Audience
Text structure
Ideas
Persuasive devices
Vocabulary
Cohesion
NAPLAN marking criteria
VELS level
Supports and engages the reader through
deliberate language choices and persuasive
techniques. Some lapses in precision of
language.
Develops a critical understanding of
the ways writers and producers of
texts try to position readers to
accept particular views … ideas and
information. (5)
Adjusts writing in response to
purpose, content and audience
needs. (5)
Practises writing expressively about
… opinions and ideas, and
constructing considered arguments
to persuade others to share a point
of view. (6)
Extends knowledge of the structure
of a variety of text forms (such as
persuasive texts). (5)
All components of the text are well developed,
although the introduction is too long and
begins to develop the argument, rather than
introduce it. Topic sentences introduce each
paragraph.
Ideas are generated, selected and crafted to
contribute effectively to the writer’s position.
Sustained and effective use of persuasive
devices. Effective rebuttal and use of
qualification (Whilst such cages are often seen
as cruel there are advantages…) and cause
effect reasoning (If society were to commit …).
Effective use of rhetorical question (So where
do you draw the line…?) and the use of But
and And for at the beginning of sentences for
rhetorical purposes.
Use of quotations less effective as they are not
integrated into writer’s sentences and source
of quotations not identified.
A range of precise and effective words and
word groups used in a fluent and articulate
manner.
Although not a highly cohesive piece, there is
controlled use of cohesive devices to support
reader understanding. Some unreferenced
pronouns (eg. paragraph 4: They also study
the behaviour ...; and He added …) and lack of
integration of quotations detract from
Writes arguments that state and
justify a personal viewpoint. (5)
Identifies the main issues in a topic
and provides supporting detail and
evidence for opinions. (5)
Practises writing expressively and in
detail about challenging ideas. (5)
Writes persuasive texts dealing with
complex ideas and issues and
controls the linguistic structures and
features that support the
presentation of different
perspectives on complex themes
and issues. (6)
Uses writing to explore different
perspectives on complex and
challenging issues. (6)
Explores the power of language and
the ways it can influence roles and
relationships and represent ideas,
information and concepts. (5)
Selects subject matter and begins to
use a range of language techniques
to try to position readers to accept
particular views. (6)
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)
Controls tenses and subject-verb
Paragraphing
Sentence structure
Punctuation
Spelling
cohesion.
All paragraphs are focused on one idea or set
of like ideas.
and noun-pronoun agreement. (5)
Writes texts containing logically
ordered paragraphs that express
opinions and includes ideas and
information about familiar topics. (3)
Generally controls a range of different
structures but there are some long and
unwieldy sentences (eg. paragraph one: But
the use of cages also has effects…).
Uses a variety of sentence
structures. (4)
Sentence punctuation correct, good use of
commas to mark clauses and phrases, and
correct use of quotation marks. Errors in use of
both possessive and contraction apostrophes.
Uses punctuation to support
meaning, including exclamation
marks and quotation marks, and
accurately uses full stops, commas
and question marks. (3)
Proofreads and corrects spelling
errors. (5)
Correct spelling of difficult and challenging
words, with a very occasional minor slip.