Download APP explanation for writing grids – use in conjunction with grid

APP explanation for writing grids – use in conjunction with grid
AF5
• variation of
sentence
openings
Examples might
include:
- James laughed
loudly.
- He laughed
loudly.
- His laugh was
very loud.
- He heard a loud
laugh.
- Yesterday he
laughed loudly.
- Then James
laughed loudly.
• simple
sentences
1 main clause:
- He ran fast.
or and to
connect clauses:
= compound
sentence – 2 main
main clauses,
joined with and
He opened the
door and (he) ran
fast.
• tense generally
consistent
a series of
sentences in the
past tense, or a
series in the
present, with only
the occasional
error.
AF6
• clause
structure
The most
common
grammatically
correct clause
structure would
contain a verb
preceded by the
subject, as a
minimum.
•
no additional
information
•
no additional
information
AF3
• basic
sequencing
Narrative
examples – first,
then, next, in the
end etc
Non-narrative
examples – line
breaks ( a space
left to separate
sections of text as
a precursor to
paragraphing) or
numbers to
establish an order
or separate out
information
• openings /
closings
Narrative
examples – once
upon a time, in the
beginning, and
they lived happily
ever after, in the
end
Non narrative
examples – I am
going to tell you
about dogs ;
Frogs are --(general
statement about
topic); (closings)
That’s what I think
about dogs. or I
think that frogs
are fun. (general
concluding
statement)
AF4
• simple
pronouns
Examples might
be:
use of The book
followed by it or
John followed by
he
Level 2
AF1
• some
appropriate
ideas and
content
Examples might
include: writing
about a cat and
writing only 1 or 2
descriptive details
about the cat or
repeating the
same thing more
than once.
• apt word
choices
Look for examples
in nouns, verbs,
adjectives and
adverbs.
The flames
crackled.
The coin was
shiny.
Could include
‘technical’ choice
e.g. bird’s beak.
• viewpoint
Definition =
establishing and
maintaining the
position/stance of
author, narrator,
character or
others.
• brief comment
--- suggest
viewpoint
It was fun to
describe a day
out.
The fairy was
kind.
He was naughty
to steal the
money.
AF2
• basic purpose
There is evidence
of a basic function
e.g. to recount
events, to tell a
story, to give
instructions.
• some
appropriate
features of
form
Some
characteristics of
text type evident
e.g. story with
characters and
action
e.g. personal
recount in a
chronological
order using 1st
person
• appropriate
style
Examples might
include: in a
narrative using
some story
language (Once
upon a time) &
rd
writing in the 3
person.
AF7
• speech-like
vocabulary
Often involves
writing as if the
child is talking e.g.
an excited recount
of an incident at
the weekend.
• some
adventurous
word choices
Examples might
include: using a
word or phrase
given by the
teacher or in the
initial source, or
an occasional
‘good word’.
AF8
• high frequency grammatical function
Grammatical function words are nonlexical (see below for definition of lexical).
They are normally words in the 4 word
classes of preposition, determiner,
conjunction & pronoun.
High frequency refers to the list of words
to be learned first.
Examples could include: with, there, all,
they, her.
• common single morpheme content/
lexical
Lexical words are content or meaning
bearing words. They are normally words in
the 4 word classes of noun, verb, adjective
& adverb.
A morpheme is the smallest unit of
meaning. All words are made up of 1 or
more morphemes.
cat and body are single morpheme words;
cats and bodies are 2 morpheme words.
nb. morpheme is not synonymous with
syllable. Prefixes and suffixes are
morphemes, as are plurals.
Examples of single morpheme lexical
words include: dog, came, fast, pretty,
clever.
• inflected endings
An inflectional ending changes the form of
a word, but not the word class i.e. a verb
remains a verb (do / does) and a noun
remains a noun (car / cars ).
able is not an inflectional ending in the
word comfortable as it changes the noun
comfort into the adjective comfortable.
Examples of inflected endings include:
parked, hopes, cups, ladies
• vowel digraphs
2 letters that together represent a vowel
sound. The letters involved can include
consonants. Examples of vowel digraphs
include: ea, ir, oo, ow, au, or, ay, ew, ai.
A phonetic attempt at a vowel digraph
might be sed for said.
APP explanation for writing grids – use in conjunction with grid
AF5
• simply structured
sentence
Refers to level of
complexity of sentence,
not type.
Could be a simple
sentence – 1 main clause
The dog chased the cat.
or a compound one - 2
conjoined main clauses
The dog barked and
chased the cat.
or a complex one – 1
main clause and 1 or
more subordinate ones.
The cat ran away from
the dog because it was
frightened.
• common connectives
Common connectives
used in compound
sentences = and, but, so
common subordinating
connectives used in
complex sentences =
because, then, when
• variation in verb
tense
Might include:
past tense for telling story
and present; tense for
dialogue
or comparisons
Yesterday it rained.
Today it is sunny.
• variation in verb form
Most verbs have a
number of forms e.g.
infinitive (to ride), +s
(rides), riding, rode,
ridden; some use evident
AF6
• straightforward
sentences
Refers to the complexity
of the sentence structure,
rather than whether it is a
simple, compound or
complex one.
You can have a
straightforward complex
sentence e.g. Jo got lost
because it was foggy.
• speech punctuation
Speech punctuation is
most likely in narrative
forms.
Full speech punctuation
includes:
using inverted commas
around the words
spoken; commas to
separate the reporting
clause; capital letter to
start the spoken words;
appropriate end of
sentence punctuation (.
? !) to complete the
spoken words, placed
before the closing
inverted commas.
limited use might include
just using inverted
commas and omitting the
comma or the capital
letter.
• comma splicing
Means inappropriately
linking clauses together
using a comma. e.g.
Jane was crying, she was
afraid. It would have
been better to make 2
sentences or use a
conjunction to conjoin the
clauses.
AF3
• related points placed
next to each other
Non-narrative example:
2 or 3 sentences about
the habitat of wolves
grouped together.
Narrative example: 2 or 3
descriptive details about
what a character looks
like following each other.
• openings and
closings
More examples include:
an opening thesis - Fruit
is good for you. or giving
an opinion or preference
as an introduction I like
sport. or stating an aim or
intention This is how you
make a windmill.
More endings include:
When I got home, I went
to bed. or The dragon
was killed. or for nonnarrative I think we
should all eat more fruit.
or Everybody loves dogs.
• sequence logically
Examples might include:
starting with the general
and moving to the
specific (e.g. something
about dogs in general,
before specific breeds).
Or, describing the outside
of a house before the
inside.
Level 3
AF4
• internal
structure
Examples might
include:
a series of
statements about
a topic;
a sequence of
actions in a story;
a simple question
and answer
pattern.
• some links
between
sentences
Examples might
include:
use of a pronoun
to refer back to
something or
someone
mentioned before.
e.g. The men and
they;
adverbs and
adverbial phrases
to link sentences.
e.g. at the same
time, afterwards,
however
•
no additional
information
AF1
• some appropriate
ideas
Increased number of
relevant ideas about
a topic.
• some attempt to
elaborate
Examples might
include adding
adjectives or adverbs:
bright, colourful
parrots or She
skipped happily
across the sandy
beach.
Also greater precision
in noun or verb
choices can add to
basic information:
The spaniel sniffed
the gate post.
• attempt to adopt
viewpoint
(Viewpoint definition =
establishing and
maintaining the
position/stance of
author, narrator,
character or others.)
Examples might
include stating a
personal opinion I
think it’s good to
exercise a lot. or
giving a character’s
opinion John thought
he was cruel to the
dog.
Inconsistency might
include writing most
rd
of a story in the 3
person with one lapse
st
into 1 person.
AF2
• purpose
established at
a general level
An overall function
is evident e.g. to
narrate, persuade,
inform etc.
• main features
of selected
form
sometimes
signalled to
the reader
Some conscious
use of text form.
Examples might
include:
I’m going to tell
you about what
dogs eat in a nonchronological
report or a
heading in a
leaflet or At the
end of the day, he
--- to signal the
end of a story.
• appropriate
style with
attention to
reader
Examples might
include: some use
of humour or
questions to
engage reader.
AF7
• simple,
generally
appropriate
vocabulary
used, limited in
range.
Making sound
choices for the
circumstances,
but not including a
wide range of
words. May,
therefore, be
some repetition,
rather than the
seeking of a
synonym.
• some words
selected for
effect or
occasion.
Some attempts to
choose words or
phrases for effect.
e.g. using words
to create a spooky
atmosphere in a
cave or choosing
the right word for
a particular
occasion -whoa
when talking
about stopping a
horse.
AF8
• common
grammatical
function words
For definition see
Level 2.
Examples might
include: many,
few, theirs, under,
along.
• common
lexical words
with more than
one morpheme
For definition see
Level 2.
Examples might
include: ponies,
undone, return.
compound word
examples include
playground,
rooftop.
APP explanation for writing grids – use in conjunction with grid
AF5
• some variety
length- e.g. short sentences
for dramatic impact and
sentences with multiple
clauses for descriptive detail
structure- full range of
simple, compound and
complex structures
subject – using a variety of
nouns and pronouns as the
subjects of verbs; could
include passive structures
(The door was opened
slowly.)
• range of connectives
Range of more common
subordinating conjunctions
used;
usage not tailing off
• variation in verb tense
Might include:
past tense for telling story
and present tense for
dialogue
or variation for rhetorical
impact Today the panda is
safe, but who knows what
tomorrow will bring?
• variation in verb form
Most verbs have a number of
forms e.g. infinitive (to bite),
+s (bites), biting, bit, bitten;
some accurate evidence of
usage needed.
AF6
• throughout the
text
Accuracy throughout
the text, not trailing
off at the end, for
instance.
•
speech
Generally accurate
attempts to use full
speech punctuation
(i.e. inverted commas
, the comma that
separates the
reporting clause, the
initial capital letter)
e.g. “Jane asked,
“What do you want?”
• commas to mark
clauses
This can include
commas used to
separate individual
words and phrases
e.g. Suddenly, the
door opened.
Much later on, she
stopped crying.
They can also show
clause inversions.
Because it was
raining heavily, she
decided not to go out.
AF3
• clustering
related points
Example might
be: information on
the habitat of
wolves grouped
together, followed
by information on
hunting food.
• no additional
information
• no additional
information
AF4
• help to
organise
content
Examples might
include:
paragraphs have
a topic sentence
and some relevant
detail;
sections have a
heading and some
information
• limited range
Overuse of an
adverb (e.g. then,
also, next) or
pronoun leads to
tedious repetition
or a lack of clarity
(e.g. who is the
they being
referred to?)
• links not
always
maintained
Examples might
include:
a sequence of
time markers
started but not
finished
Level 4
AF1
• relevant ideas and
content chosen
Secure judgement about
what information to include
and enough of it.
• developed in detail
Adverbial phrases might
include:
He walked down by the
riverside / as dusk fell / in a
dejected way.
Expanded noun phrases
might include: the cute and
cuddly dog; the dog, looking
cute and cuddly, was --; the
dog, who was cute and
cuddly, was –
• straightforward
viewpoint generally
established
Viewpoint definition =
establishing and maintaining
the position/stance of author,
narrator, character or others.
Examples might include:
writing a diary of an historical
figure; an eye witness report
of an accident; a poem as
the innkeeper in the
Christmas story; a letter as
an enraged citizen; a
persuasive leaflet on an
environmental issue; a talk
arguing against a
development.
AF2
• purpose –clear
but not always
consistently
maintained
Although there is
a clear intention to
inform or
persuade etc,
there may be
occasional lapses.
• main features
of selected
form clear and
appropriate to
purpose
Most of the
features of the
form are evident
and the function of
the text is clear.
• style generally
appropriate to
task, awareness of
reader not
always evident
Some attempt
engage reader’s
interest or to
clarify information
evident, but not
always sustained.
AF7
• some evidence
of deliberate
vocabulary
choices
Evidence of
vocabulary
choices becoming
more conscious
and an increase in
the ‘craft’ of word
selection.
• some
expansion of
general
vocabulary to
match topic
Might include
more use of topic
related words: e.g.
a nonchronological
report on rivers
using
geographical
terms or an
adventure story
employing a good
range of action
verbs
AF8
• grammatical
function words
For definition see
Level 2.
Examples might
include: although,
however,
alongside.
n.b. Technically
adverbs are
lexical words, and
therefore should
not be included
here.
• regularly
formed lexical
words
For definition see
Level 2.
Examples might
include: injustice,
perfectly,
transplant
• inflections
For definition see
Level 2.
Examples might
include: jumped,
highlighted,
whispered
• homophones
Examples might
include: their /
there
APP explanation for writing grids – use in conjunction with grid
AF5
• variety of sentences
Full range of simple,
compound and complex
sentences, including
possibly:
some non-finite structures
e.g. Having lost his way, he
panicked. or Attacked by
insects, she started to run.
infinitives use for
conciseness e.g. He
banged on the door to
frighten the monster.
some fronted subordinate
clauses (inverted to
emphasise information)
e.g. To frighten the
monster away, he banged
on the door.
• range of connectives
Other ones might include:
as soon as, as long as,
owing to
• detail and shades of
meaning
word order changes e.g. moving adverbials for
effect
Angrily, he left the room.
embedding phrases
James, tall and handsome,
was determined to become
a film star.
verb phrase expansion –
e.g. adding adverbials He
will be arriving soon. or
She left the room at great
speed.
some use of modals
possible i.e. can, might,
shall, could, would, must,
should, may, ought to, will
(dare, need, used to are
sometimes included)
AF6
• full range of
punctuation
Including all
aspects of speech
punctuation
(Inverted
commas, comma,
and capital letter)
• punctuation
within
sentences
Might include:
inverted clauses
Although John
was very
unhappy, he
made an effort to
smile.
embedded
phrases or
clauses
The girl, who was
without a coat, got
soaked in the rain.
AF3
• appropriate
paragraphs
A number of linked
sentences on a
theme, preferably
introduced with a
topic sentence that
signals the content.
• effectively
managed
This implies there is
some planning
involved, that there
are deliberate links
for a specific impact.
closings referring to
openings –
examples might
include reiterating a
point of view stated in
the introduction, or
picking up on a detail
in the setting to bring
about the resolution
of a story.
• clear links
between
paragraphs
Connecting adverbs
are often used to link
paragraphs. These
include: however,
moreover, although,
meanwhile or time
markers such as the
following day.
To be clear, the links
need to be logical and
move the text forward
to its conclusion.
AF4
• to support
purpose
The purpose will be
something like to
persuade, inform,
retell, recount, argue
etc. The structure
and the links should
move the text towards
the purpose.
• a range of devices
support cohesion
Cohesive devices
include:
use of pronouns to
refer back or forward
to a noun, including
the idea of building
suspense by using a
pronoun before the
person or object is
finally named. He
stood in the doorway,
wet and bedraggled.
James took off his
hat.
connectives
(conjunctions and
connecting adverbs)
link sentences,
paragraph and
sections;
reference chains are
set up e.g. something
is named, then a
determiner like this is
used and finally a
pronoun. The Oxford
Dictionary --This book
-- it.
• across whole text
Usage is maintained
and does not tail off.
Level 5
AF1
• imaginative detail
Examples might include:
adding some clues to
character motivation in a
story; an unusual or
original example quoted in
a persuasive argument;
a thoughtful insight in a
diary entry; an unexpected
twist in a play script plot
• appropriately shaped
for selected form
Nominalisation is turning
a process into a thing. It
involves the use of verbal
nouns or gerunds (using
ing) for conciseness The
crashing of the waves was
very loud. or Our winning
of the race was
unexpected. (But not sure
how this relates to form.)
• clear viewpoint
Viewpoint definition =
establishing and
maintaining the
position/stance of author,
narrator, character or
others.
Viewpoint will vary
according to text type.
Examples include:
for non-chronological
report = impersonal, with
mechanisms for distancing
writer; for discussion texts
= neutrality and avoidance
of intrusive comment or
opinion; for argument or
persuasive texts = a
definite standpoint with
perhaps exaggerated
language.
AF2
• main purpose
clear&
consistently
maintained
Text maintains its
function throughout
e.g. it accurately
recounts an historical
event or argues a
case in a balanced
way.
• form clearly
established with
some adaptation
to purpose
Involves some fusing
of the form and the
function of a text e.g.
a persuasive letter
has both the
appropriate
conventions of a letter
and suitably enticing
and engaging
language to
persuade. Some
conscious effort to
achieve this is
evident.
• style clearly
established to
maintain reader’s
interest
throughout
Will involve deliberate
efforts to maintain
reader interest e.g.
humour, suspense,
asides, rhetorical
devices (e.g.
rhetorical questions
or repetition for effect)
AF7
• vocabulary
chosen for
effect
Evidence that
words and
phrases are
consciously
selected (and by
implication, others
rejected). Might
include use of
figures of speech
(similes,
metaphors etc)
where
appropriate, as
these are always
deliberate
constructs.
• reasonably
wide
vocabulary
used, though
not always
appropriate
Increased range
of words used;
any repetition is
for effect and not
paucity of
vocabulary
choices. Some
usage may still jar
on the ear.
AF8
For definitions of
grammatical
function, lexical,
morphemes &
inflections see
Level 2.
• derivational
suffixes
Derivational
suffixes change
the word class.
Examples include:
quickly (ly
changes an
adjective to an
adverb) or
modernity (ity
changes an
adjective to a
noun).
• unstressed
syllables
Unstressed
syllables are
normally the
indeterminate ‘uh’
sound in English
words. Although
they can be found
at the beginning of
words, the ones in
the middle and
end often cause
most trouble.
Examples might
include: elderly,
permanent,
different, cinema,
brutal, elephant,
climate, flavour.