Grade Ladder – Writing : Wickersley School & Sports College

Grade Ladder – Writing

9	I consistently match my writing to the purpose and audience in a convincing and compelling way. I can use extensive and compelling vocabulary, with sustained and conscious crafting of language features. I use structural features in a consistently varied and inventive way. I consistently use fluently linked paragraphs and seamlessly integrated discourse markers – eg. I spell all words correctly, including an extensive range of sophisticated vocabulary – eg. aberration, camaraderie, diaphanous. I use a wide range of punctuation in a consistently effective way. I use a full range of sophisticated and mature sentence forms in an original and compelling way.
8	I consistently match my writing to the purpose and audience in a convincing and confident way. I can use extensive and sophisticated vocabulary, with conscious crafting of language features. I use structural features in a consistently varied and effective way. I use fluently linked paragraphs and seamlessly integrated discourse markers – eg. I spell almost all words correctly, including an extensive range of sophisticated vocabulary – eg. begrudgingly, boisterous, indispensable. I use a wide range of punctuation in a consistently accurate way. I use a full range of sophisticated sentence forms in an effective way.
7	I consistently match my writing to the purpose and audience in a confident way. I can use sophisticated vocabulary and craft language features in a successful way. I consistently use structural features in an effective way. I use consistently well-judged paragraphs and integrated discourse markers – eg. I spell most words correctly, including irregular and complex vocabulary – eg. fluorescent, exhilarate, zealous. I use a wide range of punctuation and I am almost always accurate. I use a range of sophisticated sentence forms in an effective way.
6	I match my writing to the purpose and audience in a confident way throughout the majority of my writing. I can use ambitious vocabulary and craft language features in a successful way. I usually use structural features in an effective way. I usually use well-judged paragraphs and integrated discourse markers – eg. I spell most words correctly, including some irregular and complex vocabulary – eg. conscious, possession, embarrass I use a wide range of punctuation and I am mostly accurate. I use a range of sentence forms in an effective way.
5	I match my writing to the purpose and audience in a clear way throughout the majority of my writing. I can use well-chosen vocabulary and craft language features for effect. I usually use structural features in my writing, and this is sometimes effective. I usually use appropriate paragraphs and I link these with varied discourse markers – eg. I spell most words correctly, including some irregular vocabulary – eg. achieve, separate, business. I use a range of punctuation and I am mostly accurate. I use a range of sentence forms and start to do this for effect.
4	I mostly match my writing to the purpose and audience, starting to become clear. I mostly use well-chosen vocabulary and craft language features for effect. I use some structural features in my writing and I try to be effective when doing this. I often use appropriate paragraphs and I link these with discourse markers – eg. I spell most words correctly, although I make some errors with more complex vocabulary – eg. beginning, sometimes, happened. I use a range of punctuation and I only make a few errors. I am starting to use a range of sentence form.
3	I mostly match my writing to the purpose and audience. I sometimes use well-chosen vocabulary, with some use of language features for effect. I use some structural features in my writing including a clear beginning, middle and end. I use some appropriate paragraphs and I link these with discourse markers – eg. I spell most regular words correctly – eg. school, writer, thought. I can use full stops, capital letters, question marks, commas in a list, commas to separate clauses and exclamation marks accurately most of the time. I can use simple, complex and compound sentences.
2	• I sometimes match my writing to the purpose and audience. I start to use well-chosen vocabulary, with some use of language features for effect. I use some structural features in my writing including a beginning, middle and/or end. I use some paragraphs to organise my ideas and I occasionally link these with discourse markers – eg. Also, However. I spell most simple and common words correctly – eg. lucky, being, people. I can use full stops, capital letters, question marks, commas in a list and exclamation marks accurately most of the time. I can use declarative, exclamatory and interrogative sentences.
1	I am aware of my purpose and audience. I have started to vary my vocabulary and I occasionally use language features. I try to use some structural features in my writing including a beginning, middle or end. I have tried to organise my ideas and some of my ideas link – eg. Firstly, Secondly. I spell most simple and common words correctly, although I make some errors – eg. clean, thank, could. I can use full stops, capital letters and exclamation marks accurately most of the time. I can use declarative and exclamatory sentences.
W3	I start to show I am aware of my purpose and audience. I choose some of my words carefully. I have some structure to my writing eg an obvious opening, middle or end. I have tried to organise my ideas in my writing – eg. But, So. I spell some simple and common words correctly – eg. made, food, home. I use full stops and capital letters accurately most of the time. I am able to form simple sentences.
W2	I make a reference to my purpose and audience. I show I can use some words carefully, on occasions. I have shown I understand that writing should have a structure to it. I have tried to organise my ideas in some parts of my writing – eg. He, She. I spell simple and common words correctly at times – eg. any, they, said. I can sometimes use full stops accurately. I sometimes form simple sentences.
W1	I make a reference to my purpose and audience. I choose one or two words carefully. I have shown some awareness that writing should have a structure to it. I have tried to organise my ideas in part of my writing – eg. I, The. I spell some words how they sound – eg. the, come, go. I sometimes use full stops. I can use words in an order that mostly make sense.