Primary English Programme
CONTENT
LANGUAGE AND ORGANISATION
Ideas and supporting details
4
3
2
1
Organisation
Vocabulary
Sentence Structure
Grammar, Spelling &
Punctuation
Shares insights that go beyond the obvious and
predictable Clearly addresses topic, audience and
purpose. Uses ample, fully-relevant ideas and
facts. Provides credible supporting details to
thoroughly develop the ideas. The ideas are well
integrated. There is a sense of a person and a
purpose behind the words.
Uses an organisational structure
that fits the purpose of the writing
task (e.g. letter format)
Uses at least one paragraph with
an inviting introduction and
conclusion. Demonstrates a
logical sequence.
Ideas are well linked
Words used convey the
intended message in an
interesting, precise and
natural way appropriate to
audience and purpose.
Uses fresh and lively
expressions that at times
include figurative language
and/or slang if appropriate.
Uses complete sentences with
correct word order,
subject/verb agreement, no
run-ons and fragments.
Correct tense and pronoun
usage. Varies sentence
structure, length and
beginnings to strengthen the
meaning of the text.
Uses correct capitalisation and
punctuation. Uses correct
spelling even of the most
difficult words grade-level.
Writes with correct grammar
and usage that guides the
reader through the text.
Generally addresses the topic, audience and
purpose. Uses a good number of largely relevant
ideas and facts although they may not be well
integrated. Provides supporting details that at times
may be too general or out of balance with the main
idea. At times there is a sense of person and
purpose behind the words.
Uses an organisational structure
that fits the purpose of the writing
task Writes one paragraph with
an introduction and conclusion.
Demonstrates a logical
sequence.
Ideas are mostly well linked.
The variety of words used is
functional and appropriate to
audience and purpose.
Attempts to use fresh
expressions possibly
including figurative language
and/or slang that may seem
overdone or ineffective.
Uses complete sentences.
Occasional errors in word
order, tense, pronoun usage,
subject/verb agreement or use
of run-ons and fragments do
not detract from meaning.
Attempts to vary sentencestructure length and
beginnings.
Uses correct capitalisation and
punctuation. Most grade-level
words are spelt correctly.
Makes occasional errors in
grammar and usage.
The main idea is somewhat unclear and/or
undeveloped although an attempt was made to
address the purpose. There are few relevant ideas
and they are mostly undeveloped or repeated.
There is little sense of the person and purpose
behind the words.
Uses an organisational structure
that does not fit the purpose of
the writing task. Attempts to write
a paragraph that may or may not
have an introduction and/or
conclusion. It may not use a
logical sequence and ideas are
often not linked successfully.
The words attempted are
predictable, ordinary and/or
imprecise and at times may
not be appropriate to
audience and purpose.
May use incomplete &
complete sentences. Frequent
errors in word order, pronoun
usage, tense, subject/verb
agreement &/or use of run-ons
& fragments detract from
meaning.
Makes capitalisation and
punctuation errors. Many
spelling errors that distract the
reader. Errors in grammar and
usage interfere with readability
and meaning.
The ideas are unclear and/or irrelevant and lack a
central theme or purpose.
It is hard to sense the person and purpose behind
the words. (The voice is flat)
Organisational structure is not
appropriate for the purpose. No
apparent beginning/ conclusion.
No logical sequence. Ideas are
poorly linked resulting in
vagueness and confusion.
Words are limited,
monotonous and/or
misused. Only the most
general kind of message is
communicated.
Uses incomplete sentences.
Sentence structure may
obscure meaning.
Uses random or incorrect
capitalisation and punctuation.
Spelling errors and errors in
grammar and usage block the
meaning of the writing.
Total Score
< sum all trait scores >
Not Yet Proficient
1
(1-9)
Approaching
Proficiency
2
(10-14)
Proficient
3
(15-17)
Oustanding
4
(18-20)
MARKING WRITING - LOWER PRIMARY
©Total Literacy Pty Ltd • ©Total English Learning International Pte Ltd
Primary English Programme
CONTENT
4
3
2
1
LANGUAGE AND ORGANISATION
Organisation
Shares insights that go beyond the obvious and
predictable. Clearly addresses topic, audience and
purpose. Uses ample, fully-relevant ideas and
facts. Provides strong, credible supporting details
to thoroughly develop the ideas. The ideas are well
integrated. Maintains a consistent point of view,
and an appropriate tone throughout. There is a
strong sense of the person behind the words. The
topic is brought to life through conviction,
excitement or humour.
Uses at least three paragraphs to
address all parts of the writing
task. Constructs inviting
introductions and satisfying
conclusions. Selects effective
transitions/connectives to ensure
ideas are well linked. Employs
purposeful pacing.
Words used convey the
intended message in an
interesting, precise and
natural way appropriate to
audience and purpose.
Uses fresh and lively
expressions that at times
include figurative language
and/or slang if appropriate.
Uses complete sentences with
correct word order,
subject/verb agreement, no
run-ons and fragments.
Correct tense and pronoun
usage. Varies sentence
structure, length and
beginnings to strengthen the
meaning of the text.
Uses correct capitalisation and
punctuation. Uses correct
spelling even of the most
difficult grade-level words.
Writes with correct grammar
and usage that guides the
reader through the text.
Consistently uses paragraph
breaks that reinforce
organization and meaning.
Generally addresses the topic, audience and
purpose. Uses a good number of largely relevant
ideas and facts that may not always be well
developed or integrated. The supporting details
may at times be too general or out of balance with
the main idea. Maintains a mostly consistent point
of view. There is a sense of person and purpose
behind the words but an appropriate voice/tone
may not be consistently employed. Attempts to
employ conviction, excitement or humour.
Uses at least three paragraphs to
address all parts of the writing
task. Selects clear introductions
and conclusions. Demonstrates a
logical sequence. Uses adequate
transitions/connectives to ensure
ideas are well linked. Pacing may
be inconsistent.
The variety of words used is
functional and appropriate to
audience and purpose.
Attempts to use fresh
expressions possibly
including figurative language
and/or slang that may seem
overdone or ineffective.
Uses complete sentences.
Occasional errors in word
order, tense, pronoun usage,
subject/verb agreement or use
of run-ons and fragments do
not detract from meaning.
Varies sentence-structure
length and beginnings.
Uses correct capitalisation and
punctuation. Most grade-level
words are spelt correctly.
Makes occasional errors in
grammar and usage. Employs
paragraph breaks that
generally reinforce
organization and meaning.
The main idea is somewhat unclear and/or
undeveloped although an attempt was made to
address the purpose. There are few relevant ideas
and they are undeveloped or repeated. Attempts
support but may be limited or irrelevant. Point of
view is inconsistent. There is little sense of the
person and purpose behind the words. Uses a
voice that is overly informal or impersonal and flat.
Uses an organisational structure
that addresses only parts of the
writing task. Undeveloped
beginnings/ conclusions and weak
or overused
transitions/connectives that do not
link ideas successfully.
The words attempted are
predictable, ordinary and/or
imprecise and at times may
not be appropriate to
audience and purpose.
May use incomplete &
complete sentences. Frequent
errors in word order, pronoun
usage, tense, subject/verb
agreement &/or use of run-ons
& fragments detract from
meaning.
Makes capitalization and
punctuation errors. Frequent
spelling errors distract the
reader. Errors in grammar and
usage interfere with readability
and meaning. Paragraph
breaks (if any) may be
irregular and bear little relation
to the organization of the text.
The ideas are unclear and/or irrelevant and lack a
central theme or purpose. Shows no audience
awareness and it is hard to sense the person and
purpose behind the words. The voice is
consistently flat.
Uses an organizational structure
that addresses only one part of
the writing task. No apparent
beginning/ conclusion. No logical
sequence. Ideas are poorly linked
resulting in vagueness and
confusion.
Words are limited,
monotonous and/or misused.
Only the most general kind of
message is communicated.
Uses incomplete sentences.
Sentence structure may
obscure meaning.
Uses random or incorrect
capitalisation and punctuation.
Spelling errors and errors in
grammar and usage block the
meaning of the writing.
Not Yet Proficient
Approaching Proficiency
Proficient
Outstanding
1
(1-9)
2
(10-14)
3
(15-17)
4
(18-20)
Total Score
< sum all trait scores >
MARKING WRITING - MIDDLE PRIMARY
Vocabulary
Sentence Structure
Grammar, Spelling &
Punctuation
Ideas and supporting details
©Total Literacy Pty Ltd • ©Total English Learning International Pte Ltd
Primary English Programme
CONTENT
4
3
2
1
LANGUAGE AND ORGANISATION
Organisation
Vocabulary
Shares insights that go beyond the obvious and
predictable. Clearly addresses topic, audience and
purpose. Uses ample, fully-relevant ideas and
facts. Provides strong, credible supporting details
to thoroughly develop the ideas. The ideas are well
integrated. Maintains a consistent point of view,
and an appropriate tone throughout. There is a
strong sense of the person behind the words. The
topic is brought to life through conviction,
excitement or humour.
Uses at least four paragraphs to
address all parts of the writing
task. Constructs inviting
introductions and satisfying
conclusions. Selects effective
transitions/connectives to ensure
ideas are well linked. Employs
purposeful pacing.
Words used convey the intended
message in an interesting,
precise and natural way
appropriate to audience and
purpose.
Uses fresh and lively expressions
that at times include figurative
language and/or slang if
appropriate.
Uses complete sentences
with correct word order,
subject/verb agreement, no
run-ons and fragments.
Correct tense and pronoun
usage. Varies sentence
structure, length and
beginnings to strengthen the
meaning of the text.
Uses correct capitalisation and
punctuation. Uses correct
spelling even of the most
difficult words. Writes with
correct grammar and usage
that guides the reader through
the text. Consistently uses
paragraph breaks that
reinforce organization and
meaning.
Generally addresses the topic, audience and
purpose. Uses a good number of largely relevant
ideas and facts. that may not always be well
developed or integrated. The supporting details
may at times be too general or out of balance with
the main idea. Maintains a mostly consistent point
of view. There is a sense of person and purpose
behind the words but an appropriate voice/tone
may not be consistently employed. Employs
conviction, excitement or humour.
Uses at least four paragraphs to
address all parts of the writing
task. Selects clear introductions
and conclusions. Demonstrates a
logical sequence. Uses adequate
transitions/connectives to ensure
ideas are well linked. Pacing is
consistent.
The variety of words used is
functional and appropriate to
audience and purpose.
Attempts to use fresh
expressions possibly including
figurative language and/or slang
that may seem overdone or
ineffective.
Uses complete sentences.
Occasional errors in word
order, tense, pronoun usage,
subject/verb agreement or
use of run-ons and fragments
do not detract from meaning.
Varies sentence-structure
length and beginnings.
Uses correct capitalisation and
punctuation. Most words are
spelt correctly. Makes
occasional errors in grammar
and usage. Employs
paragraph breaks that
generally reinforce
organization and meaning.
The main idea is somewhat unclear and/or
undeveloped although an attempt was made to
address the purpose. There are few relevant ideas
and they are undeveloped or repeated. Attempts
support but may be limited or irrelevant. Point of
view is inconsistent. There is little sense of the
person and purpose behind the words. Uses a
voice that is overly informal or impersonal and flat.
Uses less than four paragraphs.
Uses an organisational structure
that addresses only parts of the
writing task. Basic beginnings/
conclusions and weak or
overused transitions/connectives
that do not link ideas
successfully.
The words attempted are
predictable, ordinary and/or
imprecise and at times may not
be appropriate to audience and
purpose.
May use incomplete &
complete sentences.
Frequent errors in word order,
pronoun usage, tense,
subject/verb agreement &/or
use of run-ons & fragments
detract from meaning.
Makes capitalization and
punctuation errors. Frequent
spelling errors distract the
reader. Errors in grammar and
usage interfere with readability
and meaning. Paragraph
breaks may be irregular and
bear little relation to the
organization of the text.
The ideas are unclear and/or irrelevant and lack a
central theme or purpose. Shows no audience
awareness and it is hard to sense the person and
purpose behind the words. The voice is
consistently flat.
Uses an organisational structure
that addresses only parts of the
writing task. Undeveloped, if any,
beginnings/ conclusions. Ideas
are poorly linked resulting in
vagueness and confusion.
Words are limited, monotonous
and/or misused. Only the most
general kind of message is
communicated.
Uses incomplete sentences.
Sentence structure may
obscure meaning.
Uses random or incorrect
capitalisation and punctuation.
Spelling errors and errors in
grammar and usage block the
meaning of the writing.
Not Yet Proficient
Total Score
< sum all trait scores >
MARKING WRITING - UPPER PRIMARY
1
(1-9)
Approaching Proficiency
2
(10-14)
Sentence Structure
Grammar, Spelling &
Punctuation
Ideas and supporting details
Proficient
Outstanding
3
(15-17)
4
(18-20)
©Total Literacy Pty Ltd • ©Total English Learning International Pte Ltd