Purpose: To look at more than one side of an issue before coming to an informed decision.
General Structure – How they are set out
Introduction –
The writing does not have an introduction or introduction is inappropriate / 0
The writing begins with a simple introduction with no background information about the issue / 1
The writing begins with an effective introduction including background information about the issue / 2
Organisation of information
The writing is not organised. It is random (point form) / 0
The writing organises information according to both sides of a given argument / 1
Grammar and Language Features
Connectives
Uses 1-2 conjunctions/connectives to connect a group of words and clauses / 1
Uses 3-4 conjunctions/connectives to connect a group of words and clauses / 2
Modality
Uses 1-2 degrees of modality, e.g. perhaps, must, should, might, will, may, possibly, probably, usually / 1
Uses 1-2 degrees of modality, e.g. perhaps, must, should, might, will, may, possibly, probably, usually / 2
Paragraphs
The writing has no paragraphs / 0
The writing has one to three paragraphs used correctly / 1
The writing has four or more paragraphs used correctly / 2
Sentence structure
No correct sentence structure or just one simple sentence / 0
Writing contains two or more simple sentences and/or using compound sentences or one example of complex / 1
Writing contains two to three complex sentences, e.g. uses because / 2
Writing contains four or more complex sentences / 3
Punctuation
No evidence or incorrect use of punctuation, e.g. random full stops, stray capital letters / 0
Correct use of capital letters and full stops / 1
Correct use of capital letters, full stops and other forms of punctuation, e.g. commas, quotations, question marks / 2
Uses more complex punctuation, e.g. hyphen, brackets, possessive apostrophe / 3
Spelling
Most words spelt incorrectly / 0
Spells some simple high frequency words correctly / 1
Spells less common words / 2
Spells more complex words correctly / 3
TOTAL / 18
Year 6 / Skilled 18 / Competent 15 - 17 / Developing skill 14 - 16 / Having difficulty < 13
Year 5 / Skilled 16 - 18 / Competent 14 - 17 / Developing skill 10 - 13 / Having difficulty < 10
Skilled = A Competent 16 - 17 = B Developing = D Having Difficulty = E
15 = C