Year 7 English Assessment criteria for writing. Handwriting: If not established - develop a joined, legible handwriting.
Assessment Foci
Sentence
Structure,
punctuation and
grammar.
Entering
Clauses linked with subordinating (eg because,
after) and co-ordinating conjunctions (and,
but,for,yet,so,or)
Some complex sentences. Use of when, because or
if may be repetitive.
Subjects and verbs often simple and repeated
(We played, dogs are).
Tense choice generally consistent and appropriate
to task.
Some sentence variation created, e.g. direct
speech; simple adverbials (we played after tea...
Noun phrases simple, eg my delicious, meaty lunch
Full stops, capital letters, exclamation marks and
question marks mostly accurate; commas used in
lists.
Some use of speech punctuation.
Developing
Correct use of subject-verb agreement
Secure use of tense & person
Uses wide range of clause structures, varying their
position within a sentence
Uses fronted adverbials - connectives
(time, opposite, additional, causal, persuasive,
explanation)
Uses cohesive devices across sentences
Uses modal verbs appropriately
Uses passive verbs appropriately
Most sentences correctly demarcated ?!.
Inverted commas demarcate beginning & end
Uses apostrophe to mark contraction & omission
Uses some commas to mark phrases / clauses
Some correct use of semi-colons & colons
Some correct use of brackets, dashes
Some correct use of ellipsis
Create an appropriate opening & closing
Organise through sequencing or logic
Uses paragraphs or sections to support organisation or
related events
Form connections within & between paragraphs generally
(e.g. pronouns & connectives)
Links between paragraphs - may be awkward
Paragraphs developed around a topic
Uses topic sentences with further explanation, contrast
& detail
Uses bullet points
Secure
Uses inverted commas demarcate beginning &
end of speech plus other punctuation.
Direct speech structured accurately NSNL
Variety of sentence lengths
Different sentence types eg questions,
commands, speech
Wider range subordinating conjunctions eg
which, whilst, nevertheless.
A range of verb forms used accurately, modal
verbs, passive and active, future, past etc
Shades of meaning through use of adverbs –eg
extremely
Full range of punctuation – used accurately.
Above
Sentences use the full range of punctuation to
create effects and are consistently accurate.
Direct speech used to create effects.
Uses a variety of sentence structures to create
effects.
Begins sentences in creative ways to add
interest and variety
Sentences used to emphasise ideas.
Generally correct spelling throughout, including
some ambitious, uncommon words or words with
complex sound/symbol relationships.
Controlled and accurate use of verb tense
throughout writing.
Text Structure
and organisation
A brief introduction (opening) and / or ending
usually signalled.
Simple text structure with an attempt to organise
related ideas in sections or paragraphs.
Some attempt to sequence ideas logically.
Simple adverbials / pronouns may link sentences,
sections or paragraphs (when we got there, after
that).
Controlled use of paragraphs /sections
Relationships established between sections,
eg openings and endings link, paragraphs
establish clear structure
Sequencing of paragraphs contributes to the
effect of the writing
Shaping and length of paragraphs used to
create effects
Variety of cohesive devices used. Eg pronouns,
adverbials, prepositional phrases used and link
to writing eg . However it is thought..
Some awareness of purpose through selection of
relevant content and attempt to interest the
reader.
Features of writing generally appropriate to the
selected task, e.g. use of dialogue in a story; use
of first person for a letter;
Content imbalanced, e.g. led by dialogue.
Viewpoint (opinion, attitude, position) is
expressed, but may not be maintained.
Some detail / description of events or ideas
expanded through vocabulary (simple adverbs,
adjectives) or explanation.
Some vocabulary selected for effect
Has clear purpose with relevant content
Use accurate features of text type & genre appropriate
to the task, e.g. verb tense
Content is balanced between action & dialogue; fact &
comment
Viewpoint is established & maintained
Show deliberate choice of vocabulary
Uses adverbs to add precision
Uses prepositional phrases to qualify detail
Uses expanded noun phrases to add detail
Some use of stylistic features to support purpose e.g.use
of similes, formal/ informal vocabulary to create mood.
Vocabulary selected for purpose and effect
Purpose of writing clear /maintained.
Features of genre type used to establish
level of formality or with some adaption for
effect.
Content is balanced and controlled to engage
the reader.
Viewpoint clear/ maintained.
Ideas developed through imaginative detail, eg
use of expanded noun phrases, adverbs to add
effect.
Stylistic features chosen / used
appropriately. Eg similes, emotive phrases
Vocabulary chosen to create impact
Writing is clearly controlled and sequenced,
taking account of the reader’s likely reaction, e.g.
differing length paragraphs, use of flashback in
narrative, anticipating reader’s questions.
A range of features are used to build cohesion
and to clearly signal the overall direction of the
text for the reader.eg Construction of
paragraphs clearly supports the meaning and
purpose of my writing, e.g. paragraph topic
signalled and then developed, withholding of
information for effect, thematic links between
paragraphs.
Within my paragraphs, a variety of cohesive
devices are used which contribute to the
emphasis and effect. Adverbials, prepositional
phrases, pronouns, conjunctions are used with
accuracy and for effect.
Writes with imaginative treatment of
appropriate materials, showing familiarity with
conventions of a variety of forms, and can adapt
them to suit purpose and audience.
Writing has a convincing, individual voice or point
of view which is established and mostly sustained
throughout.
Uses an accurate level of formality for purpose
and audience
Uses a range of stylistic devices to achieve an
effect
Chooses adventurous vocabulary which is
appropriate to my purpose and audience.
Uses a range of vocabulary which is generally
varied and often ambitious, even though my
choices may not always be apt.
Composition and
Effects
Drafting and
editing.
Make improvements through re-drafting vocab / grammar.
Edit writing in relation to Year 6 grammar and spelling
expectations.
Make improvements through re-drafting vocab and grammar.
Edit writing in relation to Year 6 grammar and spelling
expectations.
Make improvements through re-drafting
vocab/grammar. Spelling accuracy
Edit writing to tailor writing to audience/purpose
Make improvements through re-drafting vocab/grammar.
Edit writing to tailor and craft for audience/purpose with spelling accuracy.