What distinguishes level 5
from level 6 writing about texts
in secondary English?
Dunraven School
Contact Joe Kirby for questions
kirby.j@dunraven.org.uk
What is clear Level 5
writing about texts?
Ideas
Quotations
Effects
Intentions
Context
Interpret ideas in texts
5. Understand the surface meaning of texts
Understand events in texts and use quotations to reference texts
5. Use evidence to back up their views
Explain writers’ use of language at word and sentence level
5. Suggest an effect on the reader of particular words
Comment on writers’ viewpoints
5. Comment on the writer’s viewpoint
Relate texts to their social, cultural and historical contexts
5. Comment on when and where a text was written
What is precise Level 6
writing about texts?
Ideas
Quotations
Effects
Intentions
Interpret ideas in texts
6. Begin to explore layers of meaning in texts
Understand events in texts and use quotations to reference texts
6. Use quotations to back up their views
Explain writers’ use of language at word and sentence level
6. Comments on possible effects on the reader of words and styles of sentences
Comment on writers’ viewpoints
6. Tell the difference between the character’s and writer’s viewpoint
Relate texts to their social, cultural and historical contexts
6. Explain the significance of when and where a text was written
Context
What’s the difference between
clear Level 5 and precise Level 6
writing about texts?
Ideas
Quotations
Effects
Intentions
Context
Interpret ideas in texts
5. Understand the surface meaning of texts
6. Begin to explore layers of meaning in texts
Understand events in texts and use quotations to reference texts
5. Use evidence to back up their views
6. Use quotations to back up their views
Explain writers’ use of language at word and sentence level
5. Suggest an effect on the reader of particular words
6. Comments on possible effects on the reader of words and styles of sentences
Comment on writers’ viewpoints
5. Comment on the writer’s viewpoint
6. Tell the difference between the character’s and writer’s viewpoint
Relate texts to their social, cultural and historical contexts
5. Comment on when and where a text was written
6. Explain the significance of when and where a text was written
Annotated example:
Level 5 writing on Oliver Twist
Dickens presents Bill Sikes through the characteristics of a vulgar,
despicable and devilish man. When he threatens to kill Oliver, this
shows how truly evil he is. The effect on the reader is to make them
hate him. Dickens tried to show what role models can be like in London
in the 19th century.
Annotated example:
Level 5 writing on Oliver Twist
Ideas – Understood the surface meaning
Quotations: Used evidence from the text
Dickens presents Bill Sikes through the characteristics of a vulgar,
despicable and devilish man. When he threatens to kill Oliver, this
shows how truly evil he is. The effect on the reader is to make them
hate him. Dickens tried to show what role models can be like in London
in the 19th century.
Effect: Suggested simple effect
Context: Commented on when and where the text was written
Intentions: Commented on the writer’s viewpoint
Annotated example:
Level 6 writing on Oliver Twist
How does Dickens present Bill Sikes in Oliver Twist?
Dickens presents Bill Sikes as a villainous, cruel and violent man who
cares nothing for other people. One quotation that shows this is when
he says to Oliver: “Get up, or I’ll strew your brains upon the grass.” This
shows that he would mercilessly kill Oliver if he didn’t do as he’s told.
The effect on the reader is either to make them realise how evil he is, or
to become fascinated with him. Dickens wanted to show what kind of
people had power over orphans in 1830’s Victorian London.
Annotated example:
Level 6 writing on Oliver Twist
How does Dickens present Bill Sikes in Oliver Twist?
Ideas – Begun to explore layers of meaning
Quotations: Used evidence from the text
Dickens presents Bill Sikes as a villainous, cruel and violent man who
cares nothing for other people. One quotation that shows this is when
he says to Oliver: “Get up, or I’ll strew your brains upon the grass.” This
shows that he would mercilessly kill Oliver if he didn’t do as he’s told.
The effect on the reader is either to make them realise how evil he is, or
to become fascinated with him. Dickens wanted to show what kind of
people had power over orphans in 1830’s Victorian London.
Effect: Commented on possible effects on the reader
Context: Commented on when and where the text was written
Intentions: Told the difference between the writer’s and character’s viewpoint