Writing strategy

English Developmental Continuum P-10
Writing - Writing Strategy
© 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 Writing Strategy.

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

The students use at least Students see oral language Students read back to others
some of the following being recorded in print; they what they have written or
writing strategies: dictate text, see it written believe they have written.
and then say it aloud. They may retell/paraphrase
Students show an emerging or say the main ideas of the
ability to control how they Students plan what they message rather than reading
use a pencil or crayon. This intend to write by saying it it ‘word for word’.
includes the appropriate first or drawing a picture or
pencil grip. They can trace symbols to create a draft. Students learn to copy
over and around letters, familiar words by saying the
outlines and shapes, write Students write what they word to themselves and then
letters ‘in the air’, in sand, in say, perhaps saying each telling themselves some of
finger-painting activities, word as they write it. the letters. They can copy
develop the visual–motor words from the environment
coordination skills necessary or from their favourite
for writing (for example, books.
eye–hand and hand–arm
coordination skills), engage Students articulate some of
in finger play, and develop the sounds and represent
them with appropriate
www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum
Writing Strategy, Level 1 to 6 - Page 1 of 24

Writing Strategy - Developmental Overview
body posture and symbols.
movements that permit them
to write more easily.

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 plan what they Students check what they Students say how writing is
intend to write by saying have written for correct useful or helps them (for
aloud or ‘conferencing the letter formation, spaces example, to remember
topic’ or by drawing pictures between words and letters, something, to let other
of the key ideas. use of full stops, and use of people know what they
capitals for names and the think) and suggest activities
Students say what they will beginning letter of a in which they could use
write in sentences and write sentence. writing.
a first draft. As they write
they may say aloud what Students read their writing Students transfer what they
they are writing. to others. know about writing in one
context to another, for
Students read what they Students form letters more example, telling a story in
have written to see if it accurately with correct different contexts.
makes sense (that is, ‘sounds starting points and
right’), and, if necessary, increasing legibility. Students show improved
add to or change the text. physical control of
Students say how planning handwriting; they are more
and reading over what they able to coordinate pencil
have written helps them. grip, body posture and the
position of the paper or
keyboard.

Last updated: 14.01.08 (c) State of Victoria, 2008 Page 2 of 24



At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates,
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 plan aloud, with Students read their writing Students check for spelling
pictures, or in writing the to others. and punctuation.
key ideas, and use the
planning ideas to write a Students form letters more Students transfer what they
first draft. accurately and write more know about writing from
legibly. one context to another, for
Students say how planning example, they write about a
and reading over what they Students say how writing is birthday party using
have written helps them. useful and how it helps different text types or write
them, and suggest activities a brief message for different
Students read what they in which they could use people they know well.
have written either to writing.
themselves or to others to
see if it makes sense or
‘sounds right’, and, if
necessary, add to or change
the text.

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 describe some of (2) understand that Students modify their
the differences between paragraphs separate key proofreading and editing to
speaking and writing and ideas. While aware of these include rereading what they
experiment with new text text organisational features, have written to check for
types. they may not use them meaning, sentence form and
correctly. their use of vocabulary.
Students combine their
They:
writing with supportive Students use sentence
drawings or computer writing strategies in which (1) reread their writing to
graphics. they: themselves or to others to
revise or clarify ideas, and
Students begin to plan what (1) write in complete
are assisted to modify their
they will write about by sentences;
writing if necessary; and
using discussion or drawing
(2) vary the length of
to identify what they want to (2) edit for use of
sentence; and
write prior to writing, say, punctuation and for spelling
‘what they want to tell’ the (3) experiment with errors.
reader. During planning they combining or expanding
Students use explicit
organise the ideas prior to sentences.
publishing strategies for
their first draft, for example,
Students use word- and deciding how to present
by describing how they will:
vocabulary-selection their edited piece of writing.
(1) clearly define a topic; strategies more effectively;
Students articulate some of
and they:
the strategies (that is, the
(2) add detail to a topic. (1) try out unfamiliar words; actions) they used while
writing.
Students begin to use (2) select words by taking
explicit text organisational account of the likely readers; Students learn strategies for
strategies, they: and copying sentences one or a
few at a time; they learn to
(1) sequence the ideas in the (3) try to avoid words that
vocalise each sentence
writing with a clear lack ‘voice’ such as
before beginning to write
beginning, body or middle, mundane or trite words and
and rehearse it.
and end; and overuse of words or phrases
such as and or then.




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 plan what they will (2) continue to develop (2) select words by taking
write about by using paragraphing skills. account of the likely
information gathering readers; and
strategies such as word Students use drafting
mapping and charting prior strategies such as (3) select words that target
to drafting. They reflect on elaborating on a topic and most directly their intention.
‘what I want to tell the giving supporting ideas, and
integrate these by using a Students modify their
reader’. They use the
wider range of sentence proofreading and editing by
strategies to assist
writing strategies in which using computer resources to
themselves to:
they: check sentence form,
(1) narrow their focus on a punctuation and spelling.
topic; and (1) write in complete
sentences; Students broaden their
(2) add detail to aspects of publishing strategies, for
the idea. (2) vary the length of example, by using word
sentence; and processing in different ways.
Students begin to use
explicit text organisational (3) experiment with Students discuss the writing
strategies; they: combining or expanding strategies they use and the
sentences. values and purpose of each,
(1) sequence the ideas in the for example, of editing and
writing into an introduction, Students use word and revising and how they take
a body and an end; and vocabulary selection account of the readers when
strategies more effectively; they write.
they:

(1) experiment with novel
words;


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 select content and (2) graphic organisers, word Students ask questions about
form depending on their mapping and charting to others’ writing and their
purposes for writing and plan what they will write. own writing.
describe the purpose and Students use drafting
audience for their own and strategies such as one’s own Students use corrective
others’ writing. vocabulary and graphic feedback from others to
organisers to create a first revise their writing.
Students use planning draft.
strategies such as: Students publish their
Students reread their own writing in different forms,
(1) saying what questions writing and use a range of including the use of word
they want to answer for editing resources to revise processing in e-learning
people who read what they and clarify meaning. focus groups.
write, for example, for A
project on Antarctica, How
cold is it? and




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 select content and (2) graphic organisers, word Students use planning
form depending on their mapping and charting; and strategies such as graphic
purposes for writing and organisers to create a first
describe the explicit purpose (3) library resources such as draft.
and audience for their own dictionaries and taxonomies
and others’ writing. to collate information about Students reread their own
the topic. writing and use a range of
Students talk about their editing resources to revise
action plan for writing, the Students say what the and clarify meaning. They
steps they will go through finished outcome might proofread paragraphs about
and the actions they will use ‘look like’, what it might familiar events consisting of
to produce each draft. say, and the key ideas it will up to four sentences for
mention. punctuation and simple one-
Students use planning syllable spelling patterns.
strategies such as: Students select the most
appropriate nouns, Students ask questions about
(1) visualising their topic; adjectives and verbs to others’ writing and their
convey a message and can writing.
write in a way to tell
someone who was not there
what happened.


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 describe their Students use knowledge of Students edit the text by
writing plan, that is, the text structures to organise correcting errors in spelling,
strategies they will use to their ideas, for example, punctuation, and
‘get their knowledge ready’ compare/contrast, capitalisation. They may use
before beginning to write. problem/solution, a dictionary, other
cause/effect, description. references and/or computer
Students describe their technology to assist in
purpose for writing and the Students describe how they editing text.
questions they intend to sequence the ideas in a
answer in their writing. paragraph. Students name sources when
writing reports.
Students consistently Students paraphrase
organise and plan their accurately what they write to Students begin to use
writing and use available check that it meets their available technology (e.g.,
resources in the school, such purpose. word processor) consistently
as libraries, to assist. throughout the writing
Students prepare a first draft process.
Students describe the main by mapping the ideas
idea and the supporting developed during planning Students publish their text
ideas for their writing. into phrases, sentences and by producing a legible and
paragraphs. effective final product using
technology when
Students revise their draft by appropriate.
adding or changing
appropriate language and/or Students write legibly.
graphics to enhance text and
style.




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.


Students describe an updated (1) using a sequence of Students extend their use of
writing plan. drawings or key words to paraphrasing what they
show a text pattern; write, use their knowledge
Students describe their of vocabulary to substitute
purpose for writing and the (2) using a ‘circle text’ (a for over-used words in their
questions they intend to sequence of pictures that writing, and refine a
answer in their writing. shows a particular character sentence to express the
going through a story); and intended meaning most
Students describe alternative
clearly.
ways of ‘getting their (3) record the sequence of
knowledge ready’ for key words. Students convert
writing and for collating the message in these formats
what they know for more to a first draft.
complex texts, for example:

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 describe their Students sequence and Students use rhythm, flow of
writing plan, that is, the organise the main ideas and language and imagery where
specific actions they will the supporting ideas for their appropriate, for example, in
take to complete the task. writing and sequence the verse.
ideas in a paragraph.
Students describe their Students edit the text by
purpose for writing and the Students paraphrase correcting errors in spelling,
questions they intend to accurately what they write to punctuation, and
answer in their writing, check that it meets their capitalisation. They may use
particularly for the new text purpose. a dictionary, other
types. references and/or computer
Students prepare a first draft technology to assist in
Students use strategies to by mapping the ideas editing text.
generate relevant ideas, for developed during planning
example, how to into sentences and Students cite sources when
contextualise a topic in an paragraphs, combine and writing reports.
alterative culture or sequence written and visual
historical era, and organise information, and use a range Students use available
and plan the resources they of sentence lengths and technology (e.g., word
will use to complete the types. processor) more regularly
writing, such as library and consistently throughout
sources and on-line Students revise their draft by the writing process.
databases. adding or changing
appropriate language and/or Students publish their text
graphics to enhance text and by producing a legible and
style. effective final product using
technology when
appropriate.



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 describe their Students sequence and Students revise their draft by
modified writing plan, that organise the main ideas and adding or changing
is, the strategies they will the supporting ideas for two appropriate language and/or
use to complete the task. simultaneous sets of events, graphics to enhance text and
for example, by allocating style.
Students describe their one paragraph to each of the
purpose for writing, the simultaneous sequences. Students identify and write
questions they intend to the key ideas in a text from
answer in their writing, Students integrate the ideas which they need to learn as
particularly for the new text in two or three sentences they handle the information,
types learnt here, and how into a single sentence, for example, as they watch a
they indicate the purpose in identify the ‘paragraph idea’ short video or read a simple
the text they write. in a set of sentences and text with a few key ideas.
summarise a sequence of
Students use strategies to sentences. Students use various editing
generate relevant ideas, for strategies such as a
example, how to Students prepare a first draft proofreading checklist, a
contextualise a topic in a by mapping the ideas dictionary, and computer-
fantasy or adventure, a developed during planning based materials, to monitor
report or an argument and into sentences and their use of spelling,
organise and plan the paragraphs, combine and punctuation, grammar, and
resources they will use to sequence written and visual capitalisation.
complete the writing; these information, and use a range
include libraries and of sentence lengths and
databases. types.



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.


In addition to the Students organise the ideas into Students use redrafting of
strategies described in main and subordinate ideas, their writing to develop their
level 3, students use the and sequence and organise the text through multiple drafts.
following methods. ideas, for example, for two
simultaneous sets of events in a Students use revising
Students describe a narrative and two points of strategies; they reread the
modified writing plan, view in a persuasive text. They text to check its sense and
that is, the actions they link the ideas with the topic may discuss it with others.
will take to complete the and their intended message and They can recognise when
task. narrow or expand the set of their writing shows
ideas according to the topic. redundancy and can correct
Students describe their this.
They allocate the main and
purpose for writing, the
supporting ideas to paragraphs.
questions they intend to Students use editing
answer in their writing, Students map the ideas and strategies; they use a range
particularly for the new perspectives into a first draft. of sources to edit a text, such
text types learnt here and They examine the development as their proofreading
how they indicate the of details, organisation, and checklist, a dictionary, and
purpose in the text they voice in the draft and elaborate computer-based materials to
write. the initial ideas if necessary. monitor their use of spelling,
punctuation, grammar, and
Students use a range of Students select and use more capitalisation.
strategies to generate and appropriate vocabulary,
organise relevant ideas, language structures and Students use publishing
for example, visualise a features for their purpose, strategies; they select a
topic, use brainstorming audience and type of text. format for publishing that is
or network mapping, appropriate to their message,
organise and plan the Students evaluate two or three their purpose for writing and
resources they will use to sentences in each paragraph their audience, for example,
complete the writing; this and integrate the ideas into a a speech, a poster, an essay,
includes the use of library single sentence; they or a report.
and databases. summarise the sequence of
Students use technology-

sentences to develop the topic oriented strategies
sentence for each paragraph. throughout the writing
process.



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.

In addition to the strategies Students show they have • while revising,
described in 3–3.5, students use linked the writing strategies proofreading stage
the following methods. into a sequence of self- scripts such as—Is the
instructional scripts that text on the right track?
Students selectively use a
Does it do what it is
variety of strategies for writing they can use to guide them
supposed to do? Does it
according to the given purposes, through a writing activity as say too much/too little? Is
such as note making, using follows:
the text easy to
models, planning, editing and • while pre-writing and understand? Are there
proofreading. planning stage scripts such confusing parts? Are the
Students select and use specific as—What do I know about main points in the right
vocabulary according to the the topic? Have I collected order? Does the writing
enough information? Why begin smoothly? Does the
topic of the writing and its
am I writing this? Who will writer take too long to get
purpose. started? Does each
read what I write? What
Students use multiple drafting form should my writing take? paragraph have one main
in a systematic, organised way How well does the idea? Are the paragraphs
to obtain a final product. information I have gathered linked together well? Does
answer the set the writing finish well?
Students express and clarify Have I used any words
their thoughts, feelings and question/topic?
that I am not sure of?
values through writing. • while writing stage scripts Have I checked the writing
such as—What is the first for correct grammar and
Students use a range of sentence important idea I want to say?
and paragraph writing sentences? Have I checked
How will I say it? What ideas the writing for correct
strategies, for example, they go with it? What is the spelling? Have I checked
vary the style of sentence forms second important idea? What the writing for correct
and use indexing, sentence ideas go with it? How will I punctuation? Does each

organisation, compound start the writing? What do I sentence have one idea?
sentences, and subordinate and want to tell the reader first? Have I used pictures etc.,
embedded clauses. How will I tell the reader well? What will I call the
about the main idea of the passage of writing? Will I
Students use several drafts in a passage? How will I finish use subheadings?
systematic, organised way to off the writing? What will
lead to a final product. Students begin to adapt
each paragraph be about?
What is the main idea in
the steps in the self-
each paragraph? instructional sequence to
match different types of
texts.

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.


Students use a range of Students use drafting strategies Students use editing
strategies including the in which students: strategies to check the use
following: of spelling, punctuation,
(1) use the ideas and grammar, and
Students describe their perspectives generated to write capitalisation; students use
action plan for writing, and a first draft; several resources such as a
the actions they will use to dictionary, computer and
achieve their goals or (2) elaborate initial ideas and
style guides.
purposes for writing. identify subordinate ideas; and
Students use publishing
Students use idea generation (3) focus on developing ideas,
strategies such as:
and collation strategies, details and organising them.
orientation strategies, and Students use revising strategies (1) selecting a format for
idea organisation strategies, such as rereading the draft to publication appropriate for
for example, brainstorming check that there is consistency the audience (for example,
and semantic mapping of meaning and main ideas, a letter, a poster, an essay,
(including computer and language use and style, and a report); and
graphic organisers in modify the draft accordingly.
planning and collating (2) using technology to
knowledge for writing support the publishing

different text types), and process.
strategies for narrowing or
expanding a topic prior to
drafting.




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.


Students use the types of Students use drafting Students use revising
strategies described in level strategies in which they: strategies that take account
4 and modify these to of the new text types as
(1) use the ideas and
account for the types of texts identified in 4.25 Ideas
perspectives generated to
described. communicated in writing.
write a first draft;
Students describe their Students use editing
(2) elaborate initial ideas
action plan for writing a strategies that take account
and identify subordinate
review of a film or a of the new text types 4.25
ideas; and
speculative text. Ideas communicated in
(3) focus on developing writing.
Students use idea generation
ideas and details and
and collation strategies, Students use publishing
organising them.
orientation strategies, idea strategies including
organisation strategies and computers and graphic
strategies for narrowing or organisers for publishing the
expanding a topic prior to text types.
drafting for an interpretative
essay.

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 use the types of (3) strategies for focusing or Students use editing and
strategies described in expanding a topic prior to proofreading strategies; they
levels 4–4.25 and modify drafting for an interpretative (1) monitor for clarity and
these to account for the essay (for example, by for the cohesiveness of ideas
types of texts described aligning the questions asked in communicating the
above, as follows: by a topic with the questions intended message;
Students describe their answered by the ideas).
(2) use multiple resources to
action plan for writing Students use drafting edit the text (for example,
instances of the texts above strategies; they dictionaries, computer-based
and discuss what they know (1) integrate ideas across facilities, peer feedback and
about writing for different sentences within a paragraph writing guides; and
purposes in a range of for the text types taught;
contexts. (3) begin to cite sources
(2) coordinate ideas and (e.g., references, footnotes,
Students use various perspectives; and endnotes).
planning strategies:
(3) gradually use these Students use various
(1) idea generation and drafting strategies publishing strategies; they
collation strategies such as independently.
researching, mapping, (1) select a format for
surveys and interviews; Students use revising publishing (e.g., multimedia
strategies; they formats, essay, research
(2) idea organisation presentation) appropriate for
strategies such as (1) reread what they have
written for sense; the audience and purpose;
networking the main ideas and
first, followed by the (2) confer with others to
subordinate ideas, modify the text; (2) produce a legible and
identifying the questions effective final outcome
(3) adapt recommendations; using a variety of
answered by the main ideas
and technologies.
(for example, using the
who, what, when, where, (4) modify the language
why framework); and and/or accompanying non-
text information to enhance
text and style.




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.


Students use the types of
strategies described in levels
4–4.5 with greater
spontaneity and accuracy.

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 modify and update Students develop strategies Students broaden their
their writing plans to for using a variety of strategies for linking main
accommodate the broader sentence structures and supporting ideas within
range of texts and purposes selectively so that they and between paragraphs by
for writing. convey their intention most using a range of connectives
effectively. to communicate a sense of
coherence.
Students develop strategies
for improving the focus, the Students edit their writing
accuracy and the readability for clarity, coherence and
of their writing so that it consistency of style, and
achieves its purpose proofread for spelling,
effectively. punctuation and grammar.




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 plan how to write Students plan how to write Students write creatively in
sustained narratives and texts that explore a complex terms of open-ended
how to prioritise and current issue from different possibilities.
sequence the ideas in a perspectives or that argue a
sustained narrative; they particular point of view, how Students use composing,
say how they organise the to support a clear position and, if necessary, redrafting
ideas in terms of main plot and to account for alternative strategies.
and sub-plots; use language opinions and different
Students proofread their
(for example, vocabulary, perspectives, and how to use
writing and revise and edit it
sentence forms); allow key language techniques to argue
for vocabulary and spelling,
characterisation to evolve; and persuade for a particular
for audience
and maintain cohesion and point of view.
appropriateness, clarity,
develop a resolution.
cohesion and consistency of
viewpoint.


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.

Students plan, organise, Students use composing Students use redrafting
prioritise and sequence the strategies, for example, strategies to improve clarity,
main and supporting ideas in actions to integrate complex coherence, creativity and
their writing, for example, ideas and multiple consistency of style if
how they will achieve perspectives in their writing. necessary.
character development,
consistency of viewpoint or Students use writing to Students proofread their
development of a resolution, explore a complex issue writing and reflect upon and
achieve cohesion in their from different perspectives, evaluate how well they have
writing and argue decisively to examine the links achieved their goal or
for their point of view, between ideas and to intention, for example, how
express alternative opinions generate possibilities. well they have stated their
and attempt to correct the viewpoint to position
use of sociocultural bias. readers.




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.


Students update their writing (2) reflect upon and Students proofread their
strategy plans to include evaluate how well they are writing and reflect upon and
what they have learnt about conveying their intended evaluate how well they have
writing and to show these as message and take further achieved their goal or
self-scripts. action if necessary; and intention and met the
demands of purpose, context
Students use modified (3) use prioritising and and audience, and modify
composing strategies, for sequencing strategies. the text if necessary, for
example, they: example, how well they
Students use writing to
have stated their viewpoint
(1) evaluate alternative explore and to speculate
to position readers.
perspectives and synthesise about a complex issue from
a position; different perspectives, to
examine the links between
ideas and to generate
possibilities.

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, web
pages 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.


Students say their writing Students write accurately (1) accuracy, consistency
strategy plan, that is, the punctuated, grammatically and clarity;
strategies they will use in an sound and complex (2) sentence use and they
integrated way to create a sentences with embedded rephrase and clarify
written text. This will clauses and phrases. sentences and grammar if
include consideration of necessary;
their purpose for writing and Students use a variety of
literary devices such as (3) paragraph clarity and
the questions they intend they may rearrange the order
their writing to answer or to simile, metaphor and other
figurative techniques to of paragraphs, and delete or
raise. add paragraphs;
enhance their clarity of
Students select subject writing, and to increase the (4) relevance of the content
matter and language to try to rhythm, tone, and fluency of for their intended purpose;
position readers to accept their writing. and
particular views of people, (5) overall coherence and
characters, events, ideas and Students proofread and edit fluency.
information. their writing for:
Students use written self-
Students use composing reflection and goal setting to
strategies to write a range of analyse academic
texts, such as feature articles achievement and behaviour.
or web pages and workplace
texts.


Writing strategy

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