Student-Friendly app writing Assessment Focuses – Levels 5 8



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Student-Friendly APP Writing Assessment Focuses – Levels 5 - 8





AF1: To write imaginative, interesting and thoughtful texts

AF2: To produce texts which are appropriate to task, reader and purpose

AF3: To organise and present whole

texts effectively…

AF4: To construct paragraphs and cohesion within and between paragraphs

AF5: To vary sentences for clarity, purpose and effect

AF6: To write with technical accuracy of syntax and punctuation…

AF7: To select appropriate and

effective vocabulary

AF8: To use correct spelling

To gain a



level 8,

across a range

of writing:





  • My writing has a creative selection and adaptation of a wide range of forms and conventions to meet varied writing challenges with distinctive personal voice and style which is matched to intended effect.




  • I can select from a wide range of writing forms and conventions to meet varied writing challenges with my own distinctive personal voice and style which is matched to intended effect.




  • My writing is imaginative, has a well controlled structure of subject matter and my management of paragraphing provide textual coherence and cohesion to position the reader appropriately in relation to the writer’s purpose.

  • I write with imaginative, well controlled structuring of subject matter and management of paragraphing.

  • My writing provides textual coherence and cohesion to position the reader appropriately in relation to the writer’s purpose.




  • My writing uses sentence structure that is imaginative, precise and accurate.

  • My writing is matched to my purpose and the intended effect on the reader.




  • My sentence structures are imaginative, precise and accurate, matched to my purpose and intended effect on the reader.




  • I write with wide ranging vocabulary used imaginatively and with precision.




  • I check I have used correct spelling throughout my writing.

To gain a



level 7,

across a range

of writing:






  • My writing is imaginative and is generally a successful adaptation of a wide range of forms and conventions to suit a variety of purposes and audiences.

  • I establish a well judged, distinctive individual voice or point of view which can sustain throughout.

  • I write with a generally successful and consistent control of an appropriate level of formality and use a varied range of stylistic devices to achieve my intended effect.




  • I can make imaginative and generally successful adaptations of a wide range of forms and conventions to suit a variety of purposes and audiences.

  • I write with a well judged, distinctive individual voice and point of view which is established and sustained throughout my writing.

  • I can vary the level of formality and choose to use other stylistic devices within my writing for effect.




  • My writing uses information, ideas and events which are skilfully managed and shaped to achieve my intended purpose and effect, e.g. development of character, plot, event, or sides of an argument, are paced across the text.

  • I also use a variety of devices to position the reader.




  • My paragraph construction really helps with the meaning and purpose of my writing, e.g. paragraph length and complexity varied to match narrative pace or development of argument.

  • I shape and craft individual paragraphs for imaginative or rhetorical effect, e.g. last sentence echoing the first; lengthy single sentence paragraph to convey inner monologue.




  • I use different sentence types to show the purpose of my writing and to achieve my desired effect. I rarely make mistakes.

  • I can embed extra clauses to make my writing succinct when necessary.




  • I write with a variety of sentence types which I can use judiciously across the text to achieve my purpose and overall effect, with rare loss of control.

  • I use a range of features to shape/craft sentences that have individual merit and contribute to the overall development of the text.




  • My vocabulary is consistently, often imaginatively, well matched to my purpose and audience.

  • I use a range of vocabulary which is generally varied and ambitious and often judiciously chosen.




  • I check I have used correct spelling throughout my writing.

To gain a



level 6,

across a range

of writing:


  • I try to write with imaginative treatment of appropriate materials, show familiarity with conventions of a variety of forms, and can adapt them when I need to suit my purpose and audience.


  • My writing has a convincing, individual voice or point of view which is established and mostly sustained throughout.

  • I can use a level of formality for purpose and audience and I use a range of stylistic devices to achieve an effect.




  • My writing is imaginative and I am familiar with different writing conventions, which I try to use.

  • I can establish a point of view and try to sustain it throughout.

  • I try to change my formality and use stylistic devices to suit my audience and purpose, for example I can use literary devices as easily as I can use conversational style.




  • My 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.

  • I use a range of features to clearly signal the overall direction of the text for the reader.




  • My 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, I can use cohesive devices which contribute to the emphasis and effect of my writing, e.g. adverbials as sentence starters.




  • I can use simple and complex sentences in my writing to show my purpose and achieve an effect on my reader.
  • I can start my sentences with –ly and –ing words to emphasise my ideas.





  • My sentences use the full range of punctuation and are consistently accurate.

  • There is variety in my sentence structure with only occasional errors in ambitious structures, e.g. only occasional comma splices, some use of semi-colons, not always accurate.




  • I choose vocabulary which is generally appropriate to my purpose and audience.

  • I use a range of vocabulary which is generally varied and often ambitious, even though my choices may not always be apt.




  • I use generally correct spelling throughout, including some ambitious, uncommon words or words with complex sound/symbol relationships.

To gain a



level 5,

across a range

of writing:




  • I can write using relevant ideas and I develop my material with some imaginative detail.

  • I develop my ideas appropriately and establish a clear viewpoint and add detail where possible.







  • I can write so that the main purpose of my writing is clear and consistently maintained.

  • I can write using the correct form and features of specific types of writing and this appropriate style keeps my reader interested.







  • My writing is structured clearly and I can organise my sentences into appropriate paragraphs.
  • I can manage the development of my writing, e.g. closings refer back to openings.


  • I write using clear links between paragraphs.




  • My paragraphs clearly structure my main ideas across the text to support my purpose, e.g. clear chronological or logical links between paragraphs.

  • Within my paragraphs/ sections, I can use a range of devices which support cohesion, e.g. secure use of pronouns, connectives, references back to text.

  • I make good links between paragraphs throughout my writing.







  • I can use simple and complex sentences in my writing to make my ideas clear.

  • I regularly use connectives in my work to show the relationship between my ideas, eg. although, on the other hand, meanwhile etc.

  • I can also add in extra detail and change the word order of my sentences for effect.







  • I use a full range of punctuation accurately to demarcate sentences, including speech punctuation.

  • The word order and punctuation within my sentences are generally accurate including commas to mark clauses although I sometimes make errors where ambitious structures are attempted.




  • I choose my vocabulary to have an effect on my reader.

  • I use a reasonably wide vocabulary although I don’t always choose the best word.




  • I use correct spelling of most common words which have a function within a sentence.

  • I can spell most suffixes and prefixes.
  • I sometimes make mistakes with words that are not spelt how they sound.







Student-Friendly APP Writing Assessment Focuses – Levels 2 - 4






AF1: To write imaginative, interesting and thoughtful texts

AF2: To produce texts which are appropriate to task, reader and purpose

AF3: To organise and present whole

texts effectively…

AF4: To construct paragraphs and cohesion within and between paragraphs

AF5: To vary sentences for clarity, purpose and effect

AF6: To write with technical accuracy of syntax and punctuation…


AF7: To select appropriate and

effective vocabulary

AF8: To use correct spelling

To gain a



level 4,

across a range

of writing:





  • I can write with relevant ideas and content and some of my ideas are developed in detail.

  • I use a straightforward viewpoint which I keep throughout my writing.




  • I can write so that the main purpose of my writing is clear, even if it is not always consistent all the way through my writing.

  • I write using the main features necessary for the purpose of my writing and the style of writing I use is generally appropriate, even if I don’t always write with my reader in mind.







  • I organise my writing ideas into related points or by putting them in order of time.

  • I write with an appropriate opening and closing which are sometimes linked.

  • My ideas are usually in a logical sequence but they could be organised better so that they have a greater effect on the reader.




  • I use paragraphs to organise the content of my writing.
  • I tend to repeat connective words to join my sentences and paragraphs, e.g. overuse of ‘also’ or pronouns.


  • I try to make simple links between paragraphs but I don’t always keep this going throughout my writing, e.g. firstly, next.




  • I can use some types of connectives in my writing: e.g. if, when, because.

  • I can use past, present and future verbs for effect and accuracy in my writing.



  • My sentences have punctuation throughout my writing, including question marks.

  • I can use speech marks generally accurately, and can use some other speech punctuation too.

  • I can use commas in lists and sometimes to mark clauses, although I don’t always get this right.




  • My writing shows some evidence of deliberate vocabulary choices.

  • I try to use new vocabulary to match my topic.




  • I use correct spelling of most common words which have a purpose within a sentence.

  • I can spell adverbs with -ly formation and most plurals correctly.

  • I need to work on words which sound the same but are spelt differently, eg. ‘their, there and they’re’ or ‘to, two and too’.

To gain a



level 3,

in most writing:





  • I write using some appropriate ideas and content and I attempt to include some detail about basic information in my writing.
  • I try to show a viewpoint in my writing but I don’t always do that all the way through it.








  • I can generally establish the purpose of my writing.

  • Some of the main features of the type of writing I am working on are shown in my writing.

  • I try to use an appropriate style depending on the type of writing I am doing.




  • I try to organise ideas by putting related points next to each other.

  • I usually write openings and closings.

  • I try to put ideas in an order but I need to work on organising them.




  • I sometimes write one-sentence paragraphs and my ideas are loosely organised.

  • I sometimes make links between sentences but my links sometimes end suddenly or don’t quite make sense.




  • I use simple sentences and I connect my ideas using words like and , but, so.

  • I can sometimes use past, present and future verbs for effect and accuracy in my writing.




  • I can write straightforward sentences with full stops, capital letters, question marks and exclamation marks.

  • Sometimes I can use speech marks and commas accurately.




  • I use simple, generally appropriate vocabulary but I don’t use many different words.

  • I do use some words for effect.



  • I use correct spelling of most common words which have a purpose within a sentence.


  • I have a bit of trouble spelling past tense verbs and also adverbs, often the words which end in –ly.

To gain a



level 2,

in some forms of writing:





  • I can write using mostly relevant ideas and content but I sometimes repeat my ideas or write without any detail.

  • I use words that are interesting and I can briefly comment on events or actions.




  • My writing shows the main purpose of my writing using some features of the type of writing I am doing.

  • I try to write in the correct style for the purpose of my writing, even if it is not always successful.




  • I try to break up my writing, sometimes using time-related words, line breaks, headings or numbers.

  • Sometimes I write an opening and a closing but I need to plan and organise my ideas.




  • I sometimes put my ideas together and some are linked by simple pronouns such as ‘she’ and ‘he’.




  • I can sometimes begin my sentences with words which are NOT names of things or places, eg. so instead of ‘Billy walked slowly into…’, I might write: ‘Slowly, Billy walked into…’.

  • I can use past and present verbs correctly most of the time.



  • Most of my sentences and punctuation are accurate when I write simple sentences.


  • I can sometimes use question marks and exclamation marks accurately and can sometimes use commas in lists too.




  • I use simple words and I choose words that I often use when I talk, even if they might not be the right words for the effect I want to have.

  • I sometimes try out a new word which is quite adventurous.




  • I usually use correct spelling of most common words which have a purpose within a sentence.

  • I can spell simple, short words.

  • I find it tricky to spell words which have two vowels next to each other and I need to check my plurals as well.









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