Literacy and English: Third Level: Writing - Report
Experiences and outcomes
I enjoy creating texts of my choice and I am developing my own
style. I can regularly select subject, purpose, format and
resources to suit the needs of my audience. LIT 3-20a
I can use a range of strategies and resources and spell most of
the words I need to use, including specialist vocabulary, and
ensure that my spelling is accurate. LIT 3-21a
More sophisticated
language used:
“established”,
“capacity” and
“rendition” is also
used further down.
Example of work
There is a clear
structure to the
report which suits
the needs of
purpose and
audience.
Throughout the writing process, I can review and edit my writing
to ensure that it meets its purpose and communicates meaning
at first reading. LIT 3-23a
Context for learning
Learners have been asked to produce a report on
something Scottish. The skills for report writing
have been taught in class and in conjunction with
the library resource centre. The librarian taught
the skills of: note taking, note making and using
own words. Organising ideas and structuring the
text were areas covered in class.
Teacher voice
I can use notes and other types of writing to generate and
develop ideas, retain and recall information, explore problems,
make decisions, generate and develop ideas or create original
text.
I recognise when it is appropriate to quote from sources and
when I should put points into my own words. I can acknowledge
my sources appropriately. LIT 3-25a
The piece of work demonstrates a clear
understanding of report writing conventions. The
learner has obviously researched the history and
progress of the club but presents the information
in their own words. There is an attempt to use
more sophisticated words. The piece is typed and
there are very few technical inaccuracies – there
are a couple of errors in capitalisation, one
spelling error and some issues with word choice.
The structure is clear: introduction, success,
location, supporters and then a summarising final
paragraph outlining what the learner hopes the
club will achieve this year. The learner was
praised for the research conducted, the
organisation of ideas and for the inclusion of
information on the supporters - this lent
something different to the report. In areas for
development it was suggested that it would have
been more appropriate and helped the fluency of
the piece if the “location” section had been
paragraph 2. Similarly, the conclusion was felt to
lack a “final thought” but that the addition of
what the club might achieve in the future was a
nice touch. Paragraphs 2 and 3 could benefit from
more information in the learner’s own words – it
was felt they relied a bit too heavily on listing of
awards and other stadiums.
Significant aspects of learning


Write with increasing accuracy, making effective
use of spelling, grammar and punctuation.
Create texts of increasing complexity using more
sophisticated language.
Learning statements
•
Writes in a variety of genres and forms, taking
account of purpose and audience.
Structures writing effectively, linking paragraphs.
Utilises a variety of punctuation and sentence
structures to convey meaning and enhance writing.
Uses a range of spelling strategies to ensure
technical accuracy
Justifies choice of layout and presentation in terms
of impact on purpose and audience
Reviews and edits work throughout the writing
process to ensure clarity of meaning and purpose.
Demonstrates an understanding of genre
conventions by creating a variety of increasingly
complex texts, effectively manipulating language to
fully address purpose and engage the audience.
•
•
•
•
•
•
Learner voice
Success criteria
To produce work typical of third level, learners understood
that they should be able to:





confidently create a report using their own words
give clear information
use appropriate vocabulary
structure effectively
accurately spell most of the words, including
complex and specialist vocabulary.
The spelling of most words is
accurate including “specialist
vocabulary”.
Inclusion of learner’s thoughts on
“bringing back the glory days” is a
sophisticated touch.
I found putting the information into my own words
hard to do. I liked using the IPad to research
information and enjoyed looking up information
about Celtic because they are my favourite team. I
could add more information in about the history of
Celtic and I could change the structure a little bit.
I feel that I found a lot of information and that
there were hardly any mistakes in my work.
Literacy and English: Third Level: Writing – Critical writing
Context for learning
Success criteria
Learners studied the novel “Matilda” by Roald Dahl, specifically focusing on character development.
They focused largely on Matilda and how she changes throughout the novel and a number of
strategies were employed to help learners understand and analyse the text. They were asked to piece
together short, mini-essays into a longer piece, including an introduction, conclusion and summary.
To produce work typical of achievement at third level, learners understood that they should be able to:





use 3rd person and present tense
use quotations to back up points made about the character of Matilda
link sentences, ideas and paragraphs effectively together
use specialist critical terminology in the correct context
write with a high degree of technical accuracy.
Example of work
Teacher voice
Learner voice






This piece of writing clearly shows that the student has the
ability to write at length and sustains aspects of style, like
3rd person and present tense, throughout. She was able to
use the notes in her jotter to write a concise summary of
the novel in her own words. In addition, she includes an
introduction and a conclusion, showing that she can use
conventions of this genre of writing. Throughout her
analysis of evidence she is able to use specialist terms like
“compares” and “image” with increasing confidence and
within the correct context. She is also able to clearly link
her ideas together by using such phrases as “but because”
and “despite being”. There is also evidence of the student
using a wide variety of increasingly complex vocabulary to
express her ideas, for example “trustworthy” and “defeat”.
I can write using the 3rd person and
present tense
I now know the difference between formal
and informal language
I know about the structure of a critical
essay: it must always have an introduction
and a conclusion. Both these paragraphs
should explain who the author is, what the
title is and why you are writing about the
text.
I am able to use the notes in my jotter to
help me write a summary of the main
points of a novel in my own words.
I learned a lot about how a writer can
create a character: Dahl was able to use
description, as well as Matilda’s actions, to
show us what she was like and how she
changed in the novel
I am also able to explain how a writer uses
descriptive techniques to help us imagine
what is happening in the story, like when
Dahl uses a metaphor to describe Matilda
as a kettle.
The learner begins by writing and
introduction, ensuring that that
she includes key points such as
the name of the text, the name of
the author and an explanation of
why she is writing about it.
The learner writes a concise summary
of the text, using her notes, and
attempting to tell the story in her own
words. It is evident that she has only
included key points from the novel.
Literacy and English: Third Level: Writing – Critical writing
Example of work
The learner uses linking words
and phrases to help the audience
follow her line of thought.
Example of work
Literacy and English: Third Level: Writing – Critical writing
Example of work
The learner uses critical
terminology to explain features of
the text and show how the writer
uses them to create meaning.
Conclusion repeats the name of
the author and the title of the
novel. There is also an attempt to
sum up her points and thoughts
about the theme of neglect in the
novel.
Example of work
The learner attempts to use third
person narration, present tense
and formal language throughout
this piece.
Literacy and English: Third Level: Writing – Drama script
Context for learning
Success criteria
In response to reading the play “Frankenstein”, adapted by Philip Pullman, learners were asked to
write a drama script of their own predicting what would happen next in the play. They were asked to
consider what they knew of the characters already (that Agatha is blind and Felix has a gun, for
example) and incorporate these aspects into their own texts using conventions of the genre that they
had been studying.
To produce work typical of third level, learners understood that they should be able to:




use stage directions to set the scene and develop characters
create a plot that has a clear structure
use interesting word choice and sentence structure to create effects
create a text that communicates meaning at first reading.
Learner voice



Teacher voice
I learned to use stage directions to set the scene and create suspense
I can use exclamation marks and short sentences to show when characters are scared or
panicking
I tried to make the ending exciting by building up to the Monster getting killed.
The learner uses lots of short sentences
and exclamation marks to create tension
and suspense, conveying the audience the
panic and fear of the character on stage.
Example of work
The learner describes the weather,
using personification & onomatopoeia
to describe the sound effects that could
be used when creating this scene.
These stage directions help to create
and tense and dramatic opening for
the scene.
Scene 1
Gusts of wind blow through the air, whistling through the trees at it travels along. Rain batters off the roof top of
the cottage in the dark and misty woods.
Felix’s outline can been seen in the doorway of the cottage, whilst Agatha, his wife, is sitting near the stove with
the Monster. Felix has just returned from hunting and is horrified by what he sees.
Felix pulls the trigger on the gun and shoots the monster leg. The Monster howls in pain, like a wolf, while Agatha
jumps with fright at the loud bang.
As they are hugging, Frankenstein suddenly appears in the doorway to the cottage. He quickly looks around and
sees the blood on the floor.
Frankenstein: (worriedly) Have you seen the Monster? Where is he? Is he bleeding?
Agatha: (hesitates) Yes, yes, he was here but now he is gone.
Frankenstein sets off searching for the Monster.
Scene 2
Despite the rain, the street in the village is crowded with people. The Monster is struggling with his bad leg and is
banging into people, sometimes pushing them over.
Monster: (screaming) No! Please don’t shoot me!
Monster: (screaming in pain) No, I’m not going anywhere!
Felix gets up and moves towards Agatha quickly. He begins hugging her.
Agatha: (through tears) No. I only know he is looking for a home.
Agatha: (shouts) No Felix! Don’t shoot.
Felix: He is a monster! He isn’t one of us! I must get rid of him!
A variety of increasingly complex and
descriptive words are used by the
student to communicate her ideas.
Frankenstein: Do you know where he went?
Felix: (in horror) Agatha! Get out the way!
Agatha: (sobs) Please Felix, he won’t harm us, just put the gun down.
The learner shows that she is able to create tension and suspense through stage directions, particularly
at the beginning where she set the scene for the following action. She also uses stage directions to help
indicate how the characters are feeling, for example we are told that Agatha “sobs” and the Monster
“grunts”. There is also a fairly confident attempt by the student to use a variety of sentence structures,
such as short sentences and exclamation marks, to create tension and influence the way in which
actors should deliver the lines. There is interesting and engaging vocabulary used throughout, such as
“hesitates” and “sarcastically”. The learner has also attempted to experiment with structure, leading
the piece to a climactic ending.
The learner uses stage directions
effectively to explain the action on
stage and what the actors should be
doing whilst there is no dialogue.
Agatha: (shouts) Felix where are you?
Agatha gets up from her chair and starts moving her hands around in the air trying to find him. She spins round
suddenly as she feels a hot breath of air on the back of her neck, she turns around and feels a manly figure with
broad shoulders.
Lady: (sarcastically) Excuse me!
The Monster looks at her and carries on shuffling down the street.
At the back of the stage Frankenstein’s shadow can be seen.
The Monster begins stumbling across the road as a car starts coming towards him. The collar of his coat is up
meaning that he cannot see the car. Suddenly there is a loud ‘BANG’ and the Monster falls to the ground.
Frankenstein rushes over and sees the Monster lying on the floor bleeding to death.
Monster: (grunts) I just want a home.
Frankenstein: Goodbye Monster.
The Monster quickly pushes past Felix and runs out the doorway into the woods, crying.
Monster: (struggling to talk) Goodbye.
The End
The learner builds the action to a climax
where the Monster is killed before
Frankenstein. The piece ends on a sad note
in the way she describes the characters
simple farewells to each other. The stage
directions for the Monster enhance this.
Literacy and English: Third Level: Writing – Gothic writing
Context for learning
Success criteria
After studying the Gothic genre through literature and various reading activities, learners were asked
to create their own gothic story using the genre conventions. Learners undertook a variety of
preparatory exercises, experimenting with setting, description and characterisation before embarking
on writing their own text.
To produce work typical of achievement at thirrd level, learners understood that they should be able:




Learner voice



Teacher voice
I can use punctuation to try to make my story more frightening and full of tension.
I am able to recognise features of the Gothic genre and try to use them in my own
writing.
I have learned to use techniques, like onomatopoeia and simile, to create description in
my story and make my characters come to life.
Learner focuses on the senses to build
description and create tension. There is
also an attempt to use exaggeration to
express to the reader the sense of fear and
paranoia the character feels. In addition,
the learner uses imagery to describe her
actions.
She uses
onomatopoeia
and word choice
to enhance the
description.
have a clear structure and plot with beginning, middle and end
create a frightening gothic character through description
try to build tensions and suspense into the plot
use the senses to help set the scene in the opening paragraph.
The learner has clearly employed conventions of the genre in order to create a text which builds
tension and suspense in a variety of different ways. There are some technical errors, but this does not
impede understanding and spelling is, on the whole, accurate. There is an attempt to set the scene in
the opening paragraph by focusing on the senses to build description. There are other descriptive
techniques used throughout the story, including imagery. Narrative stance and tense are mostly
consistent throughout and the student develops the character by exposing their thoughts and feelings,
giving some reasoning at points. The plot builds to the climax in which the character falls and is almost
captured by the monster. The learner uses ellipsis at this point to effectively create a dramatic pause.
There is an attempt at using more sophisticated punctuation throughout and the whole piece ends with
a question in order to create a sense of mystery.
Example of work
The learner builds a
frightening description of
the monster using some of
the conventions of the
genre.
Learner attempts to use
exclamation marks and ellipsis
to convey the feelings of the
character to the audience and
build suspense.
The learner, once again, uses
sophisticated punctuation to maintain
the tension in the final paragraph,
particularly using a question mark to
create a “cliff hanger” ending, using
yet another feature of the genre.
Learner effectively uses
personification to convey
the character’s feelings of
relief, creating a contrast
to the tension and
suspense felt by the
character previously.
Literacy and English: Third Level: Writing – Lab report
Context for learning
Success criteria
The learner was studying respiration in Biology and conducted an experiment in order to explore the
effect of yeast on anaerobic respiration. She worked with another learner to conduct the experiment
under the guidance and supervision of the teacher, but the notes were written up independently.
To produce work typical of achievement at be secure at third level, learners understood that they should be able
to:




use specialist vocabulary in the correct context and spell it correctly
consider how best to lay out information
write a conclusion that sums up the findings of the experiment
be able to write in a reporting style.
Learner voice



I am now able to write a lab report independently, following the structure I have been
taught to use
I can also decide on how to present my information, using tables or diagrams if I choose
to
I have learned to spell words that are particular to Science correctly.
Learner spells all specialist vocabulary
correctly and sets out her explanations of
this vocabulary in a format that is clear
and easy to follow.
Teacher voice
The learner shows that she has carefully considered the layout and format of this lab report. There are
initial explanations of some of the specialist language used (spelled correctly) and she has also used a
table to clearly outline the results of the experiment. She has also used diagrams, which are clearly
labelled, to help her audience understand how the experiment was conducted. All of these aspects of
the piece enable the intended audience to easily follow the experiment and its outcomes, and shows
that the learner has employed a variety of appropriate strategies for the purpose of this piece.
Learner uses diagrams, which are
clearly labelled, to explain how the
experiment was conducted and aid
the audience in following the
format of the experiment
Example of work
Learner uses a table to display
her results in a way that is
structured and makes the
outcome of the experiment easy
to follow.
Learner has structured the
laboratory report in a
logical way with a
conclusion in which she
summarises his findings.
Literacy and English: Third Level: Writing – Personal writing
Context for learning
Success criteria
Learners were tasked with reflecting on their first day of high school. They explored various headings
as ideas for paragraphs and were supported in creating mind maps for each of the headings in order
to generate ideas for the contents. Learners were then asked to consider how they would sequence
paragraphs together.
To produce work typical of achievement at third level, learners understood that they should be able to:
Teacher voice
The learner shows evidence of her ability to clearly sequence her ideas within and between paragraphs
in a logical order. She writes continuously in the past tense and there is some attempt to describe
events in detail. The strength of this piece of writing lies in the student’s ability to reflect on the
experience. There are references to thoughts and feeling throughout this piece and she gives
reasonable explanations for them, e.g. “When I arrived I felt shy and panicky because I didn’t know
most of the people there”. She also attempts to reflect on her first day and compare with her
experiences of primary.




write in the past tense
include lot of thought and feelings
give reasons for thoughts and feelings
reflect on your experience and what you think about it now.
Learner voice




I now know lots of different words that I can use to describe my thoughts and feelings.
I can give a reason for the way I feel or explain my thinking in depth.
I can plan my writing in a logical sequence so that it makes sense.
I am getting better at reflecting on experiences.
Example of work
The learner justifies her
thoughts and feelings by
giving reasons for them.
Learner utilises a simple
beginning- middle-end
structure to convey her
ideas and begins by
describing the start of
the day and then first
arriving at the school.
The learner uses a variety of
thoughts and feelings to engage
the audience.
The learner reflects on her
experience and explains
how her thoughts and
feelings about certain
things have changed.
Literacy and English: Third Level: Writing – PowerPoint
Context for learning
Success criteria
This presentation was created as part of an S1 Technologies course. After visiting the Edinburgh
International Book Festival, learners were asked to research an author who was speaking at the
event. They were not told what to include in their presentation, other than they had to create at least 5
slides, plus have a title page and a concluding page.
To produce work typical of achievement at third level, learners understood that they should be able to:



Teacher voice
There is clear evidence that this learner has fully considered the purpose and layout of this piece. She
has effectively used Power Point to create an information piece on the author Jeremy Strong and has
included pictures of the writer in the title page in order to help the audience recognise who the
presentation is about. Information is structured logically, with the first slide about his childhood being
organised in a chronological fashion. As the presentation continues, there are other images used of his
wife and book covers in order to engage the audience. The presentation has a uniformity to it, although
there are some technical errors with regards to the use of capital letters. Spelling, however, is mostly
accurate throughout.
have five slides of information on the author
include a title page and concluding page
consider the format and layout of the presentation so that it was engaging for the audience.
Learner voice




I have learned to consider my layout carefully and use it to try to make my presentation
interesting for the audience.
I am able to identify the key points only that should be included in my main slides.
I can organise my ideas in a logical way and include a title and concluding slide.
I have applied my IT skills well in this task.
Example of work
The learner has included
a title page with pictures
to help engage the
audience. There is
evidence that she has
carefully considered her
layout in order to present
the information in a
logical way.
The learner has used the
same background
throughout the
presentation to give it a
uniformity with regards
to design. She has also
considered carefully the
colours she will use to
distinguish between
titles, headings and text.
Throughout the
presentation, the learner
only bullet points the key
points and uses
illustrations throughout
to exemplify what she is
discussing and to engage
her audience.
Literacy and English: Third Level: Writing – PowerPoint
Example of work
The learner has selected
the front cover of the
novel she is discussing to
help the readers identify
the specific book by the
author as well as to
include illustrations
within her presentation
to make it more
interesting.
The learner has also
included a concluding
slide to indicate that her
presentation is finished
and directly addresses
her audience in order to
engage them throughout.