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QCA writing mark scheme

Compostion and effect

Assessment focuses in this strand target pupils' ability to:

(1) write imaginative, interesting and thoughtful texts

(2) produce texts which are appropriate to task, reader and purposes

In this strand pupils demonstrate progression by their increasing effectiveness and skill in:

* selecting and adapting form and content according to purpose, viewpoint and reader

* conveying ideas and themes in appropriate styles

Key underpinning ideas for markers:

Adaptation to purpose and reader

Viewpoint - establishing and maintaining the positionstance of author, narrator, characters or others

Style and rhetorical effect, in choice of language and technical or literary devices

Text structure and organisation

Assessment focuses in this strand target pupils' ability to:

(3) organise and present whole texts effectively, sequencing and structuring information, ideas and events

(4) construct paragraphs and use cohesion within and between paragraphs

In this strand pupils demonstrate progression by their increasing effectiveness and skill in:

* selecting and using structural devices for the organisation of texts

* ordering and grouping ideas and material within sections of their texts to elaborate meaning

* maintaining cohesion in texts of increasing variety and complexity

Key underpinning ideas for markers:

Coherence (how the whole text hangs together), including order and sequence, and structural features such as openings and closings

Cohesion (how different sections of the text are organised) including grouping of material, connecting and developing ideas within paragraphssections

Sentence structure and punctuation

Assessment focuses in this strand target pupils' ability to:

(5) vary sentences for clarity, purpose and effect

(6) write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

In this strand pupils demonstrate progression by their increasing effectiveness and skill in:

* selecting and deploying a varied and complex range of sentence structures using punctuation to mark grammatical boundaries and clarify meaning accurately and consistently z combining grammatical structure and punctuation to enhance meaning

Key underpinning ideas for markers:

Variety in sentence structures

Clarity in meaning

Accuracy in syntax and punctuation

Vocabulary

Assessment focus

(7) select appropriate and effective vocabulary

This is not assessed separately. It contributes to text structure and organisation in that vocabulary choices need to be appropriate and contribute to cohesiveness. Vocabulary is also significant in composition and effect, since word choice contributes to style and to the impact of the whole text on the reader.

Spelling

The assessment focus in this strand targets pupils' ability to:

(8) use correct spelling

In this strand pupils demonstrate progression by:

* maintaining accuracy as range and difficulty of vocabulary used increases

At key stages 1 and 2, the assessment of spelling will be through a separate test, and at KS3 in the pupils' writing. In both contexts pupils are rewarded for success in spelling increasingly complex words rather than counting errors.

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