Year 9 SATs 2004
Sentence Structure and Punctuation
Band A
A1
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Longer Writing Tasks (Gwen Bishop)
Text Structure and Organisation
AF 5/6
Band B
B1
Simple/compound sentences/limited detail.
Simple past tense narration.
Verbs not always controlled.
Sentences correctly demarcated attempts
some other punctuation.
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AF 3/4
A3
A4
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Some sentence variation.
Some connectives (cause and effect).
Expanded noun phrases.
Detail.
Adverbial phrases.
Most sentences punctuated correctly.
Compound, complex sentences.
Variety of connectives.
Clauses to add detail.
Tenses/adapting verbs.
Modal verbs.
Almost all sentences punctuated correctly.
Length /focus of sentences varied (to move on)
narrative/create atmosphere.
Movement between tenses mostly accurate.
Modals to clarify shifts between dialogue and
narration.
Expanded noun/adverbial phrases to add detail.
Range of punctuation, generally secure, add clarity.
B2
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Clear, straight forward structure.
Paragraphs may be awkwardly linked (ideas
mainly around main sentence).
Some development of ideas.
(1, 2)
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Structure between paragraphs (connectives,
adverbials etc).
Main ideas developed by relevant detail.
(3, 4)
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C3
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(1, 2)
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Paragraphs sequenced and linked in a variety of
ways/coherent narrative.
Effective opening and appropriate ending.
Range of devices supporting cohesion/fluency.
Whole narrative developed to create an
interesting first chapter.
Description and narration integrated with
comment and reflection.
Cohesive devices used to control
pace/mood/interest.
Links between sentences to develop narrative.
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(3, 4)
C4
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Narrative form contributes to impact (i.e. opening)
Individual narrative voice (controlled)
Range of stylistic features support narrative voice
(i.e. use of figurative language to create
atmosphere).
C5
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Form adapted to guide reader to an ‘intriguing’
ending.
Distinctive narrative voice conveys some
interpretation/comment through
characters/setting/plot.
Appropriate style to create chosen type of detective
story (tension, suspense, humour etc).
(5, 6)
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(8)
AF1 – imaginative, thoughtful texts.
AF2 – appropriate to task, reader, purpose
AF3 – organise and present whole texts effectively, sequencing, structuring information, ideas and events.
AF4 – construct paragraphs and use cohesion within and between paragraphs.
AF5 – vary sentences for clarity, purpose and effect.
AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences.
(7)
C6
Whole chapter/piece shaped and controlled for
particular narrative effects.
Structure of the chapter manipulates the reader
into a particular viewpoint.
Within paragraphs a range of devices used for
cohesion. Links are precise/economic.
(8)
(0 marks)
Features of detective story maintains reader’s
interest.
Narrative viewpoint established and controlled.
Stylistic features add interest to narrative.
(7)
B6
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Writing AFS
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(5, 6)
B5
Wide range of sentence structure used in a
sophisticated way.
Wide range of punctuation to enhance meaning
and to create particular effects.
C2
(3, 4)
B4
(7)
A6
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AF 1/2
Basic features of narrative writing/attempt to interest
reader.
Some development of character/attitudes and
setting.
Some evidence of narrative viewpoint.
Some awareness of detective genre/style i.e.
creating mood through vocabulary choice.
Main features of narrative established.
Attempt to engage reader.
Narrative viewpoint established and maintained.
Some stylish features of detective genre.
(1, 2)
B3
Variety of sentences for effect/clause in different
positions.
Range of verb tenses.
Complex verb forms.
Embedded phrases/clauses/expanded noun
phrases for succinctness.
Wide range of punctuation/for clarity.
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(0 marks)
(5, 6)
A5
Band C
C1
Simple narrative structure.
Openings and endings may be abrupt.
Ideas mainly linked chronologically (links between
sentences not always successful)
(0 marks)
A2
Composition and Effect
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Skilled adaptation of form.
Controlled sequencing of narration.
Juxtaposition of dialogue, description, action.
Use narrative clues.
Crafted ending.
Chosen viewpoint sustained.
Manipulated narrative voice to present ideas –
sustained in a sophisticated way.
Individual style.
(8)
Year 9 SATs 2004 Shorter Writing Task
D1
Sentence Structure, Punctuation and Text Organisation
Composition and Effect
Spelling
Band D AF 4, 5, 6
Band E AF 1,2
Band F AF 8
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D2
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D3
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D4
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D5
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Simple connectives to link clauses.
Mostly present tense/verbs not always controlled.
Simple expansion noun phrases.
Limited detail.
Within sections, attempt to link ideas.
Sentences generally punctuated, some other punctuation
attempted.
(0 marks)
Sentences generally grammatically sound.
Some variation in sentence structure (changing subject).
Narrative viewpoint established and maintained.
Some modals used.
Key ideas within sections, not always developed.
Most sentences punctuated, some other punctuation
attempted.
(1, 2 marks)
Some range in sentence structures (sub-ordination).
Variation in verb forms – modals.
Main ideas developed by example or detail.
Almost all sentences correctly punctuated with other
punctuation used.
(3, 4 marks)
Length and structure of sentences varied (complex/short).
Variation in word order.
Ideas sequenced, linked within paragraphs.
Punctuation used, generally securely, for structure and
clarity.
(5 marks)
Range of sentence structures for effect.
Variety of verb forms (imperatives, modals, tense change)
Controlled placing of adverbials expanded.
Noun phrases.
Within paragraphs a range of devices support links
between ideas (connectives, summarising etc).
Range of punctuation to clarify meaning and create
particular effects.
(6 marks)
Writing AFS
E1
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Some awareness of purpose and audience, some
appropriate tone.
Some attempts, not always sustained, to adopt role.
Awareness of appropriate style.
Vocabulary generally appropriate.
(0 marks)
F1
Spelling of simple, common, polysyllabic words usually accurate
Errors
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confusion with more complex homophones.
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errors using suffixes and pre fixes.
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phoneme omission.
(1 mark)
E2
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Appropriate tone mostly maintained.
Attempts to engage reader – direct address.
Writing in role mostly consistent.
Some appropriate stylistic features.
(1, 2, 3 marks)
F2
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E3
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F3
E4
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Appropriate tone maintained.
Role maintained consistently.
Recognises readers viewpoint.
Appropriate stylistic devices support purpose of writing.
(4, 5, 6 marks)
Reader’s interest sustained by variation in tone.
Chosen voice is effectively controlled – anticipating
viewpoint of the recipient.
Range of stylistic devices provides variety and emphasis.
(7, 8, 9 marks)
Purpose of task fulfilled.
Tone adapted to manipulate reader.
Voice adapted and controlled to convey viewpoint.
Recognises different perspectives.
Appropriate individual style, developed to match purpose
and audience.
(10 marks)
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Most spelling, including irregular words, usually correct.
Errors
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unstressed vowels (i.e. definately).
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consonant doubling in complex words.
(3 marks)
Virtually all spelling correct. Errors are ‘slip-ups’ or ‘one offs’
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E5
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AF1 – write imaginative, interesting and thoughtful texts.
AF2 – produce texts which are appropriate to task, purpose and reader.
AF4 – use cohesion within paragraphs.
AF5 – vary sentences for clarity and effect.
AF6 – write with technical accuracy of syntax and punctuation in phrases and sentences.
AF8 – use correct spelling.
F4
Spelling of words with complex, regular patterns usually
accurate.
Errors
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incorrect hyphenation of some compound words.
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errors in more complex suffix formations (i.e. responsable)
(2 marks)
(4 marks)
F5