AO3 (i)
communicate
clearly and
imaginatively,
using and
adapting forms
for different
readers and
Purposes
AO3 (ii)
organise ideas
into sentences,
paragraphs
and whole
texts using a
variety of
linguistic and
structural
features
18
A*
A
B
C
D
E
F
G
U
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
Writing is
controlled
and
consistent.
Writing flows
well and is
well
structured.
Writing is well
structured.
Writing
shows
evidence of
structure.
Ideas are
ordered
simply, but
generally
appropriately
Communica
tes some
meaning.
Highly
effective
and
delightful
vocabulary
choices
are made.
Sentences
and
paragraphs
are fluently
linked.
Uses some
organisationa
l devices
appropriately
with
occasional
deliberate
selection of
words
Connectiv
es and
rhetorical
devices
etc.
are
integrated
into whole
seamlessly
and
persuasive
ly

Writer writes
to gain
emphasis
(e.g. one
sentence
paragraph)
and
demonstrate
alternative
points of view
(e.g.
anecdote,
reference)
Sentences
are used to
add effect.
Starting to
use
paragraphs
to enhance
meaning.
Paragraphs
flow and
are linked.
Increasing
sophistication
in vocabulary
choice.
There is a
clear
selection of
vocabulary
for effect.
Writer
structures
paragraphs in
a variety of
different
ways.
Connective
s are used
to enhance
the
argument;
may mark
both cause
and effect
e.g. as a
result of
this .
consequent
ly
Paragraphs
are linked
with
connectives
so it flows.

There is clear,
if mechanical,
paragraphing
There is a more
deliberate use
of vocabulary
for effect
There is a
more
deliberate
attempt to
organise
sentences
into
paragraphs.
Some
attempt
to use
vocabulary
for effect
Points are
organised and
paragraphs are
used to make
arguments
clear.
Connectives
are used, but
in a
somewhat
obvious and
mechanical
way.
Some
attempt to
shape points
May
demonstrate
occasional
attempt to
paragraph
though likely
to be random
There is
some attempt
to link ideas
using casual
connectives
e.g. because,
so
Some
simple
sequencing
of ideas
One or
more points
made
S
T
R
U
C
T
U
R
E
L
I
N
K
I
N
G
Writer may
use some
inventive
structural
and/or
linguistic
devices
Writer shows
confident
control of
range of
rhetorical
devices.
The form,
content and
style are
confidently
matched to
purpose and
audience;
distinctive
and
consistently
effective
The range of
vocabulary
successfully
reflects more
sophisticated
level of
argument
and attempt
to influence
reader
The form,
content and
style are
consistently
matched to
purpose and
audience
The writer
displays a
confident
use of
rhetorical
devices
such as
anecdote in
context and
rhetorical
questions
The writer
displays
appropriate use
of wider range
of
rhetorical
devices and
though still
mechanical and
superimposed
The form,
content
and style
are
generally
matched to
purpose
and
audience
There is a clear
identification
with purpose
and
audience;
begins to keep
reader’s
interest.
The writer
displays a
more
frequent use
of linguistic/
presentationa
l devices e.g.
repetition for
effect
conscious
attempt to
suit the
needs of
purpose and
audience and
begins to
engage
reader’s
interest.
The writer
shows an
occasional
attempt to
use linguistic/
presentationa
l devices e.g.
repetition,
capitals, bold.
The writer
begins to use
rhetorical
devices, for
example,
rhetorical
questions
with
occasional
evidence of
language
being used
emotively
Writer
addresses a
wide
audience
directly
and/or
starts
consciously
to use a more
formal
tone, though
still evidence
of
A number of
arguments
put forward
Some
words in
appropriate
order
R
H
E
T
O
R
I
C
A
L
P
R
E
S
E
N
T
A
T
I
O
N
A
L
Clear
communicati
on of ideas
with more
sense of
purpose and
audience
Shows
awareness of
wide
audience at
different
points either
An
indication of
awareness
of need for
formality
with
occasional
sense of
purpose
and
audience
P
U
R
P
O
S
E
A
U
D
I
E
N
C
E
informal/chatt
y
language
AO3 (iii) use a
range of
8-9
The writer
demonstrates
intellectual
thoroughness
and the
ability to
include a
range of
complex
details from
varied
sources
The writer
argues
successfully
and
convincingly;
well
informed,
drawing on a
range of
sources
Writer may
use satire,
irony etc. but
always
fittingly and in
context
There is a
growing
sensitivity of
purpose and
ability to
adapt tone to
influence
reader
6-7
Writing is
detailed
and well
developed;
starting to
use
and
support
original
arguments,
though not
always
convincingl
y carried
through
The writer
begins to
predict
potential
audience
response
The writer’s
argument is
starting to
become more
detailed with a
clear
awareness of
different
viewpoints
Shows some
sense of
varying
emphasis for
effect
with conscious
use of a
chosen tone
e.g.
confrontational
4-5
The writer
presents
argument
with a variety
of reasons.
Evidence
which may be
drawn from
personal
experience
and stimulus
material
may be used
to support
argument
The tone is
almost wholly
formal with
some
attempt to
control tone
e.g. to be
judgemental,
angry etc.
by use of
second
person or by
occasional
use of a more
formal tone
May
express
personal
feelings
strongly but
with little or
no use of
supportive
detail
T
O
N
E
.
2-3
E
V
I
D
E
N
C
E
1
sentence
structures
effectively with
accurate
punctuation
and spelling
9
Writer uses full range of
appropriate sentence
structures
Writer uses sentence forms
for effect

Writer uses a range of securely
different sentence structures
There is a clear and
controlled, manipulation of
sentence structures for
effect; may use a
wide range of appropriate
connectives.
Connective used to link
sentences and paragraphs.
Writer may use rhetorical
devices, first
person, imperatives, modal
verbs,
repetition, short sentences,
rhetorical
questions and/or
exclamations for effect
Writer is generally secure in
spelling
There is some deliberate
variation of word order though
not always grammatically
secure
Writer may use
complex sentences with
appropriate
connectives e.g. because, on
the
other hand
There is some accurate spelling
of more complex words
Writer is generally secure
spelling of irregular,
complex words

Commonly used words are
spelt correctly
Some monosyllabic words
are spelt correctly
It is generally secure in
punctuation which
helps make purpose and
meaning clear

The writer starts to use a range
of punctuation
There is general accuracy in
use of capital letters
and full stops
There is evidence of
conscious punctuation
May use word order to
create effects.
Writer achieves a high
level of technical accuracy
in spelling
The writer achieves a high
level of technical accuracy
in punctuation
Written in sentences
Writer may use mainly simple
and compound sentences,
with occasional complex
sentences;
Writer may use connectives
The writer is generally
accurate basic spelling
There are occasional
accurate full stops.
Written in
some
sentences


There is
some
accuracy in
spelling of
simple
words

Some
monosyllabi
c words are
spelt
correctly

There is
random
punctuation
S
E
N
T
E
N
C
E
C
O
N
N
E
C
T
I
V
E
S
S
P
E
L
L
I
N
G
A range of punctuation is
used in a
sophisticated manner;
colons and semicolons
used correctly when
appropriate
It is generally accurate in
sentence
punctuation, use of
commas, question
marks etc.
P
U
N
C
T
U
A
T
I
O
N