Generic Writing Mark Scheme Section A Sentence structure and punctuation
National
Level
4c
QCA Band
Sentence structure and punctuation
A1
4a
A2
5c
A3
5a
A4
6
A5
Ideas or parts of sentence are mostly linked or sequenced by
conjunctions such as and, when, then, so, but. Sentences are mostly
compound with little variation in word order. Sentence subjects and
verbs are frequently repeated. Full stops and capital letters are used
to demarcate sentences, mostly accurately.
Commas in lists are used.
1 mark
Sentences are mostly grammatically sound with some variation in
subjects and use of expanded noun phrases. There is some use of
relative clauses, e.g. who, which, and subordinating conjunction.
There is some evidence of correct use of commas to mark clauses
within sentences.
2 marks
Both compound and complex sentences are used, with phrases and
clauses building up relevant detail.
Appropriate grammatical constructions are used to develop the
relevant text type, e.g. complex verb phrases for proposals they will
be able to go, connectives of time in recount, of that indicate
sequence in explanation
3 marks
A range of grammatical structures is used to vary the length and
focus if sentence and to express shades of meaning. Impersonal
constructions are used when appropriate. A range of punctuation is
used to correctly to structure sentences and the whole text,
sometimes to create deliberate effects e.g. the dash, bullet points or
parenthetic commas.
4 marks
There is appropriate variation in sentence and structure; simple
sentences are used effectively and contrasts achieve particular
effects or emphases e.g. active/passive voice. Accurate punctuation
is used to vary pace, clarify meaning, avoid ambiguity and create
deliberate effects/
5 marks
Generic Writing Mark Scheme Section B Paragraph organisation and textual cohesion
National
Level
4c
QCA Band
Paragraph organisation and textual cohesion
A1
4a
A2
5c
A3
5a
A4
6
A5
Ideas are linked mainly through topic. Paragraphs may be used to
show obvious divisions. There may be a disjointed effect with
points/ideas not clearly connected.
Pronoun reference may be confused.
1 mark
Paragraphs often open with a main idea and contain illustrations and
examples, in non-fiction text types. In general, paragraphs are
simply constructed and appropriate to the text type. Transitions
between paragraphs and sometimes awkward. 2 marks
Paragraphs are logically ordered and sequences, supporting
development of content across the whole text.
There is a clear sense of introduction and conclusion.
Paragraphs of different length are used for emphasis.
Pronoun references are generally appropriate.
3 marks
Detailed content is well organised within and between paragraphs.
In non-fiction texts topic sentences are sometimes strategically
place to emphasise important points. I explanation paragraph
opening mark sequence of events/express cause and effect/contrast
and comparison/elaboration. In Discursive writing, paragraphs are
linked by phrases which aid argument and counter-argument, e.g.
There are those who argue that…
Paragraphs are varied in length and structure in ways which control
ideas and develop the genre or text type.
Cohesion is reinforced by the subtle use of a range of text
connectives or other linking devices (e.g. adverbials, summary
statements, conclusion echoing introduction, semantic fields in
narrative texts leading to a reflective conclusion etc).
Section C
Composition and effect
National Level
QCA Band
4c
C1
4a
Band
C2
5c
Band
C3
5a
Band
C4
6
Band
C5
Section D
This section focuses on the overall impact of the writing and its writing and its
adaptation to purpose or reader.
Shows some awareness of the audience but may not use text type, genre
effectively to achieve desired effect. Content is relevant and related to the
prompts, but coverage is uneven.
1-3 marks
Details appropriate to the genre/text type are used with intention. Content
coverage is adequate but there may be a lack of balance between sections of the
text.
4-6 marks
The writing sustains an appropriate form, engaging the reader’s attention.
Overall the writing is controlled, with some good control of the features of the
genre/text type
7-9 marks
The writing is well crafted and sustained with conscious manipulation of form.
Details are confidently managed and consistently reinforced as appropriate
10-12 marks
The tone and content of the writing are sustained and consistent with genre/text
type. The writing is convincing, arguments, where appropriate, are well advance
and coherent. The audience/reader is consciously manipulated
13-15 marks
Spelling
National Level
QCA Band
4c
Band
D1
4a
Band
D2
5c
Band
D3
5a
Band
D4
6
Band
D5
This section focuses on the overall level of accuracy of spelling. It is
supplemented by indicating the likely types of errors in each hand.
Main criterion: the spelling of simple words is usually accurate.
Likely patterns of error:
- some confusion of common homophones (e.g. no/know; your/you’re);
- errors or word division (e.g. a lot; infact);
- errors in polysyllabic words are phonetically plausible (e.g. terned;
shorely).
1 mark
Main criterion: the spelling of simple and common polysyllabic words is usually
accurate.
Likely patterns of error:
- some confusion of complex homophones (e.g. course/coarse;
breaking/braking);
- phoneme omission (e.g. rem/em/ber);
- errors in using suffixes and prefixes (e.g. tried; familys; dissappear;
hoping/hopeing/hopping).
2 marks
Main criterion: the spelling of words with complex regular patterns is usually
accurate.
Likely patterns of error:
- incorrect hyphenation of some compound words (e.g. re-act; grandfather);
- errors in more complex suffix formations (e.g. responsible/-ible;
physicly’ basicly).
3 marks
Main criterion: most spelling, including that of irregular words, is usually correct.
Likely patterns of error:
- errors with unstressed vowels (e.g. dependant;definitely);
- consonant doubling in more difficult words (e.g. embarassment;
occassionally; adress).
4 marks
Main criterion: virtually all spelling, including that of complex irregular words, is
correct.
Likely patterns of error:
- any errors stand out as untypical or ‘one-off’ slips.
5 marks