Writing Assessment Record – non-narrative writing
Name
Date
Book used as starting point/example task
Support provided (eg word books, dictionaries,
information books, planning sheet)
Type of writing
Level/grade achieved
Notes of evidence from the writing task
Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
Level 4c
The writing is well thought out and carefully planned.
Vocabulary choice is precise, interesting, ambitious and
appropriate. Coverage is balanced and content shows
awareness of audience. Some evidence of view-pointing.
Layout/presentation
Characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
Layout appropriate and consistent with chosen form
Variation in types of sentences through use of spoken
style e.g. imperatives, attempts at rhetorical questions
such as ‘Why don’t you…..?’
Writing is divided into appropriate sections and is
consistent with the chosen form.
Clauses linked with simple connectives e.g. also
Adjectives, adverbs support the persuasive purpose
e.g. only, just, soon, ever
Relationships between sentences or clauses sometimes
made explicit e.g. ‘not only….but’
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
Full stops and capital letters are used accurately.
Commas are used in lists.
Question marks, exclamation marks and
apostrophes are used properly when appropriate.
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
Spelling patterns and conventions are used
and words are spelt correctly.
handwriting e.g.
legibility and orientation,
Handwriting is fluent, joined and legible.
upper/lower case, joining letters
Writing Assessment Record – non-narrative writing
Name
Date
Book used as starting point/example task
Support provided (eg word books, dictionaries,
information books, planning sheet)
Type of writing
Level/grade achieved
Notes of evidence from the writing task
Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
Level 4b
Style of address to audience is maintained.
Vocabulary choice is precise with description
interwoven appropriately.
Layout/presentation
Characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
Layout appropriate and consistent with chosen form.
Stylistic choices consistently support the purpose of the
writing with features and stages of procedure clear
to the general reader.
Connectives are used effectively.
Sentences are extended.
Writing is divided into appropriate sections.
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
Full stops and capital letters are used accurately.
Commas are used in lists and are being used to mark
phrases or clauses.
Question marks, exclamation marks and
apostrophes are used properly when appropriate.
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
Spelling patterns and conventions are used
and words are spelt correctly.
Paragraphs are used to separate/link sections.
handwriting e.g.
legibility and orientation,
Handwriting is fluent, joined and legible.
upper/lower case, joining letters
Writing Assessment Record – non-narrative writing
Name
Date
Book used as starting point/example task
Support provided (eg word books, dictionaries,
information books, planning sheet)
Type of writing
Level/grade achieved
Notes of evidence from the writing task
Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
Level 4a
Variation in sentence construction: initial verbs used for
impact; conversational language and incomplete sentences
may be used if appropriate to the chosen form.
Layout/presentation
Characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
Layout appropriate & consistent with chosen form.
Stylistic choices consistently support the purpose of the
writing with features and stages of procedure clear
to the general reader.
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
Adverbial phrases and expanded noun phrases are evident
with some subordination (if, because, when etc.)
A variety of pronouns are used e.g. to refer to the
speaker, the subject, the listener)
Tenses mainly used consistently.
Sections of text are developed around the topic and
similar content is grouped in appropriate sections.
Full stops and capital letters are used accurately.
Commas are mark phrases or clauses.
Question marks, exclamation marks and
apostrophes are used properly when appropriate.
Spelling patterns and conventions are used
and words are spelt correctly.
handwriting e.g.
legibility and orientation,
Handwriting is fluent, joined and legible.
upper/lower case, joining letters
Writing Assessment Record – non-narrative writing
Name
Date
Book used as starting point/example task
Support provided (eg word books, dictionaries,
information books, planning sheet)
Type of writing
Level/grade achieved
Notes of evidence from the writing task
Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
Level 5c
Clear and consistent view-pointing.
Sustained authoritarian voice or friendly,
conversational relationship with the audience.
Layout/presentation
Characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
Presentation is particularly applicable to the subject.
Adverbial phrases and expanded noun phrases are used
effectively
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
Almost all punctuation is used accurately with brackets,
dashes and colons used.
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
Tenses used consistently. More variety in connectivese.g. however, finally.
Expanded phrases and clauses build up relevant detail.
Sections of text are developed around the topic and
content is grouped in appropriate sections.
Each point is expanded more thoroughly.
Spelling patterns and conventions are used
and words are spelt correctly.
handwriting e.g.
legibility and orientation,
Handwriting is fluent, joined and legible and a mature,
upper/lower case, joining letters personal style is developing
Writing Assessment Record – non-narrative writing
Name
Date
Book used as starting point/example task
Support provided (eg word books, dictionaries,
information books, planning sheet)
Type of writing
Level/grade achieved
Notes of evidence from the writing task
Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
Level 5b
Clear and consistent view-pointing.
Speaker has an authoritarian voice or may have friendly,
conversational relationship with the audience.
Style of address to audience sustained.
May give advice e.g. (‘if I were you, I would…..’)
Layout/presentation
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
Presentation relates to the subject,
with the layout used effectively and imaginatively(where
appropriate)
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
Adverbial phrases and expanded noun phrases used
with some subordination (if, because, when etc.).
Pronouns are used e.g. to refer to the
speaker, the subject, the listener).
Some repetition of short sentences may be used to
create effect.
Expanded phrases and clauses build up relevant detail
with additional words such as ‘absolutely, actually’.
Sections of text are developed around the topic and
content is grouped in appropriate sections.
Time reference and focus may vary through the use of
verbs e.g. ‘was made by’, ‘was completed only yesterday’.
Full stops and capital letters are used accurately.
Commas are mark phrases or clauses.
Question marks, exclamation marks and
apostrophes are used properly when appropriate.
Brackets and dashes may be used.
Spelling patterns and conventions are used
and words are spelt correctly.
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters Handwriting has a fluent, joined and personal style
Writing Assessment Record – non-narrative writing
Name
Date
Book used as starting point/example task
Support provided (eg word books, dictionaries,
information books, planning sheet)
Type of writing
Level/grade achieved
Notes of evidence from the writing task
Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
Layout/presentation
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
Level 5a
Content is adapted and shaped for effect e.g. use of
interviews to show points of view, opinions, explanations
Characters are portrayed convincingly where
appropriate.
The language is manipulated to fully support the purpose
of the writing. Alliteration, figurative language, word play
may be used to persuade or entertain the audience.
Presentation is well planned and relates to the subject,
with the layout used effectively and imaginatively(where
appropriate)
Adverbial phrases and expanded noun phrases used
Conversational or humorous tone may be created.
Short sentences used to create effect.
Stylistic devices engage the audience such as repetition
for effect, slogans, direct address to the audience.
Sections of text are developed around the topic and
content is grouped in appropriate sections.
Time reference and focus may vary through the use of
verbs e.g. ‘was made by’, ‘was completed only yesterday’.
Full stops and capital letters are used accurately.
Commas are mark phrases or clauses.
Question marks, exclamation marks and
apostrophes are used properly when appropriate.
Brackets and dashes may be used.
handwriting e.g.
Spelling patterns and conventions are used
legibility and orientation,
and words are spelt correctly.
upper/lower case, joining letters Handwriting has a fluent, joined and personal style.