Ideas communicated in writing

English Developmental Continuum P-10
Writing – Ideas Communicated in Writing
© 2007
Developmental Overview
Each table contains the progression points and standards related to the Writing
Dimension and the Indicators of Progress for the focus on Ideas Communicated in
Writing.

Progressing towards Level 1

Progression Point 0.5
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates,
for example:

• understanding that their writing can communicate ideas, feelings and information
• use of letters and some words in the writing of brief texts about topics of personal
interest
• emergent writing showing concepts about print, including left to right, top to bottom
• reading back from their own writing at the time of writing
• approximate use of letters for some letter–sound relationships and common words
• use of a variety of writing tools, including crayons, pencils and computer software.

Indicators of Progress
Students write about They are aware that people They attempt to write in a
personally significant events write for various purposes, range of contexts including
and topics. Their attempts for example, they can: (1) on a card, in a note or in an
contain letters, and two or identify labels, signs and alphabet book. They discuss
more letters may be used to captions in their classroom the purposes for writing in
represent a word. Their and say what they do; (2) each case and the ways in
writing is often accompanied recognise and write at least which they use writing.
by pictures or scribbles to part of their name and the
convey their intended names of others in their
meaning. The students talk class; (3) identify written
about what they write and stories and explain that they
show that they are aware tell a story; and (4) begin to
that: (1) speech can be develop a writing
written by being recorded in vocabulary of high-
symbols; (2) writing is used frequency words.
to convey ideas, feelings and
information; and (3) writing
a text usually has a
beginning and an end.

www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum
Writing – Ideas Communicated in Writing, Level 1 to 6 - Page 1 of 31

Writing – Ideas Communicated in Writing- Developmental Overview

Standard 1.0
At Level 1, students write personal recounts and simple texts about familiar topics to
convey ideas or messages. In their writing, they use conventional letters, groups of letters,
and simple punctuation such as full stops and capital letters. Students are aware of the
sound system and the relationships between letters and sounds in words when spelling.
They form letters correctly, and use a range of writing implements and software.

Students write strings of Students access words using Students write a description
words to recount resources such as books they of two or three simple
experiences, and simple have read, personal sentences, for example,
texts to describe familiar dictionaries, environmental about their family or their
topics or to convey ideas or print and word lists pets.
messages.
Students write a simple Students write a caption for
Students form and express instruction using an a picture they have drawn.
simple ideas, reasons, or informative form/structure
opinions. In their writing that specifies an action. Students write some key
they use high-frequency information about
words that are relevant to the Students write a simple list themselves, where they live,
topic, for example, they use of two or three items. their phone number
appropriate words for a
scary film they have seen or
a visit to a farm.

Last updated: 14.01.08 (c) State of Victoria, 2008 Page 2 of 31



for example:

• inclusion of their own experiences when writing for personal purposes and
audiences such as in lists, letters, cards, posters
• inclusion of one or more generally readable sentences
• some correct use of capital letters and full stops
• drawings that support the intended meaning of their writing
• plausible attempts at spelling unfamiliar words, matching sound–letter relationships
and using some simple spelling patterns.

Students continue to write Students’ texts begin to Students begin to attempt to
about familiar events and identify a main idea and write directly for a particular
personal experiences or subordinate or particular audience. They write for
feelings but use a greater ideas. They may write different purposes: to tell a
range of ideas in a multiple sentences on a story, to entertain, to inform,
coordinated way, for particular topic. Their texts to reflect, to describe or to
example, they support topic have a beginning, a body observe.
with data, and reasons or and an end. Their texts begin
opinions with simple detail by defining or describing the
or comments. They extend topic. They begin to
their use of topic-relevant sequence ideas, data, reasons
and high-frequency and opinions.
vocabulary. They combine
their personal writing with
supportive drawings.

for example:

• experimentation with a range of short text types; for example, recounts, letters, lists,
procedures
• sequencing of a small number of ideas in short texts for different purposes and
audiences
• rereading of their own writing, checking that it makes sense
• combination of writing with drawings or computer graphics to support meaning

• correct spelling of some high-frequency words and plausible attempts at spelling
unfamiliar words.

Students write short texts Students describe or explain Students made at least four
about personal experiences events, selected phenomena ideas in the text and
and familiar ideas that or processes, and sequence the ideas logically
describe, for example, what instructions or questions. In in sentences.
happened and how the writer their writing they begin with
felt or was thinking. They a simple definition of the Students use simple analogy
logically and correctly theme or topic, sequence or or similes based on their
sequence the sentences in a prioritise ideas and data and experiences to express their
story to support the purpose finish with a simple review. meaning.
of their text. Students writing begins to
include basic data and very Students use more context-
Students express their simple reasons. They specific vocabulary, such as
opinions and support them respond to words that relevant technical terms.
with reasons or evidence. In question relationships such
this writing they begin to as why, how, where by using Students become aware that
sequence details and the appropriate terms, for writing is for different
comments for persuasive example, they answer when purposes, for example,
effect, although the links or how questions by using writing to instruct or teach
between ideas may not be terms such as first, then or uses a different form from
clear. They begin to state next or respond to why? writing to tell a story, to
their position in the first questions by using terms explain or to describe what
sentence, and use simple that indicate cause and effect was observed. They become
conjunctions such as and or such as because or then. aware of a greater range of
but to link ideas logically. purposes for writing, for
Students show an awareness example, a list, a learning
of audience through the log or an invitation.
specific content and
language they use; they
begin to take account of
whether the reader is
familiar with the topic of the
writing. They begin to
reflect on the specific
audience for their writing
and describe how they will
adjust their text accordingly.




for example:

• inclusion of information and ideas in short texts for known audiences and selected
purposes
• use of strategies to revise writing; for example, reading aloud, use of feedback from
others
• mostly correct use of capital letters, full stops, and question marks
• correct spelling of unfamiliar words, using knowledge of sound–letter patterns.

Students continue to extend Experiences or events The texts continue to use
the contexts in which they described in the text may simple analogy or similes
write. They write about one contain two or more based on readers’
or two recent experiences, subordinate ideas. The texts experiences to express their
familiar events or imagined at level 1.75 have more meaning.
ideas in: (1) short detail and the topics are
narratives; (2) short letters more differentiated than The writer continues to
and cards; (3) messages; those in level 1.5. build an awareness of the
and (4) notes. different purposes for which
The texts continue to use one writes, for example,
The texts convey more context-specific writing to report an event
information to a known vocabulary, such as relevant that was not experienced by
audience and have the technical terms. the reader versus an event
following characteristics: that the writer wants to
The ideas in the text are repeat. There is an
The focus of each text is sequenced logically and the increasing awareness of
relevant to the format and students begin to use some of the forms used for
purpose of the text, for paragraphing to organise and different purposes, for
example, narrative versus a link the main ideas. example, a recipe or a funny
letter. The students develop story.
focus in a greater range of The text may link ideas
contexts and for a wider using conjunctions and The writer continues to
variety of topics than those adverbs that indicate time or identify with and writes for
in level 1.5 place (for example, using specific audiences, for
before or there). example, writing a personal
letter to an older sibling
The texts show a greater versus a younger sibling.
attention to the selection of

vocabulary according to the
writer’s purpose and
intended audience.

Standard 2.0
At Level 2, students write short sequenced texts that include some related ideas about
familiar topics. They write texts that convey ideas and information to known audiences.
They select content, form and vocabulary depending on the purpose for writing, and
describe the purpose and audience for their own and others’ writing. They use appropriate
structures to achieve some organisation of the subject matter. They link ideas in a variety of
ways using pronouns, conjunctions and adverbial phrases indicating time and place. They
accurately spell frequently used words, and make use of known spelling patterns to make
plausible attempts at spelling unfamiliar words. They use capital letters, full stops and
question marks correctly. They reread their own writing and use a range of editing resources
to revise and clarify meaning. They write upper- and lower-case letters legibly with
consistent size, slope and spacing.

Students write texts that are clearly Vocabulary and word choice
organised and integrated around a is influenced by the writer’s
central theme. The subordinate beliefs about the likely
ideas in the text are linked with the readership.
main idea. Across the sequence of
sentences the meanings have
cohesion or ‘flow’.


for example:
• composition of short, sequenced factual and imaginative texts in print and electronic
forms
• related ideas, linked in sequence, to convey meaning to known audiences
• simple, and some compound, sentences joined by appropriate conjunctions
• effective vocabulary to convey meaning, including nouns, verbs and adjectives
• correct spelling of words with regular spelling patterns and plausible attempts at
some words with irregular spelling patterns.

Students write examples of The texts combine a range of Students show that they are
the texts in both electronic sentence forms and expanded beginning to distinguish
and print form. The texts sentences. Fluency and between the following text-
vary in length from several cohesion across sentences in level ideas, the purpose of
paragraphs for narratives each paragraph are achieved each type of text and how
and imaginative texts (such through the beginning use of the information will be
as a familiar event, a recent connective terms. organised; they can write
experience, a story they narratives in order to tell a
Appropriate nouns, adjectives
have heard or a video they story and to entertain,
and verbs have been selected
have seen) to typically expository texts to teach and
by the writer, for example, to
three to five paragraphs for learn, persuasive texts to
say how a horse moves, the
factual, descriptive, convince, personal narrative
writer uses gallops, trots,
instructional and persuasive and autobiographical texts to
jumps and canters.
texts. The texts contain the record journal entries and
following characteristics: The text elaborates its main reviews and summaries to
idea or topic in the details it convey a message more
Each paragraph has two or
provides. Each paragraph briefly. They can write in a
three sentences that are
deals with an aspect of the variety of forms with
sequenced in a logical order
main idea; the writer begins awareness for different
to develop its main idea, for
to use paragraphs to separate audiences and purposes. As
example, the students write
ideas. well, they begin to show
two or three sentences that
refer to characters in a Narrative texts begin to make humour, descriptive
narrative and describe the explicit reference to the language and visual
events in an appropriate features of character, plot and elements to enhance their
sequence. setting. texts.


for example:
• composition of short texts of more than one paragraph to describe experiences, tell a
story, express a point of view
• appropriate ordering of events and ideas in print and electronic texts
• compound sentences linking two ideas or events, with correct use of verb tenses
• development of character, setting and plot in short narrative texts
• correct use of full stops and question marks, and experimentation with other
punctuation; for example, commas, quotation. marks

Students write a range of (3) A text may consist of up Opinions, explanations and
text types, including to three paragraphs and descriptions are supported
narratives, imaginative and describes a familiar event or by ideas, data and reasons
informative texts, in both a sequence of actions. It that are usually objective.
print and electronic forms, begins with one main idea The texts may use analogy,
for various purposes. They followed by two or three similes or metaphors to help
begin to take account of the related ideas that extend or present their message.
audience for the text and illustrate the main idea, for
example, the description of a The texts show some
purposes for which they are
person, a house or a game. awareness of audience needs
writing, through the content
Ideas are linked in time and are written for a variety
they include and their choice
relationships using terms of different audiences and
of language. Examples of
such as first, then or next. purposes.
the types of text include the
following: (4) A text may consist of up The texts are cohesive.
(1) A text may consist of to five paragraphs and The texts can use a variety
paragraphs that describe a explains a selected of structures to convey their
recent experience such as a phenomenon, occurrence, or different meanings. Some
story, imaginative text, a process. It has a main idea texts may, for example, link
short letter, or a diary entry followed by related ideas sequentially, some link
with the events in an objective ideas, data and/or them in cause and effect and
appropriate sequence and reasons that support it. The others make comparisons
that makes explicit reference ideas answer how and/or between ideas.
to characters and to the why questions, and are
The texts use transition
setting and includes the linked using terms for cause
words (for example, when,
student’s purpose for writing and effect such as if, then or while, since, before, after)
it. because.
and paragraphs to construct
(2) A text may consist of up The texts typically have the logical order.
to three paragraphs and following characteristics:
The texts attempt to use
expresses a point of view The texts present one main precise, topic-related
about a familiar topic, idea or topic that is vocabulary that may include
intended to persuade or elaborated with details to adjectives, adverbs, or
convey an opinion. It begins enhance or support the main synonyms to convey their
by stating the position of the idea. The details or message.
writer, includes supporting subordinate ideas are

reasons or opinions and ends organised with reasonable
with a summary or review. clarity and logic.


for example:
• composition of texts for different purposes; for example, to narrate, inform,
describe, present a point of view or explain
• composition of texts of three or four logically ordered paragraphs
• composition of texts that take account of the needs and interests of familiar and
some unfamiliar audiences
• combinations of written and visual elements in print and electronic texts
• correct spelling of two-syllable words with regular spelling patterns, and plausible
attempts at spelling two-syllable words with irregular spelling patterns.

A narrative text may be an The typical A text may use analogy,
imaginary letter or diary characteristics of the similes or metaphors to help
entries based on a story they texts are those specified present its message.
have heard or a video they for level 2.5 but are Awareness of audience needs
have seen. The events are more established and is recognised, for example,
sequenced appropriately and stable in the students’ whether readers are likely to
the text refers explicitly to writing at level 2.75. have experienced the event
characters and to the setting. or know as much about the
The evolving plot, the The main idea and
supporting ideas are topic as the writer. Students
characters and the setting are do this through the content
clearly discernible. clearly presented and
organised in a logical they include and choices of
An informative text could way in the text. language they make.
present or explain a point of Texts can be modified to take
view about a familiar topic, for They convey different
types of meanings for account of different
example, why you need to audiences and purposes.
wear warm clothes in winter or different purposes, for
why you should take care of example, linking ideas Texts are cohesive, for
pets. The text identifies two or sequentially to describe example, a number of
three main ideas and the an order of actions or features such as and,
subordinate ideas that relate to events or linking them in however, because, and
each of them. It is punctuated cause and effect to pronouns are used to make it
correctly and includes the explain something. coherent.
purpose for writing it. Ideas are organised into Texts use transition words
A text may begin to use sections such as and paragraphs to construct
imagery to communicate an paragraphs, verses or logical order.
idea, for example, how bullet points, where each
Texts attempt to use precise,
choosing to wear particular section deals with a set
topic-related vocabulary that
socks can affect how others of related ideas.
may include adjectives,
respond to you. The students Opinions, explanations adverbs, or synonyms to

write poems, songs or jokes and descriptions are convey their message.
about a specific event. supported by one or two
pieces of evidence.

Standard 3.0
At Level 3, students write texts containing several logically ordered paragraphs that
express opinions and include ideas and information about familiar topics. They write
narratives which include characters, setting and plot. They order information and
sequence events using some detail or illustrative evidence, and they express a point of
view providing some information and supporting detail. They combine verbal and visual
elements in the texts they produce. They meet the needs of audiences by including
appropriate background information.
They write a variety of simple and compound sentences and use verb tenses correctly.
They use punctuation to support meaning, including exclamation marks and quotation
marks, and accurately use full stops, commas and question marks. They use vocabulary
appropriate to context and spell most one- and two-syllable words with regular spelling
patterns, and frequently used words which have less regular spelling patterns. They use
sound and visual patterns when attempting to spell unfamiliar words.

Students’ texts include Students’ texts focus on the Students’ texts begin to use
narratives set in less specified topic and provide figurative language.
familiar contexts, for detail and examples. Students’ texts begin to use an
example, the texts Students’ texts draw on and explicit introduction.
begin to show some collate information from a
awareness of being set Students write in a variety of
range of sources and styles or text types for different
in other cultures or in combine parts of it.
other historical periods, audiences and purposes.
which include Students’ texts organise the Students write about less familiar
characters, setting and ideas in a logical sequence topics for a variety of audiences
plot. in terms of time, topic and and purposes; they can tell or
details, the issue or problem recount a topic in a specific
Students’ texts include and its resolution.
expressions of opinions context, describe a series of
about less familiar Students’ texts begin to events or phenomena using a
topics and include show an awareness of the descriptive style, explain or
novel information and need to reference or cite direct using an expository style
supporting detail. sources when writing and persuade, and argue a point
reports or technical of view or request using a
Students’ texts show documents. persuasive style.
some awareness of the
means for meeting the Students’ texts begin to use Students write in a range of
needs of audiences by vocabulary appropriate to forms such as fiction, verse
including appropriate the context and purpose and (poetry, song), and transactional
background select words strategically to or factual text
convey the precise (directions/instructions, letters,

information. intention. reports and news articles).



for example:

• inclusion of familiar ideas and information for different purposes and audiences in
print and electronic texts
• use of strategies for planning, drafting, proofreading, editing and revising
• appropriate vocabulary, punctuation and tense according to context, purpose and
audience
• typical features and structures of different texts such as narratives and reports
• correct spelling of frequently occurring two- and three-syllable words and use of
strategies to spell unknown words.

Students’ texts show greater Students’ texts draw on Students’ texts use figurative
use of the means for taking and collate information language and begin to use
account of the needs of from a range of sources similes to express ideas in
audiences by including and summarise or their writing.
appropriate background synthesise information.
information. Students’ texts include an
Students’ texts use introduction and a conclusion
Students’ texts focus on the vocabulary appropriate to in their writing.
specified topic and provide the context and purpose,
substantial detail and for example, writing about Students’ texts indicate
examples. an adventure or a fantasy clearly their intended purpose
set in space and selecting through their use of an
words strategically to introduction, conclusion and
convey the precise repeated reference.
intention.

for example:

• production of texts for a range of different audiences and purposes in print and
electronic forms
• use of strategies for planning; for example, using models of others’ writing or mind
mapping
• deletion of unnecessary information or addition of new information when editing
and revising writing
• inclusion of appropriate visual images and information in print and electronic texts.

Students write about less 2. Texts are written for 7. Texts contain language
familiar topics from different purposes in relevant to the specific
perspectives other than their particular content areas, topic and content area,
own. for example, narratives to for example, when
retell, to contextualise a writing about ideas in
Students continue to write set of ideas, or to history, science or
for the range of purposes. entertain; expository technology, for example,
texts to inform others, to specific vocabulary to
Students write on prescribed explain ideas or state convey precisely the
topics, expanding or procedures; and intended meaning for the
narrowing their topics as persuasive texts to audience and purpose is
appropriate. convince, present a point used.
of view or to request. 8. Texts experiment with
Students evaluate their first 3. Texts elaborate the main using figurative
drafts in terms of the extent ideas for the topic, for language, imagery and
of elaboration of the topic example, by describing metaphor and language
and key ideas, their or by providing reasons patterns such as
organisation of the ideas, and selecting relevant alliteration and rhyming
their choice of vocabulary information from patterns, and depend on
(including subject-specific multiple sources to do the text form and show
terms and concepts) and this. some rhythm and flow of
variations in sentence 4. Texts show a clear language.
structure. awareness of the 9. Texts show fluency in
students’ purpose for the sentences that are
Students use these
writing and use language written; the sentence
evaluations to revise and
structures and features length and structure are
proofread their drafts in
appropriate to that varied according to the
terms of the use of
purpose, the audience sentence ideas they
conventions.
and the type of text. intend to convey.
Students write texts that 5. Texts organise the overall 10. Texts identify and are
have the following focus or orientation of written for a specific
characteristics in terms of the text with a clear audience, for example, a
the ideas they communicate. introduction and student’s friends, their
conclusion. teacher, themselves and
1. Texts are written about 6. Texts are written in a they select the form,
topics that are either self- logical sequence, for details, organisation, and
selected or assigned and example, they: (1) vocabulary to suit the
have relevant ideas and arrange the main ideas in readership.
content. paragraphs in a logical 11. Texts are written in a
order, such as sequence variety of forms and
ideas in a relevant time genres including: essays,
order, use pronouns and research reports, news
links between sentences articles, pamphlets,
(such as conjunctions)

appropriately; and (2) graphs, and tables.
specify a problem and
then its solution, compare
and contrast, analyse,
interpret and conclude.




for example:
• use of structures and features appropriate to purpose and audience of print and
electronic texts
• appropriate use of topic sentences and organisation of main and subordinate ideas
• selection of vocabulary, text structures and visual features to effectively
communicate ideas and information
• maintenance of plot, characterisation and setting throughout extended narrative texts
• use of knowledge about spelling patterns, including morphemic knowledge, visual
and phonic patterns.


Students continue to Texts include longer Texts vary the style of
improve their ability to write imaginative and narrative sentence forms and
in the styles or text types texts that: (1) maintain their organisation to
specified in earlier levels. plot and setting throughout; communicate their
They write about less and (2) through their selective intended meaning clearly
familiar topics from use of language, elicit the and show evidence of
perspectives other than their intended mood and using the conventions
own. They continue to write characterisation. strategically and
for the range of purposes Texts include informative selectively. For example,
mentioned in levels 3–3.75. writing that: (1) shows clear they use compound
As well, they write on and appropriate prioritising of sentences, subordinate and
prescribed topics, expanding main and subordinate ideas; embedded clauses, direct-
or narrowing their topics as and (2) begins to use topic voice versus indirect-voice
appropriate. They evaluate sentences to summarise statements, questions
their first drafts in terms of paragraphs. versus tag questions (that
the extent of elaboration of is, the sentence is more
the topic and key ideas, their Texts have a style that has like a statement than a
organisation of the ideas, been selected to match their question. For example,
their choice of vocabulary purpose, for example, a short “It’s beautiful weather,
(including subject-specific article, a review, a isn’t it?”), exclamations
terms and concepts) and the questionnaire, a summary, a and commands.
variation in sentence set of notes, an original story,
a poem or a play. Texts use paragraphing
structure. Given this techniques to communicate
evaluation, they revise Texts express and clarify the and sequence their main
accordingly and proofread writer’s thoughts, feelings and ideas such as the topic
their drafts for errors in the values. sentence and indexing.
use of conventions.
Texts show multiple

In addition to the interpretations of a topic, Texts relate ideas in
characteristics described in where appropriate. writing in the following
levels 3–3.5, students write Texts begin to use imagery ways: they define, list,
texts that have the following such as similes and metaphors describe, discuss, explain,
characteristics in terms of to convey meaning. apply, analyse, distinguish,
the ideas they communicate. compare, contrast, predict
and select.



Standard 4.0
At Level 4, students produce, in print and electronic forms, a variety of texts for different
purposes using structures and features of language appropriate to the purpose, audience
and context of the writing. They begin to use simple figurative language and visual
images. They use a range of vocabulary, a variety of sentence structures, and use
punctuation accurately, including apostrophes. They identify and use different parts of
speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use
appropriate prepositions and conjunctions. They use a range of approaches to spelling,
applying morphemic knowledge and an understanding of visual and phonic patterns. They
employ a variety of strategies for writing, including note-making, using models, planning,
editing and proofreading.


In addition to the types of The texts address a range of The texts use a variety of
ideas described in levels 3–4, purposes across topic areas, forms and types such as
students write texts that: (1) for example, to explain, pamphlets, poems,
explain a selected inform or to question using memos, graphs, or
phenomenon, occurrence or an expository text type, to demographic tables.
process; or (2) convey an recount, apply or create The texts use figurative
opinion clearly and logically. knowledge/ideas/information language and sound
The texts have the following using narrative and to debate patterns in an expanded
characteristics in terms of the or argue using a persuasive way.
ideas they communicate. text type.
Their written explanations
The texts have a clear and The texts discriminate frequently show the use of
consistent focus on the main between essential, supporting relevant and technical
ideas and develop a logical and irrelevant information. vocabulary, provide
position or argument. The The texts develop and use relevant information and
writing indicates the use of language relevant to the topic are objective and focused
analysis, with the ideas to convey the intended on the topic. They link
organised in a logical way. meaning in an appropriate ideas, data and reasons
The texts provide subordinate way for the audience. clearly and logically,
ideas that elaborate to enhance The texts show an awareness using connectives such as
or support the main ideas, of the audience through the first, then, or next for
using, for example, factual strategic selection of content, time-sequenced ideas, and
information or examples. structure and language because, if, or you get...
The texts synthesise ideas choices. for cause and effect.
effectively both across The texts may use analogy, Students’ persuasive texts
sentences in a paragraph and simile, or metaphors to support their position or
between paragraphs, and cite express the ideas more easily. the argument with some
information where necessary. objective opinions and

They organise the ideas into logical detail. Their
paragraphs and usually make opinions are organised in a
logical links within and logical way. They use
between paragraphs to achieve terms such as however or
a level of coherence. on the other hand to
compare and contrast
ideas.




for example:

• composition of print and electronic texts for a range of purposes, including
speculative, imaginative, explanatory and persuasive
• development of topics in coherent ways according to the purpose, and the needs and
experience of the intended audience
• use of a variety of sentence structures, including combinations of simple and
compound sentences for particular effects
• awareness of grammatical conventions; for example, tense and subject–verb
agreement, appropriate punctuation
• use of a range of planning strategies.

In addition to the types of Text types include (3) Texts synthesise ideas
ideas described in level 4, evaluative and critical texts within a paragraph and
students write a range of text in which they review novels between paragraphs using
types in both print and and visual presentations logical links.
electronic form, as follows: such as films
(4) Texts relate ideas in
Text types include extended Text types may be writing in the following
narratives, imaginative interpretive essays in which ways in various content
scripts and narrative scripts students present their literary areas, for example, they can
that have more than two analyses and reviews in a order, define, recognise,
sub-plots. range of topic areas. label, recall, list, state,
describe, recognise, discuss,
Text types include Text types include letter report, explain, restate,
speculative texts in which writing texts in which review, identify, select,
they offer possibilities and students communicate in a indicate, translate, apply,
options based both on their range of ‘letter-type’ choose, schedule, illustrate,
opinions and on objective contexts, for example, letters interpret, analyse, compare,
data (for example, How expressing a point of view to contrast, question, criticise,
teenagers could benefit from friends and to officials, or organise, create, propose,
more pocket money). business letters requesting judge, argue, and predict.
information.
Text types include (5) Texts synthesise a range
expository, informative and The texts at this phase show of styles, text types and sub-
factual texts that are more of the characteristics plots in the one text, for
intended to explain and to noted in level 4 than those at example, a particular text
describe phenomena in the earlier phases. As well, the may include both

range of content areas. specific types of texts explanatory and persuasive
introduced in this phase genres, use both first and
Text types may be reports show the following third person voice and both
that describe reviews, short characteristics in terms of literal and imagery-
research papers, the ideas they communicate. metaphoric reference.
investigations and projects,
for example, a report (1) Texts identify the main (6) Texts discriminate
entitled, ‘The future of the ideas and develop a logical between relevant and
hardwood timber industry in position or argument. irrelevant information.
Australia’.
(2)Texts provide details that (7) Texts develop and use
Text types can be elaborate to enhance or language relevant to the
operational texts that support the main ideas. topic to convey the intended
describe procedures. meaning in an appropriate
way for the audience.




for example:
• composition of print and electronic texts in a wide range of forms, including
narratives, reports, explanations, procedures and points of view
• composition of persuasive texts about contemporary issues, including justification
of personal points of view with supporting arguments
• experimentation with different techniques to influence audiences and achieve the
intended purpose of their writing
• correct spelling, except of unfamiliar words with unusual spelling patterns
• use of headings and subheadings in the organisation of information in texts
• use of editing and proofreading skills for clarity and cohesion of ideas.

Students write for a range of The texts at this phase Texts organise the text
purposes (narrative, expository show more of the ideas in a logical
and persuasive) across content characteristics noted in sequence with an
areas and in a variety of forms levels 4–4.25 than those at introduction, a body and a
and genres (for example, earlier phases. As well, the conclusion.
descriptions, reports, procedures, specific types of texts Texts develop their
letters, and reflective and introduced in this phase themes in coherent ways
evaluative articles). In addition to show the following around their intended
the types of ideas described in characteristics in terms of purpose and have an
levels 4–4.25, students write the ideas they explicit, clearly stated
using a range of text types in communicate. viewpoint.
both print and electronic form, as Texts are written for a
follows: Texts take account of
range of purposes reader knowledge and
(1) Students write persuasive including speculating, background, identify and
texts about contemporary issues explaining, persuading and are written for specific
that state and justify a personal reflecting. audiences and can present
viewpoint about topics that are Texts display a particular the same information in
very familiar to teenagers and focus for a specific different forms depending
provide one or more arguments. audience and a purpose for on the purpose and
(2) Students write explanations a specified topic, and have audience.
or reports that target themes and topic-relevant information Texts use language that is
issues that are less familiar to the selected and collated from relevant to the topic,
writers. a range of sources. audience, and purpose,
(3) Students write hypothetical Texts elaborate or support including specialised
pieces, for example, whether main ideas with a range of vocabulary relevant to the

having teenagers needing to get subordinate ideas and topic and possible
bicycle licences would reduce details such as facts, figurative language and
accidents. dialogue, logical argument sound patterns.
and quotations and these
are embedded in the text.


for example:
• control of writing texts in various forms, including narratives, reports, explanations,
procedures and persuasive texts
• composition of imaginative and informative texts presenting challenging ideas and
issues
• appropriate use of figurative language to achieve particular effects
• strategic use of headings, subheadings, graphics, photographs and art work to
support the meaning of the text
• use of a variety of software packages to plan, organise, revise and present electronic
texts.

During this phase, students Students develop their theme Students develop their
consolidate and integrate the in coherent ways around their themes in coherent ways
expression of the types of intended purpose and have an around their intended
ideas developed in levels 4– explicit, clearly stated purpose, have an
4.5. The ideas that are viewpoint. The subordinate explicit, clearly stated
developed in students’ writing ideas and details such as facts, viewpoint and lead to a
at this time are as follows. dialogue, logical argument clear resolution, as
Students describe their purpose and quotations are organised appropriate for formal
for writing, the questions they in a logical sequence around contexts.
intend to answer in the writing, the main theme. For Students relate ideas in
and link these purposes with appropriate types of text, the writing in the following
one or more types of texts, for theme or issue is introduced in ways in various content
example, they link ideas, an introduction, differentiated areas, for example, they
explaining with expository and elaborated through the can order, define,
text, speculating and reflecting range of subordinate ideas in recognise, label, recall,
with several possible text the body, and drawn together list, state, relate,
types, such as descriptive text in a conclusion. The students describe, recognise,
and figurative text, stating an describe how they organise discuss, report, explain,
opinion with persuasive text. the ideas in each section. restate, express, review,
Students address, for a Students use language that is identify, select, indicate,
specified topic, particular relevant to the topic, audience, translate, apply, choose,
audience or readership needs. and purpose, including schedule, illustrate,
The students can describe the specialised vocabulary interpret, analyse,
decisions they make to do this relevant to the topic and discriminate, distinguish,
and how these decisions possible figurative language categorise, examine,
influence their writing, for and words that imitate the compare, contrast,
example, how they identify sounds they represent, for question, criticise,
and take account of reader example, buzz is the sound an organise, construct,
knowledge and background. insect makes when flying. create, propose, write,

judge, argue, predict,
assess, choose, select,
support, and evaluate.

Standard 5.0
At Level 5, students produce, in print and electronic forms, texts for a variety of purposes,
including speculating, hypothesising, persuading and reflecting. They write extended
narratives or scripts with attention to characterisation, consistency of viewpoint and
development of a resolution. They write arguments that state and justify a personal
viewpoint; reports incorporating challenging themes and issues; personal reflections on, or
evaluations of, texts presenting challenging themes and issues. Students improve the
accuracy and readability of their writing, developing confidence in the identification and
use of grammatical conventions and features of language and in their use of figurative
language. They use a range of punctuation accurately to support meaning, including the
use of ellipses, dashes, colons and semi-colons. They control tenses, and subject-verb and
noun-pronoun agreement. They accurately identify and use different parts of speech. They
edit their writing for clarity, coherence and consistency of style, and proofread and correct
spelling, punctuation and grammatical errors.
Students write extended Students take account of the Students present the writer’s
narratives or scripts with needs of readers through the position or point of view on
attention to characterisation, appropriate use of style and an issue clearly and
consistency of viewpoint language selections, consistently. The main ideas
and development of a including analogy, similes or or contentions are clearly
resolution. metaphors. identified and are supported
convincingly through
Students write arguments Students select appropriate elaboration, evidence and
that state and justify a vocabulary with increasing links to other ideas.
personal viewpoint or control.
convey an opinion, clearly Students use language
and logically. Students explain by effectively and selectively,
including relevant details showing control and intent,
Students write reports such as data, through according to their purpose:
incorporating challenging reasons linked in logical (1) explanations use a range
themes and issues. ways and by expressing of explanatory language
relationships precisely. An features, for example,
Students write personal explanatory text may include consistent use of verbs to
reflections on, or evaluations more than one explanation, denote specific actions,
of, texts presenting with the main explanation comparisons and the
challenging themes and linked clearly with a grammatical forms such as
issues. subordinate one. the passive voice; and (2)
arguments use various
Students write explanations persuasive language features

for selected phenomena, such as emotive words,
occurrences, or processes. rhetorical questions,
imperatives, repetition, the
passive voice, pronouns
denoting inclusion, data and
researched evidence.

for example:

• composition of sustained narratives with some control of main plot and sub-plots
and consistent character development
• use of writing to explore complex issues and points of view
• use of a variety of language techniques to present an argument and influence
audiences to share a point of view
• effective use of vocabulary and sentence structures appropriate to the intended
purpose of the text
• effective use of strategies for redrafting, editing for audience appropriateness,
prioritising and sequencing ideas.

Students write sustained Students write texts that Students write texts that
narratives that organise explore a complex current communicate their thoughts,
ideas in terms of a main issue from different feelings and opinions. In
plot and sub-plots, that use perspectives or that develop a these texts, students display
language (vocabulary, particular point of view. The the outcomes of thinking
sentence forms, cohesion), writing shows evidence of creatively and in terms of
character development and planning to support a clear open-ended possibilities.
a consistency of viewpoint, position and accounts for Their writing shows clearly
and that show development alternative opinions and how their creative thinking
of a resolution appropriate different perspectives. derives from an objective,
to this text type. Students use language logical base. Examples of
techniques to argue and this writing include poetry,
persuade for a particular letters, imaginative text, and
point of view. Their writing text that expresses emotions
shows an objective and such as humour, anxiety,
logical perspective. frustration, anger or
desperation.



for example:

• expression of thoughts, feelings, opinions and ideas in print and electronic forms
• use of writing to explore complex issues and to argue for a particular point of view
• integration of complex ideas and multiple perspectives in writing
• the written conventions, structures and features appropriate for a range of different
text types
• proofreading and redrafting for accuracy, clarity, coherence and consistency of
style.

The ideas students write at Texts explore a complex Texts communicate the
this phase build on those current issue from different writer’s creative speculation.
displayed in levels 5–5.25. perspectives or argue for a These texts identify
Their written texts at this particular point of view. possibilities and multiple
phase show partial use of The writing shows some perspectives and evaluate
some of the features evidence of organising ideas them, for example, in poetry,
described below. The types in a way that supports plays such as comedies or
of texts they write and the clearly the position, dramas, figurative text,
ideas in these texts include alternative opinions on the letters, imaginative text and
the following: issue, being aware of ways text that expresses emotions
to correct the use of such as guilt or delight. The
Texts have sustained stereotypes in writing, using texts show some awareness of
narratives that show a language effectively to lead the written conventions of
greater awareness of this and to persuade (for each text type and the use of
text type, higher levels of example, they use emotive relevant linguistic techniques.
characterisation, a words, rhetorical questions, Texts contain explanations
consistent viewpoint, the repetition of key ideas, the that use precise and often
development of a passive voice, and pronouns technical vocabulary, are
resolution, moderate that suggest inclusion), objective and focused on the
cohesion by using linking ideas either in a time topic, use a range of
appropriate terms to link sequence using conjunctions explanatory language
ideas and an awareness of such as first or second or by features, often effectively,
the need for chronology. comparing and contrasting such as appropriate use of
ideas using terms such as verbs, verb tense and sentence
however or on the other forms such as the passive
hand, supporting their voice, support the
position with objective explanations with reasons and
opinions, logical detail data that are mostly objective
and/or comment and and use language connectives
observations, and effectively to link ideas, for

prioritising and organising example, since, because.
their opinions, data and
reasons in a logical way, for Students at this phase put into
example, they state their effect some of the above
position, provide evidence characteristics in the various
and restate their position. types of texts. The use of the
characteristics in some texts
may be immature or
inappropriate. They may also
not be used in a coordinated
way.



for example:

• composition of expressive and sustained narratives with attention to chronology,
coherence of viewpoint, consistency of plot and character development, and
development of effective resolution
• use of writing to explore, speculate and reflect on complex themes and issues
• strong arguments for particular points of view, using effective language to
persuade readers
• evaluation of the extent to which they have been effective in meeting the demands
of purpose, audience and context in their writing
• use of a range of strategies for gathering information, planning, structuring,
composing, proofreading, revising and editing.

Texts may be sustained Texts may explore a Texts may communicate the
narratives that include: (1) complex current issue from writer’s creative speculation
two or more sub-plots that different perspectives or and show greater awareness
are synthesised within a argue for a particular point of the written conventions of
consistent viewpoint; (2) of view. The writing shows each text type and of the use
higher levels of greater evidence of the of relevant linguistic
characterisation that evolve features specified in level techniques other than those
both within each sub-plot 5.5: (1) organising ideas in a adopted in level 5.5.
and across them; (3) way that supports the
development of a position; (2) offering Texts may give explanations
resolution; (3) a higher alternative opinions on the that show a greater use of
level of cohesion by using issue; (3) being aware of the features in level 5.5 than
appropriate terms to link ways to correct the use of is typical of texts at that
ideas; and (5) an awareness stereotypes in writing; (4) phase.
of the need for chronology using language effectively
and for cultural reference. to lead and to persuade; (5)
linking ideas either in a time
sequence or by comparing
and contrasting ideas; (6)
supporting their position
with usually objective
opinions, logical detail
and/or comment and
observations; and (7)
prioritising and organising

their opinions, data and
reasons in a logical way.

Standard 6.0
At Level 6, students write sustained and cohesive narratives that experiment with
different techniques and show attention to chronology, characterisation, consistent point
of view and development of a resolution. They write persuasive texts dealing with
complex ideas and issues and control the linguistic structures and features that support
the presentation of different perspectives on complex themes and issues. They select
subject matter and begin to use a range of language techniques to try to position readers
to accept particular views of people, characters, events, ideas and information. They
compose a range of other texts, such as feature articles, webpages and workplace texts.
They plan and deliver presentations, sequencing and organising complex ideas. They
write accurately punctuated, grammatically sound and complex sentences with
embedded clauses and phrases. They are able to maximise the effects of rhythm and
tone, and write with developing fluency. They proofread and edit their own writing for
accuracy, consistency and clarity.
Each of these types of Texts use a range of Texts develop the topic or theme in a
written texts shows the resources, when systematic way; they: (1) provide an
following features in appropriate, to effective introduction that engages the
their communication of support the audience in the topic and that
ideas in writing. development of the indicates the direction or orientation
topic. of the text; (2) provide a body that
Texts identify clearly develops the topic or plot in a
both: (1) the key question Texts develop for systematic way with the main ideas
they target and their factual and persuasive sequenced effectively and supporting
intended purpose; and (2) texts a thorough, details or sub-plots clearly located;
the main ideas they are balanced, in-depth and (3) provide a conclusion that
using. explanation or reviews and draws together the topic
exploration of the and reaches a resolution if
Texts use content such as topic and the focus appropriate.
supporting details and question, analyse this
examples that are and develop aspects Texts express ideas in sentences that
relevant to the topic or of the explanation or enhance their clarity and meaning by:
theme, the readership or arguments in an (1) using a range of structures; (2)
audience and the objective and varying their beginnings (words
intended purpose of the reasonable way. phrases or clauses, prepositions,
text. adverbs, participles) and lengths.
Ideas are linked within and across
sentences by coordinating and
subordinating conjunctions, repetition
and key phrases.

Ideas communicated in writing

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