnalyse, review, comment

Assessment focusesAF1 Write imaginative, interesting and thoughtful texts.AF2 Produce texts which are appropriate to task, reader and purpose.AF3 Organise and present whole texts effectively, sequencing and

structuring information, ideas and events.AF4 Construct paragraphs and use cohesion within and between

paragraphs.AF5 Vary sentences for clarity, purpose and effect.AF6 Write with technical accuracy of syntax and punctuation in phrases,

clauses and sentences.AF7 Select appropriate and effective vocabulary.AF8 Use correct spelling.

Time neededTwo consecutive one-hour lessons. Timings will need to be adapted if lessonsare longer or shorter than 60 minutes.

These timings are estimates for guidance rather than obligatory timings. The most important consideration is that pupils should have sufficient time tocomplete the task, working independently. Unfinished tasks are unlikely toproduce evidence on all the assessment focuses.

Teachers may adjust the timings for the task to take account of their particularcircumstances, but should bear in mind that spending overmuch time on anysection may disadvantage pupils.

Pack includesTeacher notesOHT 1 – taskOHT 2 – book cover for The Wind SingerOHT 3 – table for analysing The Wind Singer book coverOHT 4 – pupil analysis of The Wind Singer book coverOHT 5 – features checklistOHT 6 – book cover for The Curious Incident of the Dog in the Night-timeOHT 7 – table for analysing the book cover for The Curious Incident of the

Dog in the Night-timeMarking guidelinesAnnotated exemplar responses

2 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN

Task outlineThis task requires pupils to write an analysis of the cover for The CuriousIncident of the Dog in the Night-time, a novel by Mark Haddon. The focus ofthe analysis is the cover’s effectiveness in persuading a teenage audience tobuy and/or read the book. As preparation, they study an analysis of the coverfor The Wind Singer, a novel by William Nicholson, looking particularly at theorganisational and language features that make it an effective analysis. They then write their own analysis of the cover for The Curious Incident of theDog in the Night-time, drawing on the skills highlighted earlier.

3© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3

Teacher notes

Teaching sequence

LESSON 1� Share the learning objectives with the class, rephrasing as appropriate for

the group.

Introduction (20 minutes)� Explain that the writing task will be an analysis of the cover of a novel

aimed at a teenage audience. The purpose of the analysis is to helpprepare pupils to create their own book cover for a book they have recentlyread in class. The present task does not include the creation of the pupils’own book cover but this could be completed afterwards as a class activity.

� Display the task, OHT 1 (page 2 of the pupil booklet). You have to design a book cover for a text you have recently read inclass. To help you prepare for this, analyse the cover of The CuriousIncident of the Dog in the Night-time, by Mark Haddon. Consider howeffective it is in persuading a teenage audience to buy and/or readthe novel and decide whether to use similar ideas in designing yourbook cover.Ask the class to turn to page 2 in their pupil booklets and highlight theaudience, purpose and form of the task.

� Discuss with the class the purpose of book covers – to persuade theaudience to buy/read the book. Briefly, draw out and discuss some of themain ways they achieve this purpose, e.g. by:– giving some ideas of the book’s content, using illustrations and words,

to interest the audience;– engaging the audience, making them want to know more about what

the illustrations and words suggest;– providing other people’s opinion of the book;– giving factual information about the book.

� Show the class the cover of The Wind Singer, a novel by WilliamNicholson, OHT 2 (page 3 of the pupil booklet). Ask the class to find threeelements of the book cover that have been put there to persuade theaudience to read or buy the book.

� Collect the findings of the class on an OHT or on the board. Briefly, asksome pupils to explain how the features they have chosen are seeking topersuade the audience.

� Direct the class to look at the book cover again. Point out to them that noteverything on the cover is persuasion. Ask pupils, in pairs, to highlight thedetail that is information. Take selective feedback from pupils about theinformation they have found, asking them to explain the need forinformation on a book cover.

� Show OHT 3 (page 4 of the pupil booklet) and explain that this is a table inwhich to record observations from their analysis of the book cover. Usesome of their ideas from the discussion to complete the evidence andexplanation boxes for the first two points. Explain that they will complete asimilar table later when they prepare for their writing task.


Development (30 minutes)� Explain that the class are now going to look in detail at an analysis, written

by a pupil, of the cover for The Wind Singer. Display the pupil’s analysis,OHT 4 (page 5 of the pupil booklet) and read through the first paragraphwith the class.

� Discuss the purpose of the first paragraph as an introduction. Ask pupils toidentify what is included in the introduction.

� Remind them that paragraphs are organised by:– introducing a topic;– making a point;– giving evidence to support the point;– explanation.

� Explain that they are now going to look at how the writer has organisedtheir ideas and material. Read through the second paragraph of the pupil’sanalysis and ask pupils to tell you the topic of the paragraph. Highlight onOHT 4 the sentences which make a point. Then ask pupils to tell youwhich sentences offer evidence for the points that have been made.Highlight these in a different colour on the OHT.

� Now ask pupils, in pairs, to read through paragraphs 3 and 4 of the analysisand to highlight the points that the report is making about the book coverin one colour and the evidence to support the points in another colour.

� Take selective feedback from the class about their findings, asking somepairs to identify the main topic of the paragraph, the points made andsupporting evidence. Clarify any misunderstanding about the way theparagraphs are organised. Complete OHT 3, using the points that theclass offer.

� Now read the conclusion of the analysis together. Ask pupils to identifyphrases that come to a conclusion about the suitability of the book coveras a model on which to base their own book cover and highlight these onOHT 4. Draw out in discussion the effectiveness of the conclusion and howit ties in with the introduction to the piece. Emphasise the importance oflinking the introduction and conclusion in their own writing.

Plenary (10 minutes)� Ask pupils to tell you the main features of the analysis that they have

looked at in the course of the lesson. Compile a checklist of the featuresfor the class, or use the one on OHT 5 (page 6 of the pupil booklet).

� Ask pupils to reread the article and decide which of the features on OHT 5are demonstrated most strongly and which could be improved. Take brieffeedback on this.


LESSON 2 � Remind pupils of the learning objectives for these two lessons.

Introduction (20 minutes)� Show OHT 5 to remind pupils of the features checklist that was compiled

in the last lesson.� Explain that they are going to look at the book cover that they are going to

analyse. Show them the book cover for The Curious Incident of the Dog inthe Night-time by Mark Haddon, OHT 6 (page 7 of the pupil booklet).Discuss briefly with the class the persuasive and informative elements ofthe cover, asking them to explain how the examples they suggest areeither persuasive or informative.

� Show the table for The Curious Incident of the Dog in the Night-time onOHT 7 (page 8 of the pupil booklet) and explain that they are now going tocomplete this table in preparation for writing their analysis of the cover. Usesome of the points made by pupils about the cover in the initial discussionto demonstrate how to complete the top row of the table. Make a note onthe board of five or six main points so that pupils can use them in the tableon OHT 7. Suggestions:– appealing to imagination;– others’ opinions;– reference to teenager;– mystery genre;– unusual;– simple.

� Give pupils no more than five minutes to complete the table. Take selectivefeedback from pupils on the entries they have made, drawing out indiscussion any important features of the cover that have been overlooked.Remind them that they can use OHT 3 as a guide.

Development (40 minutes)� Explain that they are now going to write their own analysis of the book

cover of The Curious Incident of the Dog in the Night-time, using the notesthey have just completed.

� Remind them to refer back to the analysis of The Wind Singer on OHT 4(page 5 of the pupil booklet) which they read in the previous lesson, andthe checklist of features to help them. They should start writing on page 9of the pupil booklet.

These are not test conditions so prompt pupils if necessary (e.g. to writemore, to explain themselves more clearly and so on). Do not, however, providesupport of a kind that means that pupils are no longer responding to the taskindependently. If this kind of support is necessary for an individual in thecontext of the lesson, you will need to take the degree of support into accountwhen making the assessment judgement.


It is good practice to:� tell pupils if they have not written enough or are writing too much;� prompt them to explain their answer more clearly;� generally encourage them;� clarify a question of issue for the whole class if there seems to be a fairly

general misunderstanding;� remind pupils how much time they have left to complete the task.

� In the last ten minutes, ask pupils to check their work for technicalaccuracy and against the checklist of writing features. They should tick thefeature when they have found evidence that it has been addressed.

Assessment� Use the marking guidelines to judge the pupils’ overall levels on the

assessment focuses. Highlight, then tick, the sections of the markingguidelines according to the features that you find and then considerwhether the weight of evidence is at secure or low level 4, 5 or 6.

� Annotated exemplar responses to the task at every level are also includedfor reference and to give guidance on how the criteria are to be applied.


These materials have been developed by QCA in partnership with the Secondary National Strategy.

The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring Pupils’ Progress in English project has been invaluable.


OHT 1/Page 2 of pupil booklet

Task

You have to design a book cover for a text you have recently read in class.To help you prepare for this, analyse the cover of The Curious Incident ofthe Dog in the Night-time, by Mark Haddon. Consider how effective it isin persuading a teenage audience to buy and/or read the novel anddecide whether to use similar ideas in designing your book cover.


OHT 2/Page 3 of pupil bookletBook cover for The Wind Singer

Imag

e re

prod

uced

by

kind

per

mis

sion

of

the

publ

ishe

r ©

Egm

ont

2001



Table for analysing The Wind Singer book cover

Point

Unusual –persuasion

Mysterious –persuasion

Familiar to teenagers –persuasion

Other people’s opinions –persuasion

Summary –information

Evidence Explanation



Pupil’s analysis of The Wind Singer book cover

The book cover that I picked as an example to persuade the audience to buy or readthe book is The Wind Singer by William Nicholson. The reason I have picked this isbecause it was particularly successful in encouraging me to read the book andproviding detail about the book and its content.

The first impression the book cover gives is one that the style is unusual. It appears tobe covered in sand, with a half-buried symbol made from metal in the shape of an “S”.The effect of this on the audience is that it gives the impression that the setting mightnot be on Earth or in our time and that there is an element of something beinghidden. This is further supported by the summary on the back, which uses unusualnames and hints that exams are far more important than they are now. This isstandard in fantasy and science-fiction, which will attract the audience that is familiarwith these genres.

The second aspect of the book cover that is persuasive to a young audience is thatthere is a sense of mystery about the book. We are given hints that things are notclear. In the illustration, the symbol is half hidden, which adds to the sense of mystery.The synopsis offers detail which leaves the audience feeling that there is somethingthat needs explaining. In the sentence, “When Kestrel dares to rebel, the ChiefExaminer humiliates her father and sentences the whole family to the harshestpunishment” we are left wondering what rebellion took place and what thepunishment could have been. As a result, this makes the reader want to read the bookto find out.

The cover is particularly designed to attract the attention of teenagers, with thequotation at the top of the synopsis selected purposefully to help the audienceidentify with the character. This has the effect of making the reader empathise withthe character and feel as though it would be a good story to read. In addition, in thequotations, references are made to teenage books and films, i.e. Star Wars and HarryPotter. An audience that enjoys these books will be more likely to choose this book,therefore, knowing it has been compared to them. There is a sticker printed on thecover, showing that the book won an award that was particularly for young people.This is persuading the reader that the book is thought to be of high quality and willencourage people to select it, especially if it is an adult buying it for a young audienceas a present or to study in class. This is a very important aspect of publishing.

In conclusion, I believe that this style of book cover is very successful. The imageportrays an unusual setting, with the content suggesting the topic of the book is oneof a search and a journey. To make this more attractive and persuasive, they haveadded touches of mystery in the synopsis. It makes readers imagine and predict andtherefore is very successful in attracting a certain audience, who might like the genre.I therefore think that using these ideas would be beneficial in the book cover that Ishall be creating on the book I have chosen.



Features checklist

Features

Clear overall structure:

• introduction• analytical paragraphs• conclusion (which refers back to the introduction)

Paragraphs include:

• point• evidence• explanation

Connectives are used across the piece:

• to show how the points made within a paragraph are related to each other

• to link paragraphs

The audience and purpose of the analysis is clear

Included


OHT 6/Page 7 of pupil bookletBook cover for The Curious Incident of the Dog in the Night-time

Imag

e re

prod

uced

by

kind

per

mis

sion

of

Ran

dom

Hou

se G

roup

The

Cur

ious

Inc

iden

t of

the

Dog

in

the

Nig

ht-t

ime

by M

ark

Had

don

publ

ishe

d by

Red

Fox

Boo

ks 2

004



Table for analysing The Curious Incident of the Dog in the Night-time

Point Evidence Explanation


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L6

•co

ntr

olle

d u

se

of

a

variety

of sim

ple

and

co

mp

lex s

ente

nce

s t

o

achie

ve p

urp

ose a

nd

co

ntr

ibute

to o

ve

rall

eff

ect

•co

nfid

ent

use o

f a

ran

ge

of se

nte

nce

featu

res to c

larify

or

em

ph

asis

e m

ean

ing

, e.g

. fr

onte

d a

dverb

ials

, co

mp

lex n

ou

n o

r p

rep

ositio

na

l p

hra

se

s

such a

s:

Sim

ilarly,

the…

; In

com

parison,

it…

; R

eadin

g it

thro

ugh, th

e

reader…

•syn

tax a

nd

fu

ll ra

nge

of

pu

nctu

atio

n a

re c

on

sis

tently

accu

rate

in a

va

rie

ty o

f sente

nce s

tructu

res, w

ith

occa

sio

na

l err

ors

in

am

bitio

us s

tru

ctu

res,

e.g

. only

occasio

nal com

ma

sp

lice

s; so

me u

se

of se

mi-

colo

ns,

not

alw

ays a

ccura

te

•m

ate

rial is

cle

arly

co

ntr

olle

d a

nd s

eq

ue

nce

d,

takin

g a

cco

unt

of th

e

rea

de

r’s lik

ely

re

actio

n,

e.g

. para

gra

phs o

f diffe

ring

len

gth

s,

anticip

ating

re

ad

er’s q

ue

stio

ns

•a

ra

ng

e o

f fe

atu

res

cle

arl

y s

igna

l o

ve

rall

direction o

f th

e text fo

r th

e

reader,

e.g

. openin

g

pa

rag

rap

hs th

at

intr

od

uce

them

es c

learly, para

gra

ph

ma

rke

rs,

links b

etw

ee

n

para

gra

phs

•co

nstr

uctio

n o

f p

ara

gra

phs c

learly s

up

po

rts

meanin

g a

nd p

urp

ose, e.g

. para

gra

ph topic

sig

nalle

d

and then d

evelo

ped,

with

ho

ldin

g o

f in

form

atio

n

for

effect, th

em

atic lin

ks

be

twe

en p

ara

gra

phs

•w

ith

in p

ara

gra

phs,

co

hesiv

e d

evic

es c

on

trib

ute

to

em

phasis

an

d e

ffe

ct,

e.g

. a

dve

rbia

ls a

s s

ente

nce

sta

rte

rs

•im

ag

ina

tive

tre

atm

en

t of

ap

pro

pria

te m

ate

ria

ls,

fam

ilia

rity

with

co

nve

ntio

ns o

f a

n a

na

lysis

, a

da

ptin

g it

wh

en

needed to s

uit p

urp

ose a

nd a

udie

nce, not alw

ays

su

ccessfu

lly,

e.g

. in

form

al co

mm

ent

on t

he c

on

ten

t o

r sty

le

of th

e b

ook c

ove

r

•co

nvin

cin

g,

ind

ivid

ua

l vo

ice

or

po

int

of

vie

w e

sta

blis

he

d

an

d m

ostly s

usta

ine

d t

hro

ug

ho

ut,

e.g

. a

uth

orita

tive e

xp

ert

vie

w, w

ith a

str

ong o

pin

ion a

bout th

e b

ook c

over

•le

ve

l o

f fo

rma

lity u

se

d f

or

an

aly

sis

an

d t

he

go

ve

rno

rs is

ge

ne

rally

ap

pro

priate

an

d a

ra

nge

of

sty

listic d

evic

es u

se

d

to a

ch

ieve

eff

ect,

not

alw

ays s

ucce

ssfu

lly,

e.g

. co

ntr

olle

d

info

rma

lity,

ge

ne

ralis

atio

ns o

r sh

ifts

betw

ee

n w

riting

fo

r th

e

cla

ss

•vo

ca

bu

lary

ch

ose

n

ge

ne

rally

ap

pro

priate

to

an

aly

sis

an

d p

ub

lish

ing

te

rmin

olo

gy

•ra

ng

e o

f vo

ca

bu

lary

g

en

era

lly v

arie

d a

nd

o

ften

am

bitio

us,

eve

n

tho

ug

h c

ho

ice

s n

ot

alw

ays a

pt

ge

ne

rally

co

rrect

spe

llin

g

thro

ug

hou

t

like

ly e

rro

rs:

•o

cca

sio

na

l err

ors

in

am

bitio

us o

r co

mp

lex w

ord

s

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g

. although, on the o

ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas t

o m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

corr

ect spelli

ng o

f:

•co

mm

on

gra

mm

atica

l fu

nctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 6

L

ow

6

Se

cu

re 5

L

ow

5

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g


ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas to m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

co

rrect sp

elli

ng o

f:

•com

mon g

ram

matical

fun

ctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

L4

•som

e a

ttem

pt

to v

ary

le

ng

th,

str

uctu

re a

nd

su

bje

ct of se

nte

nces

•use o

f som

e

su

bo

rdin

ating

co

nn

ective

s,

e.g

. if,

when,

be

ca

use

•so

me

va

ria

tio

n,

genera

lly a

ccura

te, in

te

nse

and

ve

rb f

orm

s

•se

nte

nce

s d

em

arc

ate

d

accura

tely

thro

ughout th

e

text,

inclu

din

g q

ue

stio

n

mark

s

•sp

eech

ma

rks to d

en

ote

sp

eech

ge

ne

rally

accura

te,

with

so

me

oth

er

pun

ctu

ation

w

ith

in t

he q

uota

tio

n m

ark

s

•co

mm

as u

se

d in lis

ts

an

d o

cca

sio

na

lly t

o m

ark

cla

use

s,

alth

ou

gh n

ot

alw

ays a

ccura

tely

•p

oin

ts a

re o

rga

nis

ed

by

clu

ste

rin

g r

ela

ted

poin

ts

•p

oin

ts a

re o

rga

nis

ed

sim

ply

with

a f

ittin

g o

pe

nin

g

and c

losin

g, som

etim

es

linke

d

•m

ate

ria

l g

en

era

lly in

lo

gic

al se

qu

ence

but

ove

rall

dire

ctio

n o

f w

ritin

g o

ften

not

cle

arl

y s

igna

lled

•p

ara

gra

phs/s

ectio

ns

he

lp t

o o

rga

nis

e c

on

tent,

e.g

.m

ain

id

ea u

su

ally

su

pp

ort

ed o

r e

lab

ora

ted b

y

follo

win

g s

en

tences

•w

ithin

para

gra

phs/

se

ctio

ns,

limite

d r

an

ge

of

co

nn

ective

s b

etw

ee

n

se

nte

nce

s,

e.g

. over-

use o

f “a

lso

” o

r p

ron

oun

s

•so

me

atte

mp

ts t

o

esta

blis

h s

imp

le lin

ks

be

twe

en

pa

rag

rap

hs/

se

ctio

ns n

ot

alw

ays

ma

inta

ine

d,

e.g

. firs

tly, n

ext

•re

leva

nt

po

ints

an

d

evid

en

ce

cho

se

n

•so

me

id

ea

s a

nd m

ate

ria

l d

eve

lop

ed

in

deta

il, e

.g.

po

ints

ela

bo

rate

dby

ad

ve

rbia

l a

nd

exp

an

de

d

no

un

ph

rases

•str

aig

htf

orw

ard

vie

wp

oin

t g

en

era

lly

esta

blis

hed a

nd s

om

e

ba

lan

ce m

ain

tain

ed,

e.g

. m

ain

tain

ing a

con

sis

tent

sta

nce

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r b

ut

no

t a

lwa

ys c

onsis

tently

main

tain

ed

•m

ain

fea

ture

s o

f a r

ep

ort

a

re c

lea

r a

nd a

pp

rop

ria

te t

o

pre

se

ntin

g f

ind

ings fo

r th

e

cla

ss

•sty

le g

en

era

lly

ap

pro

priate

to t

ask,

thou

gh

a

wa

ren

ess o

f to

ne

no

t a

lwa

ys s

usta

ined

•so

me

evid

en

ce o

f delib

era

te v

ocabula

ry

ch

oic

es

•so

me

exp

an

sio

n o

f g

en

era

l vo

ca

bu

lary

to

m

atc

h topic

, e.g

. te

chn

ical w

ord

s r

ela

tin

g

to b

oo

k c

overs

co

rrect sp

elli

ng o

f:

•m

ost com

mon g

ram

matical

fun

ctio

n w

ord

s,

e.g

. yo

u,

be

ca

use,

although

•m

ost

ad

ve

rbs w

ith

-ly

form

ation

like

ly e

rro

rs:

•hom

ophones o

f com

mon

gra

mm

atica

l fu

nction

word

s,

e.g

.th

ey’re

/th

eir/the

re,

of/

ha

ve/o

ff

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•o

cca

sio

na

l in

flecte

d w

ord

s,

e.g

.-e

s,

-ed,

-ies,

-ie

d,

-er,

-e

st,

-ie

r, -

iest,

-in

g

B4

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 5

L

ow

5

Se

cu

re 4

L

ow

4

Be

low

4

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t

Annotated exemplar responses


Level 4: Response and commentary

Fitting opening(AF3 L4 b2)signals purpose(AF2 L4 b1)

Some attempt toestablish simplelinks betweenparagraphs (AF4 L4 b3)

Relevantinformationchosen withsomeappropriateelaboration (AF1 L4 b1/2)

Paragraphs helpto organisecontent(AF4 L4 b1)

Some expansionof generalvocabulary tomatch topic (AF7 L4 b2)

Points generallyin logicalsequence, butdirection ofwriting notsignalled (AF3 L4 b3)

Some attempt tovary length andstructure ofsentences(AF5 L4 b1)

Almost allsentencesaccuratelydemarcated (AF6 L4 b1) andsome use ofcommas to markclauses(AF6 L5 b2)

Most inflectedwords correctlyspelt(AF8 L5 b2)

Quotation marksfor evidenceused correctly(AF6 L4 b2)


This response clearly signals the purpose of the writing (AF2) and relevant points areselected and sometimes elaborated with appropriate use of detail (AF1). Paragraphs areused to help organise content with some attempt to establish simple links between them(AF4) which are generally logically sequenced (AF3). There is some variation in thestructuring of sentences (AF5), with the demarcation of sentences generally secure andsome attempt to use commas to mark clauses (AF6). Some use of technical terminologyexpands the general range of vocabulary employed (AF7) and the spelling of inflectedwords is usually accurate (AF8).

For all the assessment focuses, there is evidence of the pupil fulfilling most of the level 4criteria, and, in some cases, beginning to address the level 5 requirements, although onlyfor AF8 are these actually fulfilled. Hence the overall judgement is secure level 4.


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Level 4 e

xam

ple

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g


ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas to m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

co

rrect sp

elli

ng o

f:

•com

mon g

ram

matical

fun

ctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

L4

•som

e a

ttem

pt

to v

ary

le

ng

th,

str

uctu

re a

nd

su

bje

ct of se

nte

nces

•use o

f som

e

su

bo

rdin

ating

co

nn

ective

s,

e.g

. if,

when,

be

ca

use

•so

me

va

ria

tio

n,

genera

lly a

ccura

te, in

te

nse

and

ve

rb f

orm

s

•se

nte

nce

s d

em

arc

ate

d

accura

tely

thro

ughout th

e

text,

inclu

din

g q

ue

stio

n

mark

s

•sp

eech

ma

rks to d

en

ote

sp

eech

ge

ne

rally

accura

te,

with

so

me

oth

er

pun

ctu

ation

w

ith

in t

he q

uota

tio

n m

ark

s

•co

mm

as u

se

d in lis

ts

an

d o

cca

sio

na

lly t

o m

ark

cla

use

s,

alth

ou

gh n

ot

alw

ays a

ccura

tely

•p

oin

ts a

re o

rga

nis

ed

by

clu

ste

rin

g r

ela

ted

poin

ts

•p

oin

ts a

re o

rga

nis

ed

sim

ply

with

a f

ittin

g o

pe

nin

g

and c

losin

g, som

etim

es

linke

d

•m

ate

ria

l g

en

era

lly in

lo

gic

al se

qu

ence

but

ove

rall

dire

ctio

n o

f w

ritin

g o

ften

not

cle

arl

y s

igna

lled

•p

ara

gra

phs/s

ectio

ns

he

lp t

o o

rga

nis

e c

on

tent,

e.g

.m

ain

id

ea u

su

ally

su

pp

ort

ed o

r e

lab

ora

ted b

y

follo

win

g s

en

tences

•w

ithin

para

gra

phs/

se

ctio

ns,

limite

d r

an

ge

of

co

nn

ective

s b

etw

ee

n

se

nte

nce

s,

e.g

. over-

use o

f “a

lso

” o

r p

ron

oun

s

•so

me

atte

mp

ts t

o

esta

blis

h s

imp

le lin

ks

be

twe

en

pa

rag

rap

hs/

se

ctio

ns n

ot

alw

ays

ma

inta

ine

d,

e.g

. firs

tly, n

ext

•re

leva

nt

po

ints

an

d

evid

en

ce

cho

se

n

•so

me

id

ea

s a

nd m

ate

ria

l d

eve

lop

ed

in

deta

il, e

.g.

po

ints

ela

bo

rate

dby

ad

ve

rbia

l a

nd

exp

an

de

d

no

un

ph

rases

•str

aig

htf

orw

ard

vie

wp

oin

t g

en

era

lly

esta

blis

hed a

nd s

om

e

ba

lan

ce m

ain

tain

ed,

e.g

. m

ain

tain

ing a

con

sis

tent

sta

nce

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r b

ut

no

t a

lwa

ys c

onsis

tently

main

tain

ed

•m

ain

fea

ture

s o

f a r

ep

ort

a

re c

lea

r a

nd a

pp

rop

ria

te t

o

pre

se

ntin

g f

ind

ings fo

r th

e

cla

ss

•sty

le g

en

era

lly

ap

pro

priate

to t

ask,

thou

gh

a

wa

ren

ess o

f to

ne

no

t a

lwa

ys s

usta

ined

•so

me

evid

en

ce o

f delib

era

te v

ocabula

ry

ch

oic

es

•so

me

exp

an

sio

n o

f g

en

era

l vo

ca

bu

lary

to

m

atc

h topic

, e.g

. te

chn

ical w

ord

s r

ela

tin

g

to b

oo

k c

overs

co

rrect sp

elli

ng o

f:

•m

ost com

mon g

ram

matical

fun

ctio

n w

ord

s,

e.g

. yo

u,

be

ca

use,

although

•m

ost

ad

ve

rbs w

ith

-ly

form

ation

like

ly e

rro

rs:

•hom

ophones o

f com

mon

gra

mm

atica

l fu

nction

word

s,

e.g

.th

ey’re

/th

eir/the

re,

of/

ha

ve/o

ff

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•o

cca

sio

na

l in

flecte

d w

ord

s,

e.g

.-e

s,

-ed,

-ies,

-ie

d,

-er,

-e

st,

-ie

r, -

iest,

-in

g

B4

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 5

L

ow

5

Se

cu

re 4

L

ow

4

Be

low

4

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t



Variation insentence lengthand structure forclarity andemphasis(AF5 L5 b1)

Sentencesorganised intoappropriateparagraphsaround the areasfor analysis(AF3 L5 b1)

Relevant pointsand evidencedeveloped withsome detail (AF1 L5 b1)

Sentencesdemarcatedaccurately (AF6 L4 b1) andsome use of the comma tomark clauses (AF6 L4 b3)

Main purpose ofthe writingestablished andmaintained(AF2 L5 b1)

Paragraphsclearly structuremain ideas tosupport purpose(AF4 L5 b1)

Clear viewpointon the suitabilityof the bookcover established(AF1 L5 b3)

Personal,informal style to maintainreader’s interest(AF2 L5 b3)

Reasonably widevocabulary used(AF7 L5 b2)

Development ofmaterial logicallysequenced andmanaged acrossthe text (AF3 L5 b2/3)

Generally correctspellingthroughout(AF8 L6 b1)


This fluent response confidently explores the given subject matter with some use of detailand evidence (AF1), shaping and adapting comments to focus on the analytical purposefor writing and to engage the reader’s interest (AF2). Purpose is further supported by thestructuring of points into paragraphs (AF4) that are logically sequenced with clear links toguide the reader (AF3). A variety of sentence structures is generally securely managed andprovides clarity and emphasis (AF5). Sentence demarcation is consistently accurate withsome use of commas to mark clauses (AF6). A reasonably wide vocabulary is appropriatelydeployed (AF7) and spelling is generally correct throughout (AF8).

For most of the assessment focuses, there is evidence of the pupil fulfilling the level 5criteria, and often doing so with some confidence. Hence the overall judgement is secure level 5.


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Level 5 e

xam

ple

– p

lea

se

no

te t

ha

t th

is s

he

et

an

d t

he

fo

llo

win

g b

oth

re

fer

to t

he

sa

me

pu

pil

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L6

•co

ntr

olle

d u

se

of

a

variety

of sim

ple

and

co

mp

lex s

ente

nce

s t

o

achie

ve p

urp

ose a

nd

co

ntr

ibute

to o

ve

rall

eff

ect

•co

nfid

ent

use o

f a

ran

ge

of se

nte

nce

featu

res to c

larify

or

em

ph

asis

e m

ean

ing

, e.g

. fr

onte

d a

dverb

ials

, co

mp

lex n

ou

n o

r p

rep

ositio

na

l p

hra

se

s

such a

s:

Sim

ilarly,

the…

; In

com

parison,

it…

; R

eadin

g it

thro

ugh, th

e

reader…

•syn

tax a

nd

fu

ll ra

nge

of

pu

nctu

atio

n a

re c

on

sis

tently

accu

rate

in a

va

rie

ty o

f sente

nce s

tructu

res, w

ith

occa

sio

na

l err

ors

in

am

bitio

us s

tru

ctu

res,

e.g

. only

occasio

nal com

ma

sp

lice

s; so

me u

se

of se

mi-

colo

ns,

not

alw

ays a

ccura

te

•m

ate

rial is

cle

arly

co

ntr

olle

d a

nd s

eq

ue

nce

d,

takin

g a

cco

unt

of th

e

rea

de

r’s lik

ely

re

actio

n,

e.g

. para

gra

phs o

f diffe

ring

len

gth

s,

anticip

ating

re

ad

er’s q

ue

stio

ns

•a

ra

ng

e o

f fe

atu

res

cle

arl

y s

igna

l o

ve

rall

direction o

f th

e text fo

r th

e

reader,

e.g

. openin

g

pa

rag

rap

hs th

at

intr

od

uce

them

es c

learly, para

gra

ph

ma

rke

rs,

links b

etw

ee

n

para

gra

phs

•co

nstr

uctio

n o

f p

ara

gra

phs c

learly s

up

po

rts

meanin

g a

nd p

urp

ose, e.g

. para

gra

ph topic

sig

nalle

d

and then d

evelo

ped,

with

ho

ldin

g o

f in

form

atio

n

for

effect, th

em

atic lin

ks

be

twe

en p

ara

gra

phs

•w

ith

in p

ara

gra

phs,

co

hesiv

e d

evic

es c

on

trib

ute

to

em

phasis

an

d e

ffe

ct,

e.g

. a

dve

rbia

ls a

s s

ente

nce

sta

rte

rs

•im

ag

ina

tive

tre

atm

en

t of

ap

pro

pria

te m

ate

ria

ls,

fam

ilia

rity

with

co

nve

ntio

ns o

f a

n a

na

lysis

, a

da

ptin

g it

wh

en

needed to s

uit p

urp

ose a

nd a

udie

nce, not alw

ays

su

ccessfu

lly,

e.g

. in

form

al co

mm

ent

on t

he c

on

ten

t o

r sty

le

of th

e b

ook c

ove

r

•co

nvin

cin

g,

ind

ivid

ua

l vo

ice

or

po

int

of

vie

w e

sta

blis

he

d

an

d m

ostly s

usta

ine

d t

hro

ug

ho

ut,

e.g

. a

uth

orita

tive e

xp

ert

vie

w, w

ith a

str

ong o

pin

ion a

bout th

e b

ook c

over

•le

ve

l o

f fo

rma

lity u

se

d f

or

an

aly

sis

an

d t

he

go

ve

rno

rs is

ge

ne

rally

ap

pro

priate

an

d a

ra

nge

of

sty

listic d

evic

es u

se

d

to a

ch

ieve

eff

ect,

not

alw

ays s

ucce

ssfu

lly,

e.g

. co

ntr

olle

d

info

rma

lity,

ge

ne

ralis

atio

ns o

r sh

ifts

betw

ee

n w

riting

fo

r th

e

cla

ss

•vo

ca

bu

lary

ch

ose

n

ge

ne

rally

ap

pro

priate

to

an

aly

sis

an

d p

ub

lish

ing

te

rmin

olo

gy

•ra

ng

e o

f vo

ca

bu

lary

g

en

era

lly v

arie

d a

nd

o

ften

am

bitio

us,

eve

n

tho

ug

h c

ho

ice

s n

ot

alw

ays a

pt

ge

ne

rally

co

rrect

spe

llin

g

thro

ug

hou

t

like

ly e

rro

rs:

•o

cca

sio

na

l err

ors

in

am

bitio

us o

r co

mp

lex w

ord

s

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g


ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas t

o m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

corr

ect spelli

ng o

f:

•co

mm

on

gra

mm

atica

l fu

nctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 6

L

ow

6

Se

cu

re 5

L

ow

5

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Level 5 e

xam

ple

– c

on

tin

ued

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g


ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas to m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

co

rrect sp

elli

ng o

f:

•com

mon g

ram

matical

fun

ctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

L4

•som

e a

ttem

pt

to v

ary

le

ng

th,

str

uctu

re a

nd

su

bje

ct of se

nte

nces

•use o

f som

e

su

bo

rdin

ating

co

nn

ective

s,

e.g

. if,

when,

be

ca

use

•so

me

va

ria

tio

n,

genera

lly a

ccura

te, in

te

nse

and

ve

rb f

orm

s

•se

nte

nce

s d

em

arc

ate

d

accura

tely

thro

ughout th

e

text,

inclu

din

g q

ue

stio

n

mark

s

•sp

eech

ma

rks to d

en

ote

sp

eech

ge

ne

rally

accura

te,

with

so

me

oth

er

pun

ctu

ation

w

ith

in t

he q

uota

tio

n m

ark

s

•co

mm

as u

se

d in lis

ts

an

d o

cca

sio

na

lly t

o m

ark

cla

use

s,

alth

ou

gh n

ot

alw

ays a

ccura

tely

•p

oin

ts a

re o

rga

nis

ed

by

clu

ste

rin

g r

ela

ted

poin

ts

•p

oin

ts a

re o

rga

nis

ed

sim

ply

with

a f

ittin

g o

pe

nin

g

and c

losin

g, som

etim

es

linke

d

•m

ate

ria

l g

en

era

lly in

lo

gic

al se

qu

ence

but

ove

rall

dire

ctio

n o

f w

ritin

g o

ften

not

cle

arl

y s

igna

lled

•p

ara

gra

phs/s

ectio

ns

he

lp t

o o

rga

nis

e c

on

tent,

e.g

.m

ain

id

ea u

su

ally

su

pp

ort

ed o

r e

lab

ora

ted b

y

follo

win

g s

en

tences

•w

ithin

para

gra

phs/

se

ctio

ns,

limite

d r

an

ge

of

co

nn

ective

s b

etw

ee

n

se

nte

nce

s,

e.g

. over-

use o

f “a

lso

” o

r p

ron

oun

s

•so

me

atte

mp

ts t

o

esta

blis

h s

imp

le lin

ks

be

twe

en

pa

rag

rap

hs/

se

ctio

ns n

ot

alw

ays

ma

inta

ine

d,

e.g

. firs

tly, n

ext

•re

leva

nt

po

ints

an

d

evid

en

ce

cho

se

n

•so

me

id

ea

s a

nd m

ate

ria

l d

eve

lop

ed

in

deta

il, e

.g.

po

ints

ela

bo

rate

dby

ad

ve

rbia

l a

nd

exp

an

de

d

no

un

ph

rases

•str

aig

htf

orw

ard

vie

wp

oin

t g

en

era

lly

esta

blis

hed a

nd s

om

e

ba

lan

ce m

ain

tain

ed,

e.g

. m

ain

tain

ing a

con

sis

tent

sta

nce

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r b

ut

no

t a

lwa

ys c

onsis

tently

main

tain

ed

•m

ain

fea

ture

s o

f a r

ep

ort

a

re c

lea

r a

nd a

pp

rop

ria

te t

o

pre

se

ntin

g f

ind

ings fo

r th

e

cla

ss

•sty

le g

en

era

lly

ap

pro

priate

to t

ask,

thou

gh

a

wa

ren

ess o

f to

ne

no

t a

lwa

ys s

usta

ined

•so

me

evid

en

ce o

f delib

era

te v

ocabula

ry

ch

oic

es

•so

me

exp

an

sio

n o

f g

en

era

l vo

ca

bu

lary

to

m

atc

h topic

, e.g

. te

chn

ical w

ord

s r

ela

tin

g

to b

oo

k c

overs

co

rrect sp

elli

ng o

f:

•m

ost com

mon g

ram

matical

fun

ctio

n w

ord

s,

e.g

. yo

u,

be

ca

use,

although

•m

ost

ad

ve

rbs w

ith

-ly

form

ation

like

ly e

rro

rs:

•hom

ophones o

f com

mon

gra

mm

atica

l fu

nction

word

s,

e.g

.th

ey’re

/th

eir/the

re,

of/

ha

ve/o

ff

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•o

cca

sio

na

l in

flecte

d w

ord

s,

e.g

.-e

s,

-ed,

-ies,

-ie

d,

-er,

-e

st,

-ie

r, -

iest,

-in

g

B4

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 5

L

ow

5

Se

cu

re 4

L

ow

4

Be

low

4

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t



Individual voiceestablished (AF1/2 L6 b2)

Material isclearly controlledand sequenced(AF3 L6 b1)

Paragraph topicsignalled andthen developed (AF4 L6 b1)

Imaginativetreatment ofmaterials (AF1/2 L6 b1)

Varied andambitiousvocabularychoices (AF7 L6 b2)

Controlled useof a range ofsentence lengthsand structureprovide emphasis (AF5 L6 b1)

Overall directionof the textclearly signalled (AF3 L6 b2)

Accuratedemarcation ofsentences andsome use of thecomma to markclauses (AF6 L4 b3)

This well-structured (AF3) and fluent response confidently analyses the given subjectmatter in some detail, shaping it and adapting it effectively to provide a consistent,individual perspective on the book cover (AF1/2). Points are organised into paragraphsthat are clearly linked and sequenced (AF4). A range of sentence structures is deployed to support the overall purpose of the writing (AF5). Sentence demarcation and the use of commas to mark clauses are accurate, although there is little use of other punctuation(AF6). Vocabulary choices are often ambitious (AF7) and there are virtually no spellingerrors (AF8).

For all the assessment focuses other than AF6, there is evidence of the pupil addressingthe level 6 criteria, and, in most cases, fulfilling them with some confidence and authority.Hence the overall judgement is secure level 6.

Generally correctspellingthroughout (AF8 L6 b1)


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Level 6 e

xam

ple

– p

lea

se

no

te t

ha

t th

is s

he

et

an

d t

he

fo

llo

win

g b

oth

re

fer

to t

he

sa

me

pu

pil

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L6

•co

ntr

olle

d u

se

of

a

variety

of sim

ple

and

co

mp

lex s

ente

nce

s t

o

achie

ve p

urp

ose a

nd

co

ntr

ibute

to o

ve

rall

eff

ect

•co

nfid

ent

use o

f a

ran

ge

of se

nte

nce

featu

res to c

larify

or

em

ph

asis

e m

ean

ing

, e.g

. fr

onte

d a

dverb

ials

, co

mp

lex n

ou

n o

r p

rep

ositio

na

l p

hra

se

s

such a

s:

Sim

ilarly,

the…

; In

com

parison,

it…

; R

eadin

g it

thro

ugh, th

e

reader…

•syn

tax a

nd

fu

ll ra

nge

of

pu

nctu

atio

n a

re c

on

sis

tently

accu

rate

in a

va

rie

ty o

f sente

nce s

tructu

res, w

ith

occa

sio

na

l err

ors

in

am

bitio

us s

tru

ctu

res,

e.g

. only

occasio

nal com

ma

sp

lice

s; so

me u

se

of se

mi-

colo

ns,

not

alw

ays a

ccura

te

•m

ate

rial is

cle

arly

co

ntr

olle

d a

nd s

eq

ue

nce

d,

takin

g a

cco

unt

of th

e

rea

de

r’s lik

ely

re

actio

n,

e.g

. para

gra

phs o

f diffe

ring

len

gth

s,

anticip

ating

re

ad

er’s q

ue

stio

ns

•a

ra

ng

e o

f fe

atu

res

cle

arl

y s

igna

l o

ve

rall

direction o

f th

e text fo

r th

e

reader,

e.g

. openin

g

pa

rag

rap

hs th

at

intr

od

uce

them

es c

learly, para

gra

ph

ma

rke

rs,

links b

etw

ee

n

para

gra

phs

•co

nstr

uctio

n o

f p

ara

gra

phs c

learly s

up

po

rts

meanin

g a

nd p

urp

ose, e.g

. para

gra

ph topic

sig

nalle

d

and then d

evelo

ped,

with

ho

ldin

g o

f in

form

atio

n

for

effect, th

em

atic lin

ks

be

twe

en p

ara

gra

phs

•w

ith

in p

ara

gra

phs,

co

hesiv

e d

evic

es c

on

trib

ute

to

em

phasis

an

d e

ffe

ct,

e.g

. a

dve

rbia

ls a

s s

ente

nce

sta

rte

rs

•im

ag

ina

tive

tre

atm

en

t of

ap

pro

pria

te m

ate

ria

ls,

fam

ilia

rity

with

co

nve

ntio

ns o

f a

n a

na

lysis

, a

da

ptin

g it

wh

en

needed to s

uit p

urp

ose a

nd a

udie

nce, not alw

ays

su

ccessfu

lly,

e.g

. in

form

al co

mm

ent

on t

he c

on

ten

t o

r sty

le

of th

e b

ook c

ove

r

•co

nvin

cin

g,

ind

ivid

ua

l vo

ice

or

po

int

of

vie

w e

sta

blis

he

d

an

d m

ostly s

usta

ine

d t

hro

ug

ho

ut,

e.g

. a

uth

orita

tive e

xp

ert

vie

w, w

ith a

str

ong o

pin

ion a

bout th

e b

ook c

over

•le

ve

l o

f fo

rma

lity u

se

d f

or

an

aly

sis

an

d t

he

go

ve

rno

rs is

ge

ne

rally

ap

pro

priate

an

d a

ra

nge

of

sty

listic d

evic

es u

se

d

to a

ch

ieve

eff

ect,

not

alw

ays s

ucce

ssfu

lly,

e.g

. co

ntr

olle

d

info

rma

lity,

ge

ne

ralis

atio

ns o

r sh

ifts

betw

ee

n w

riting

fo

r th

e

cla

ss

•vo

ca

bu

lary

ch

ose

n

ge

ne

rally

ap

pro

priate

to

an

aly

sis

an

d p

ub

lish

ing

te

rmin

olo

gy

•ra

ng

e o

f vo

ca

bu

lary

g

en

era

lly v

arie

d a

nd

o

ften

am

bitio

us,

eve

n

tho

ug

h c

ho

ice

s n

ot

alw

ays a

pt

ge

ne

rally

co

rrect

spe

llin

g

thro

ug

hou

t

like

ly e

rro

rs:

•o

cca

sio

na

l err

ors

in

am

bitio

us o

r co

mp

lex w

ord

s

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g


ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas t

o m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

corr

ect spelli

ng o

f:

•co

mm

on

gra

mm

atica

l fu

nctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 6

L

ow

6

Se

cu

re 5

L

ow

5

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t


Mark

ing

gu

idelin

es –

Year

9 t

ask –

Bo

ok c

over

an

aly

sis

Level 6 e

xam

ple

– c

on

tin

ued

Asse

ssin

g p

up

ils’ p

rog

ress in

En

glis

h a

t K

ey S

tag

e 3

Pupil

nam

e........................................................................................

Form

.................................

Date

...............................

A

F5

– v

ary

se

nte

nc

es

fo

r cla

rity

, p

urp

os

e a

nd

e

ffe

ct.

AF

6 –

wri

te w

ith

te

ch

nic

al

accu

rac

y o

f s

yn

tax a

nd

p

un

ctu

ati

on

…

AF

3 –

org

an

ise a

nd

p

resen

t w

ho

le t

exts

e

ffe

cti

ve

ly…

AF

4 –

co

nstr

uct

para

gra

ph

s a

nd

use

co

hesio

n w

ith

in a

nd

b

etw

een

para

gra

ph

s.

AF

1 –

wri

te i

ma

gin

ati

ve

, in

tere

sti

ng

an

d t

ho

ug

htf

ul

tex

ts.

AF

2 –

pro

du

ce t

exts

w

hic

h a

re a

pp

rop

riate

to

ta

sk, re

ad

er

an

d p

urp

ose.

AF

7 –

se

lec

t ap

pro

pri

ate

an

d

eff

ec

tive

vo

ca

bu

lary

.

AF

8 –

use c

orr

ect

sp

ellin

g.

L5

•a v

ariety

of sente

nce

length

s, str

uctu

res a

nd

su

bje

cts

pro

vid

es c

larity

a

nd

em

ph

asis

•w

ide

r ra

ng

e o

f co

nn

ective

s u

sed

to

cla

rify

re

latio

nsh

ip

be

twe

en

id

eas,

e.g


ther

hand, m

eanw

hile

•so

me fe

atu

res o

f sente

nce s

tructu

re u

sed

to b

uild

up

deta

il o

r co

nve

y s

ha

des o

f m

eanin

g, e.g

. vari

atio

n in

w

ord

ord

er,

modals

in

verb

phra

ses

•fu

ll ra

ng

e o

f p

unctu

atio

n

use

d a

ccu

rate

ly t

o

dem

arc

ate

sente

nces,

inclu

din

g s

peech

punctu

ation, w

here

appro

priate

•syn

tax a

nd

pu

nctu

atio

n

with

in t

he s

en

tence

ge

ne

rally

accu

rate

, in

clu

din

g c

om

mas to m

ark

cla

uses, th

ough s

om

e

err

ors

occu

r w

he

re

am

bitio

us s

tru

ctu

res a

re

att

em

pte

d

•m

ate

rial is

str

uctu

red

cle

arl

y,

with

se

nte

nce

s

org

an

ised

into

ap

pro

pri

ate

para

gra

phs a

round the

are

as f

or

ana

lysis

•d

eve

lop

me

nt

of

mate

ria

l is

effe

ctive

ly m

an

ag

ed

a

cro

ss te

xt,

e.g

. clo

se

re

fers

back to o

penin

g

•o

ve

rall

dire

ctio

n o

f th

e

text

su

pp

ort

ed

by c

lea

r lin

ks

be

twe

en

pa

rag

raphs

•p

ara

gra

phs/s

ectio

ns

cle

arl

y s

tructu

re m

ain

id

eas

acro

ss te

xt

to s

up

po

rt

pu

rpo

se, e

.g. cle

ar

log

ica

l lin

ks b

etw

ee

n p

ara

gra

ph

s

•w

ithin

para

gra

phs/

se

ctio

ns,

a r

an

ge

of d

evic

es

support

cohesio

n, e.g

. se

cu

re u

se o

f p

rono

un

s,

co

nn

ectives,

refe

ren

ces

ba

ck to

text

•lin

ks b

etw

ee

n

pa

rag

rap

hs/s

ectio

ns

genera

lly m

ain

tain

ed a

cro

ss

wh

ole

te

xt

•re

leva

nt

po

ints

an

d

evid

en

ce

de

ve

lop

ed

with

so

me

im

agin

ative

deta

il

•d

eve

lop

me

nt

of

idea

s

an

d m

ate

ria

l a

pp

rop

ria

tely

sh

ap

ed f

or

an a

naly

tica

l re

port

•cle

ar

vie

wp

oin

t o

n t

he

su

ita

bili

ty o

f th

e b

oo

k c

ove

r e

sta

blis

he

d,

ge

nera

lly

consis

tent, w

ith s

om

e

ela

bo

ratio

n,

e.g

. som

e,

un

eve

n, d

evelo

pm

en

t of

tone a

nd p

urp

ose o

f th

e

an

aly

sis

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r a

nd

co

nsis

tently m

ain

tain

ed

•fe

atu

res o

f an

ana

lytica

l re

port

cle

arly e

sta

blis

hed

with s

om

e a

dapta

tion to the

ne

ed

to

co

nvin

ce t

he

re

ad

er

•appro

priate

sty

le c

learly

esta

blis

he

d t

o m

ain

tain

th

e

rea

de

r’s inte

rest

thro

ug

ho

ut

•vo

ca

bu

lary

ch

ose

n

for

the e

ffect

of a

naly

sin

g

•re

aso

nab

ly w

ide

vo

ca

bu

lary

use

d,

tho

ug

h

no

t a

lwa

ys a

pp

rop

ria

tely

co

rrect sp

elli

ng o

f:

•com

mon g

ram

matical

fun

ctio

n w

ord

s c

onsis

tently

•a

lmo

st a

ll in

flecte

d w

ord

s

•m

ost

de

riva

tio

na

l su

ffix

es,

e.g

. -io

n,

-ise

, -a

l/ia

l, -

ab

le/ible

•m

ost

pre

fixe

s, e

.g.

dis

ap

pe

ar,

unce

rta

in,

excla

im

like

ly e

rro

rs:

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•double

consonants

in

pre

fixes, e.g

. irre

gula

r,

un

ne

cessa

ry

L4

•som

e a

ttem

pt

to v

ary

le

ng

th,

str

uctu

re a

nd

su

bje

ct of se

nte

nces

•use o

f som

e

su

bo

rdin

ating

co

nn

ective

s,

e.g

. if,

when,

be

ca

use

•so

me

va

ria

tio

n,

genera

lly a

ccura

te, in

te

nse

and

ve

rb f

orm

s

•se

nte

nce

s d

em

arc

ate

d

accura

tely

thro

ughout th

e

text,

inclu

din

g q

ue

stio

n

mark

s

•sp

eech

ma

rks to d

en

ote

sp

eech

ge

ne

rally

accura

te,

with

so

me

oth

er

pun

ctu

ation

w

ith

in t

he q

uota

tio

n m

ark

s

•co

mm

as u

se

d in lis

ts

an

d o

cca

sio

na

lly t

o m

ark

cla

use

s,

alth

ou

gh n

ot

alw

ays a

ccura

tely

•p

oin

ts a

re o

rga

nis

ed

by

clu

ste

rin

g r

ela

ted

poin

ts

•p

oin

ts a

re o

rga

nis

ed

sim

ply

with

a f

ittin

g o

pe

nin

g

and c

losin

g, som

etim

es

linke

d

•m

ate

ria

l g

en

era

lly in

lo

gic

al se

qu

ence

but

ove

rall

dire

ctio

n o

f w

ritin

g o

ften

not

cle

arl

y s

igna

lled

•p

ara

gra

phs/s

ectio

ns

he

lp t

o o

rga

nis

e c

on

tent,

e.g

.m

ain

id

ea u

su

ally

su

pp

ort

ed o

r e

lab

ora

ted b

y

follo

win

g s

en

tences

•w

ithin

para

gra

phs/

se

ctio

ns,

limite

d r

an

ge

of

co

nn

ective

s b

etw

ee

n

se

nte

nce

s,

e.g

. over-

use o

f “a

lso

” o

r p

ron

oun

s

•so

me

atte

mp

ts t

o

esta

blis

h s

imp

le lin

ks

be

twe

en

pa

rag

rap

hs/

se

ctio

ns n

ot

alw

ays

ma

inta

ine

d,

e.g

. firs

tly, n

ext

•re

leva

nt

po

ints

an

d

evid

en

ce

cho

se

n

•so

me

id

ea

s a

nd m

ate

ria

l d

eve

lop

ed

in

deta

il, e

.g.

po

ints

ela

bo

rate

dby

ad

ve

rbia

l a

nd

exp

an

de

d

no

un

ph

rases

•str

aig

htf

orw

ard

vie

wp

oin

t g

en

era

lly

esta

blis

hed a

nd s

om

e

ba

lan

ce m

ain

tain

ed,

e.g

. m

ain

tain

ing a

con

sis

tent

sta

nce

•m

ain

pu

rpose o

f w

ritin

g

to a

na

lyse

is c

lea

r b

ut

no

t a

lwa

ys c

onsis

tently

main

tain

ed

•m

ain

fea

ture

s o

f a r

ep

ort

a

re c

lea

r a

nd a

pp

rop

ria

te t

o

pre

se

ntin

g f

ind

ings fo

r th

e

cla

ss

•sty

le g

en

era

lly

ap

pro

priate

to t

ask,

thou

gh

a

wa

ren

ess o

f to

ne

no

t a

lwa

ys s

usta

ined

•so

me

evid

en

ce o

f delib

era

te v

ocabula

ry

ch

oic

es

•so

me

exp

an

sio

n o

f g

en

era

l vo

ca

bu

lary

to

m

atc

h topic

, e.g

. te

chn

ical w

ord

s r

ela

tin

g

to b

oo

k c

overs

co

rrect sp

elli

ng o

f:

•m

ost com

mon g

ram

matical

fun

ctio

n w

ord

s,

e.g

. yo

u,

be

ca

use,

although

•m

ost

ad

ve

rbs w

ith

-ly

form

ation

like

ly e

rro

rs:

•hom

ophones o

f com

mon

gra

mm

atica

l fu

nction

word

s,

e.g

.th

ey’re

/th

eir/the

re,

of/

ha

ve/o

ff

•o

cca

sio

na

l ph

on

etica

lly

pla

usib

le s

pe

llin

g in c

onte

nt

word

s,

e.g

. board

, acsept,

hungre

y, te

ryfing

•o

cca

sio

na

l in

flecte

d w

ord

s,

e.g

.-e

s,

-ed,

-ies,

-ie

d,

-er,

-e

st,

-ie

r, -

iest,

-in

g

B4

IE

Ove

rall

asse

ssm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 5

L

ow

5

Se

cu

re 4

L

ow

4

Be

low

4

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t

Date post:	21-Apr-2018
Category:	Documents
Upload:	vuongminh
View:	273 times
Download:	2 times

Book cover analysis English subject leaders and Year 9...

Documents