Audience
Text structure
NAPLAN marking criteria
VELS level
Supports, engages and persuades the reader
through deliberate language choices and
persuasive techniques.
Produces a variety of texts for
different purposes using structures
and features of language
appropriate to the purpose,
audience and context of the writing.
(4)
Develops a critical understanding of
the ways writers and producers of
texts try to position readers to
accept particular views of … ideas
and information. (5)
Uses formal language to construct
texts for range of purposes and
audiences. (5)
Uses appropriate structures to
achieve some organisation of the
subject matter. (2)
Extends knowledge of the structure
of a variety of text forms (such as
persuasive texts). (5)
Expresses a point of view providing
some information and supporting
detail. (3)
Writes arguments that states and
justifies a personal viewpoint. (5)
Identifies the main issues in a topic
and provides supporting detail and
evidence for opinions. (5)
Selects content, form and
vocabulary depending on the
purpose of writing. (2)
Explores the power of language and
the ways it can influence roles and
relationships and represent ideas,
information and concepts. (5)
Text contains an introduction, a body and
conclusion. Detailed longer text with two
developed components, and a weaker
component (conclusion).
Ideas
Ideas are elaborated and contribute effectively
to the writer’s position.
Persuasive devices
Uses some persuasive devices, including
emphatic language (It is horribly cruel); cause
effect reasoning (The animals don’t learn their
natural instincts …and it can cause fights…)
and rhetorical questions (How would you
like…?). As the piece is short, use of devices
is not sustained.
Vocabulary
Cohesion
Paragraphing
Uses four or more precise words or word
groups (reproduction, entertainment, instincts,
extremely, confined, confining, disgraceful,
horribly, injured, injuring, innocent, paralysed,
natural instincts).
Some correct links between sentences and
mostly accurate use of referring words with an
error in second sentence (Some people put
the animals in cages for safety reasons but
some people use it for selfish reasons …).
Uses a range of cohesive devices to connect
paragraphs and sentences but there are some
lapses, (eg. Lastly, it could start fights between
the animals. The animals could end up ...) and
verb omission at the end paragraph two (it is
unfair to them take their natural instincts away
from them.).
All paragraphs are focused on one idea or set
of like ideas.
Uses a range of vocabulary and
selects for precise meaning. (4)
Experiments with techniques to
influence others, including
vocabulary. (5)
Identifies and uses different parts of
speech, including nouns, pronouns,
adverbs, comparative adverbs and
adjectives, and uses appropriate
prepositions and conjunctions. (4)
Writes texts containing logically
ordered paragraphs that express
opinions and includes ideas and
information about familiar topics. (3)
Sentence structure
Punctuation
Spelling
Most simple, compound and complex
sentences correct with a few errors (eg: The
animals would become sick because they
won’t know).
Most sentence punctuation correct, with one
error (The animals won’t know how to act
around other animals [comma omitted] then
reproduction won’t happen).
Correct use of some other punctuation,
including contraction apostrophe and commas
to mark clauses and phrases.
Students’ work has been spellchecked. Correct
spelling of simple words, all common words
and at least ten difficult words.
Uses a variety of sentence
structures. (4)
Uses capital letters, full stops and
question marks correctly. (2)
Uses punctuation to support
meaning, including exclamation
marks and quotation marks, and
accurately uses full stops, commas
and question marks. (3)
Uses punctuation accurately,
including apostrophes. (4)
Proofreads and corrects spelling
errors. (5)