NAPLAN PERSUASIVE WRITING MARKING CRITERIA

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Audience(6)How well the writer oriented, engaged and persuaded the reader Unreadable symbols or drawings Very short text with very simple content. (1 or 2 sentences) Text might be short but easy to read Attempt to orient the reader. Orients the reader Contains enough information for reader to follow quite easily. Supports the readers understanding (more than just assertions and opinions) Begins to engage and persuade the reader through language choices Supports, engages and persuades the reader with deliberate language choices and persuasive techniques Controls the writer/reader relationship Strong, credible voice Takes reader values and expectations into account

Polite, formal, personal connection with reader; Reveals values and attitudes and challenges readers values Appeals to reason, emotions and cultural values

Text structure(4)Combination of an introduction, body and conclusion into an appropriate and effective text. No evidence of any structure Incorrect genre Only one element of persuasive structure (ie introduction or body) List of beliefs or statements One statement of opinion and/or reason. Two clearly identifiable structural components OR All components present but weak. Underdeveloped introduction and conclusion Text contains an introduction, body and conclusion; OR Detailed longer text with two well developed components and one weaker. Body is developed with reasons and supporting evidence Coherent, controlled and complete argument. Introduction with clear position statement AND body with reasons and supporting evidence AND conclusion which reinforces writers position. Conclusion may recommend action and/or reflect on issues raised.

Ideas(5)Are ideas relevant to the topic and elaborated on? No evidence One idea OR Ideas appear unrelated OR Ideas are off topic One idea with simple elaboration OR Ideas are related but not elaborated Lots of simple ideas but no elaboration Ideas supported with some elaborations OR 4+ unelaborated ideas that relate to argument One idea with more developed elaboration Ideas are elaborated and contribute effectively to the writers position Ideas have been thought of, chosen and crafted to be highly persuasive.

Ideas may include: Reflection on the wider world/universal issuesElaboration by: Range of issues both for and against position Effective rebuttal of other positions and opinions Explaining cause and effect

Persuasive devices (4)Are persuasive devices used effectively? No evidence Uses a statement of personal opinion AND/OR Uses simple devices (I think, very very; should because) Uses persuasive devices 3 or more times (at least two types) that support the position but do not persuade the reader Ineffective devices Uses some devices that persuade Use is effective but not sustained May be some ineffective use Sustained and effective use of persuasive devices Many devices used which appeal to one or more of the readers reason, values or emotions.

Vocabulary(5)Is there a range of language used accurately? Symbols or drawings Very short script Few words Mostly simple words Simple comparisons May include 2 or 4 precise words or word groups Four or more precise words or word groups Sustained and consistent use of precise words and word groups that enhance meaning (some may be inaccurately used) A range of precise and effective words and word groups used fluently and articulately.

Precise words (citizen, urge, budget, consider, solution, protect, supportive, research) Modal adjectives and adverbs (ultimate, certain, extreme, possibly, definitely, rarely) Precise word groups (duty of care, quick-minded person, a positive impact on society) Modal groups (it would seem that, it is unlikely that) Technical (habitat, life expectancy, politician, global warming, financial crisis) Figurative language alliteration, metaphor, simile, personification

Cohesion(4)Does the text flow together nicely through use of referring words, ellipsis, connectives etc. Symbols or drawings Links are missing or incorrect Short and confusing for the reader Some correct links between sentences. Reader may need to re-read to clarify meaning Small selection of simple connectives Ordinal adverbs (firstly, secondly) Meaning is clear on first reading and text flows well in a sustained piece of writing Word associations to avoid repetition (sanctuaty/enclosure) May use other connectives (however, although, therefore, additionally, instead, even though, finally, in saying this) An extended, highly cohesive piece of writing showing continuity of ideas and tightly linked sections of text. Consistent use of devices such as referring words, ellipsis, text connectives, substitutions and word associations that enhance meaning.

Paragraphing(3)Is the text organized into paragraphs that make it easy to follow? Block of text No paragraphs Random breaks New line for each sentence Contains at least one correct paragraph break Paragraphs are correct but basic Not all topic sentences are successful Body needs at least 2 paragraphs May use an extended one sentence paragraph that contains an elaborated idea Paragraphs are ordered and build the argument up gradually across the text Deliberately structured to pace and direct the readers attention Single sentence may be used as a final comment for emphasis

Sentence Structure(6)

Is writing grammatically correct and meaningful? No sentences Some correct sentences Overuse of and and then. Correct sentences are mostly simple and/or compound sentences Meaning is mostly clear. 2 or more correct sentences required Most simple and compound sentences correct AND Some complex sentences are correct Meaning is predominantly clear 4 or more correct sentences required Most simple, compound and complex sentences are correct OR All simple, compound and complex sentences are correct but do not demonstrate variety. Meaning is clear Allow for occasional minor error Sentences are correct (allow for occasional error in more sophisticated structures) Demonstrates variety Meaning is clear and sentences enhance meaning

All sentences correct (allow occasional slip ie missing word) Writing contains controlled and well developed sentences that express precise meaning and are consistently effective

Variety: Clause types and patterns (verbless, adjectival, adverbial, multiple, non-finite) Dependent clause position Length and rhythm Increased elaboration and extension

Punctuation(5)Is punctuation correct and appropriate No evidence Some correct use of capital letters to start sentences OR full stops to end sentences (at least one correct sentence marker) Punctuation is minimal andof little assistance to the reader. Some correct use of sentence level punctuation (at least 2 accurately punctuated sentences beginning and end) OR One correctly punctuated sentence and some other form of punctuation correct where required Some correct punctuation across categories (sentences mostly correct with some other punctuation correct) Accurate sentence punctuation with no stray capitals, nothing else used Provides adequate markers to assist reading. All sentence punctuation correct Mostly correct use of other punctuation, including noun capitalisation Provides accurate markers to enable smooth and efficient reading. Writing contains accurate use of all applicable punctuation Provides precise markers to pace and control reading of the text

Sentence Punctuation capitals to begin sentences, full stops, question marks and exclamation marks to end sentences Other Punctuation apostrophes for contractions, commas in lists, commas to mark clauses and phrases, apostrophes for possession, capital letters and commas used within quotation marks, quotation marks for text extracts, highlighted words and words used with ironic emphasis (sneer quotes), brackets and dashes, colons and semi-colons, points of ellipsis Noun capitalization includes first names and surnames, titles, place names, institution names, days/months, street names, book and film titles, holidays, historic events

Spelling (6)Is spelling accurate and does it include some difficult words? No conventional spelling Few examples of conventional spelling Correct spelling of most simple words Some common words Errors evident in common words Correct spelling of most simple words, most common words (at least 20) Correct spelling of simple words, most common words, some difficult words (at least 2) Incorrect difficult words do not outnumber correct difficult words Correct spelling of simple words, most common words, at least 10 difficult words Incorrect difficult words do not outnumber correct difficult words Correct spelling of all words AND at least 10 difficult words and some challenging words OR At least 15 difficult words if no challenging words Allow for 1 or 2 minor slips

SIMPLE WORDS Single syllable words with: Short vowels (cat, men, fit, fun) Consonant digraphs (shop, thin, much) Consonant blends (clap, drop, bring, just) Double final consonants (egg, will, less) High frequency long vowel single syllable words (day, name, feet, like, food , you) Other high frequency single-syllable words with long sounds (park, new, bird, her, good, for, our, how) High frequency short 2 syllable words (into, undo, even, going)COMMON WORDS Single syllable words with: Harder 2 consonant blends (crack, square) 3 consonant blends (stretch, catch) Common long vowels (sail, again, shiny, hurt) Multi-syllabic words with even stress patterns (litter, plastic, between, hospital) Compound words Common homophones (there/their write/right) Suffixes that dont change base word (jumped, sadly, adults) Common words with silent letters (know, wrong, comb) Single syllable words ending in ould, ey, ough Most rule driven words (having, spitting, heavier)DIFFICULT WORDS Uneven stress patterns in multi-syllabic words (chocolate, mineral) Uncommon vowel patterns (drought, hygiene) Difficult subject specific (disease, habitat, predator) Difficult homophones (practice/practise) Suffixes where base word changes (prefer/preferred) Consonant alteration patterns (confident/confidence) Many 3 and 4 syllable words (invisible, organize, community) Multi-syllabic words ending in tion, sion, ture, ible/able, ent/ant, ful, el , al, gle (hovel, brutal, ogle)CHALLENGING WORDS Unusual consonant patterns (guarantee) Longer word with unstressed syllables (responsibility) Vowel alteration patterns (brief to brevity, propose to proposition) Suffixes to words ending in e c or l (physically, changeable, plasticity) Foreign words (lieutenant, nonchalant)

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