Secondary English/Literacy Team
Longer Writing Task – mark scheme
Section A
Band
Sentence Structure and Punctuation
Marks
available
AF5 vary sentences or clarity, purpose and effect.
AF6 write with technical accuracy of syntax and punctuation in phrases,
clauses and sentences.
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6
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EA2008
Simple connectives used to link ideas. Repetition of sentence
structures and limited detail.
Sentences generally correctly demarcated with some attempt to
use other punctuation.
Grammatically sound sentences with slightly wider use of
connectives. Some variation in sentence structure. Detail
provided through expanded noun phrases.
Most sentences correctly demarcated with some use of other
punctuation.
Compound and complex sentences used with some variety of
connectives. Use of different sentence types and movement in
verb forms. Relevant detail and information built up through
phrases.
Almost all sentences correctly demarcated, with some use of a
range of other punctuation.
Range of sentence structures used – a variety of lengths and
focuses. Secure movement between tenses and verb forms.
Range of punctuation used, generally securely, to mark the
structure of sentences and give clarity.
A variety of sentence types and structures used for clarity and
emphasis. Secure movement between verb forms and
manipulation of sentence structure for effect.
Range of punctuation used securely to give clarity.
Confident control of a wide variety of sentence structures for
effect and emphasis.
Range of punctuation used to enhance meaning and create
particular effects.
0
1, 2
3, 4
5, 6
7
8
1
Secondary English/Literacy Team
Longer Writing Task – mark scheme
Section B
Band
Text Structure and Organisation
Marks
available
AF3 organise and present whole texts effectively, sequencing and structuring
information, ideas and events
AF4 construct paragraphs and use cohesion within and between paragraphs
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6
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EA2008
Simple overall structure to the writing.
Within sections, ideas are linked mainly through topic. Some
of the changes in focus are abrupt
Clear structure to the writing with main ideas clarified through
some use of paragraphs or sections. Transitions between
sections may be awkward.
Sections or paragraphs organised around a main idea, with
some development.
Paragraphs or sections support the overall structure of the
writing. Some links between the paragraphs and some attempt
at an effective opening or ending.
Within paragraphs or sections, main ideas are developed. Text
connectives clarify links between ideas.
The structure of the writing is clarified by paragraphs which
are linked in a variety of ways. Paragraphs are varied to
support the structure of the whole text. The ending may refer
back to the opening.
Within paragraphs, ideas are linked to develop or illustrate
points.
The whole piece of writing is structured to give clarity and
emphasis to the key points. Paragraphs are clearly linked and
references may be made backwards and forwards within the
text. The opening and ending may be deliberately linked for
effect.
Within paragraphs, a range of techniques is used to support
cohesion.
The whole piece of writing is shaped and controlled for
emphasis and clarity.
Within paragraphs, a range of devices is used with control to
create effective cohesion.
0
1, 2
3, 4
5, 6
7
8
2
Secondary English/Literacy Team
Longer Writing Task – mark scheme
Section C
Band
Composition and Effect
Marks
available
AF1 write imaginative, interesting and thoughtful texts
AF2 produce texts which are appropriate to task, reader and purpose.
1
2
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6
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EA2008
Some features of an appropriate form are evident
Evidence of a simple, limited viewpoint
Some awareness of appropriate style.
An appropriate form, which attempts to gain the reader’s
attention, is mostly maintained
A viewpoint is established and maintained
Some straightforward stylistic features support the purpose of
the writing.
Appropriate aspects of an appropriate form are adapted to gain
the reader’s attention.
A clear and consistent viewpoint is established, perhaps taking
into account others’ views.
Some use of appropriate stylistic features.
The chosen form is adapted for impact and to engage the
interest of the reader.
A well controlled, widening viewpoint.
A range of stylistic features adds to effect.
The chosen form is deliberately adapted to manipulate the
reader.
The viewpoint recognises the wider context.
The choice of stylistic features is well judged for impact.
The chosen form for the writing is skilfully exploited, showing
full appreciation of the purpose of the task.
The viewpoint addresses the complexities of the situation.
A range of stylistic features is skilfully used to support the
chosen form and viewpoint.
0
1, 2, 3
4, 5, 6
7, 8, 9
10, 11, 12
13, 14
3
Secondary English/Literacy Team
Shorter Writing Task – mark scheme
Section D
Band
Sentence structure, punctuation and text organisation
Marks
available
AF5 vary sentences or clarity, purpose and effect.
AF6 write with technical accuracy of syntax and punctuation in phrases,
clauses and sentences
AF4 use cohesion within paragraphs
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4
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5
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EA2008
Sentences mostly simple or compound with use mainly of
connectives ‘and’, ‘but’. Tense changes not always controlled.
Limited detail and some attempt to link ideas.
Sentences generally correctly demarcated with some attempt to
use other punctuation.
Sentences generally grammatically sound with some variation
in structure. Some relevant detail included. Within sentences
or paragraphs, content organised around main ideas.
Most sentences correctly demarcated with some use of other
punctuation.
Compound and complex sentences used with some variety of
connectives. Use of different sentence types and movement in
verb forms generally secure. Within paragraphs or sections,
main ideas developed by examples or details.
Almost all sentences correctly demarcated, with some use of
other punctuation within sentences.
Length, focus and structure of sentences varied to add interest.
Detail added precisely and succinctly. Within paragraphs,
ideas linked by a range of devices.
Punctuation used, generally securely, to mark the structure of
sentences and give clarity.
Range of different sentence structures used to give clarity and
contribute to the writing. Variety of verb forms, including
movement between tenses, used confidently to create interest.
Within paragraphs, a range of devices to link ideas is used
deliberately.
Range of punctuation used to clarify meaning and sometimes
create particular effects.
0
1, 2
3, 4
5
6
4
Secondary English/Literacy Team
Shorter Writing Task – mark scheme
Section E
Band
Composition and Effect
Marks
available
AF1 write imaginative, interesting and thoughtful texts
AF2 produce texts which are appropriate to task, reader and purpose.
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2
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EA2008
Some awareness of purpose and reader
Evidence of a simple, limited viewpoint, not always sustained
Some awareness of appropriate vocabulary choice.
Attempt to engage reader through mostly suitable selection of
tone and material.
A viewpoint is established and maintained
Some appropriate stylistic features support the purpose of the
writing.
The writing maintains an appropriate tone and engages the
reader’s interest.
A clear and consistent viewpoint is established and controlled.
Appropriate stylistic features support the purpose of the
writing or add interest.
The chosen form is adapted to engage the interest of the
reader.
A developed and well controlled viewpoint.
A range of stylistic features is used to add interest and variety.
The chosen form is skilfully adapted for the reader.
An individual viewpoint is adopted, recognising the wider
context.
Confident choice of appropriate stylistic features.
0
1, 2, 3
4, 5, 6
7, 8, 9
10
5