Guidance

Secondary
Curriculum and
National Strategy Standards

Book cover analysis English subject

leaders and
Year 9 writing task teachers of
English
Status: Recommended
Date of issue: 01-2006
Teacher pack Ref: DfES 1789-2005 CDO-EN

Assessing pupils’ progress in English at

Key Stage 3
 Book cover analysis

Year 9 writing task

Framework objectives
Writing 18
Write a critical review.

Writing triplet
Analyse, review, comment

Assessment focuses
AF1 Write imaginative, interesting and thoughtful texts.
AF2 Produce texts which are appropriate to task, reader and purpose.
AF3 Organise and present whole texts effectively, sequencing and
structuring information, ideas and events.
AF4 Construct paragraphs and use cohesion within and between
paragraphs.
AF5 Vary sentences for clarity, purpose and effect.
AF6 Write with technical accuracy of syntax and punctuation in phrases,
clauses and sentences.
AF7 Select appropriate and effective vocabulary.
AF8 Use correct spelling.

Time needed
Two consecutive one-hour lessons. Timings will need to be adapted if lessons
are longer or shorter than 60 minutes.

These timings are estimates for guidance rather than obligatory timings.
The most important consideration is that pupils should have sufficient time to
complete the task, working independently. Unfinished tasks are unlikely to
produce evidence on all the assessment focuses.

Teachers may adjust the timings for the task to take account of their particular
circumstances, but should bear in mind that spending overmuch time on any
section may disadvantage pupils.

Pack includes
Teacher notes
OHT 1 – task
OHT 2 – book cover for The Wind Singer
OHT 3 – table for analysing The Wind Singer book cover
OHT 4 – pupil analysis of The Wind Singer book cover
OHT 5 – features checklist
OHT 6 – book cover for The Curious Incident of the Dog in the Night-time
OHT 7 – table for analysing the book cover for The Curious Incident of the
Dog in the Night-time
Marking guidelines
Annotated exemplar responses

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English at Key Stage 3 DfES 1789-2005 CDO-EN
Task outline
This task requires pupils to write an analysis of the cover for The Curious
Incident of the Dog in the Night-time, a novel by Mark Haddon. The focus of
the analysis is the cover’s effectiveness in persuading a teenage audience to
buy and/or read the book. As preparation, they study an analysis of the cover
for The Wind Singer, a novel by William Nicholson, looking particularly at the
organisational and language features that make it an effective analysis.
They then write their own analysis of the cover for The Curious Incident of the
Dog in the Night-time, drawing on the skills highlighted earlier.

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DfES 1789-2005 CDO-EN English at Key Stage 3
 Teacher notes

Teaching sequence

LESSON 1
■ Share the learning objectives with the class, rephrasing as appropriate for

the group.

Introduction (20 minutes)

■ Explain that the writing task will be an analysis of the cover of a novel

aimed at a teenage audience. The purpose of the analysis is to help

prepare pupils to create their own book cover for a book they have recently
read in class. The present task does not include the creation of the pupils’
own book cover but this could be completed afterwards as a class activity.
■ Display the task, OHT 1 (page 2 of the pupil booklet).

You have to design a book cover for a text you have recently read in
class. To help you prepare for this, analyse the cover of The Curious
Incident of the Dog in the Night-time, by Mark Haddon. Consider how
effective it is in persuading a teenage audience to buy and/or read
the novel and decide whether to use similar ideas in designing your
book cover.
Ask the class to turn to page 2 in their pupil booklets and highlight the
audience, purpose and form of the task.
■ Discuss with the class the purpose of book covers – to persuade the

audience to buy/read the book. Briefly, draw out and discuss some of the
main ways they achieve this purpose, e.g. by:
– giving some ideas of the book’s content, using illustrations and words,
to interest the audience;
– engaging the audience, making them want to know more about what
the illustrations and words suggest;
– providing other people’s opinion of the book;
– giving factual information about the book.
■ Show the class the cover of The Wind Singer, a novel by William

Nicholson, OHT 2 (page 3 of the pupil booklet). Ask the class to find three
elements of the book cover that have been put there to persuade the
audience to read or buy the book.
■ Collect the findings of the class on an OHT or on the board. Briefly, ask

some pupils to explain how the features they have chosen are seeking to
persuade the audience.
■ Direct the class to look at the book cover again. Point out to them that not

everything on the cover is persuasion. Ask pupils, in pairs, to highlight the

detail that is information. Take selective feedback from pupils about the
information they have found, asking them to explain the need for
information on a book cover.
■ Show OHT 3 (page 4 of the pupil booklet) and explain that this is a table in

which to record observations from their analysis of the book cover. Use
some of their ideas from the discussion to complete the evidence and
explanation boxes for the first two points. Explain that they will complete a
similar table later when they prepare for their writing task.

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Development (30 minutes)
■ Explain that the class are now going to look in detail at an analysis, written

by a pupil, of the cover for The Wind Singer. Display the pupil’s analysis,
OHT 4 (page 5 of the pupil booklet) and read through the first paragraph
with the class.
■ Discuss the purpose of the first paragraph as an introduction. Ask pupils to

identify what is included in the introduction.

■ Remind them that paragraphs are organised by:

– introducing a topic;
– making a point;
– giving evidence to support the point;
– explanation.
■ Explain that they are now going to look at how the writer has organised

their ideas and material. Read through the second paragraph of the pupil’s
analysis and ask pupils to tell you the topic of the paragraph. Highlight on
OHT 4 the sentences which make a point. Then ask pupils to tell you
which sentences offer evidence for the points that have been made.
Highlight these in a different colour on the OHT.
■ Now ask pupils, in pairs, to read through paragraphs 3 and 4 of the analysis

and to highlight the points that the report is making about the book cover
in one colour and the evidence to support the points in another colour.
■ Take selective feedback from the class about their findings, asking some

pairs to identify the main topic of the paragraph, the points made and
supporting evidence. Clarify any misunderstanding about the way the
paragraphs are organised. Complete OHT 3, using the points that the
class offer.
■ Now read the conclusion of the analysis together. Ask pupils to identify

phrases that come to a conclusion about the suitability of the book cover
as a model on which to base their own book cover and highlight these on
OHT 4. Draw out in discussion the effectiveness of the conclusion and how
it ties in with the introduction to the piece. Emphasise the importance of
linking the introduction and conclusion in their own writing.

Plenary (10 minutes)

■ Ask pupils to tell you the main features of the analysis that they have
looked at in the course of the lesson. Compile a checklist of the features
for the class, or use the one on OHT 5 (page 6 of the pupil booklet).
■ Ask pupils to reread the article and decide which of the features on OHT 5

are demonstrated most strongly and which could be improved. Take brief
feedback on this.

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DfES 1789-2005 CDO-EN English at Key Stage 3
 LESSON 2
■ Remind pupils of the learning objectives for these two lessons.

Introduction (20 minutes)

■ Show OHT 5 to remind pupils of the features checklist that was compiled
in the last lesson.
■ Explain that they are going to look at the book cover that they are going to

analyse. Show them the book cover for The Curious Incident of the Dog in
the Night-time by Mark Haddon, OHT 6 (page 7 of the pupil booklet).
Discuss briefly with the class the persuasive and informative elements of
the cover, asking them to explain how the examples they suggest are
either persuasive or informative.
■ Show the table for The Curious Incident of the Dog in the Night-time on

OHT 7 (page 8 of the pupil booklet) and explain that they are now going to
complete this table in preparation for writing their analysis of the cover. Use
some of the points made by pupils about the cover in the initial discussion
to demonstrate how to complete the top row of the table. Make a note on
the board of five or six main points so that pupils can use them in the table
on OHT 7. Suggestions:
– appealing to imagination;
– others’ opinions;
– reference to teenager;
– mystery genre;
– unusual;
– simple.
■ Give pupils no more than five minutes to complete the table. Take selective

feedback from pupils on the entries they have made, drawing out in
discussion any important features of the cover that have been overlooked.
Remind them that they can use OHT 3 as a guide.

Development (40 minutes)

■ Explain that they are now going to write their own analysis of the book

cover of The Curious Incident of the Dog in the Night-time, using the notes
they have just completed.
■ Remind them to refer back to the analysis of The Wind Singer on OHT 4

(page 5 of the pupil booklet) which they read in the previous lesson, and
the checklist of features to help them. They should start writing on page 9
of the pupil booklet.

These are not test conditions so prompt pupils if necessary (e.g. to write
more, to explain themselves more clearly and so on). Do not, however, provide
support of a kind that means that pupils are no longer responding to the task
independently. If this kind of support is necessary for an individual in the
context of the lesson, you will need to take the degree of support into account
when making the assessment judgement.

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It is good practice to:
■ tell pupils if they have not written enough or are writing too much;

■ prompt them to explain their answer more clearly;

■ generally encourage them;

■ clarify a question of issue for the whole class if there seems to be a fairly

general misunderstanding;
■ remind pupils how much time they have left to complete the task.

■ In the last ten minutes, ask pupils to check their work for technical
accuracy and against the checklist of writing features. They should tick the
feature when they have found evidence that it has been addressed.

Assessment
■ Use the marking guidelines to judge the pupils’ overall levels on the

assessment focuses. Highlight, then tick, the sections of the marking

guidelines according to the features that you find and then consider
whether the weight of evidence is at secure or low level 4, 5 or 6.
■ Annotated exemplar responses to the task at every level are also included

for reference and to give guidance on how the criteria are to be applied.

These materials have been developed by QCA in partnership with the Secondary National Strategy.

The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring
Pupils’ Progress in English project has been invaluable.

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DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 1/Page 2 of pupil booklet

Task

You have to design a book cover for a text you have recently read in class.
To help you prepare for this, analyse the cover of The Curious Incident of
the Dog in the Night-time, by Mark Haddon. Consider how effective it is
in persuading a teenage audience to buy and/or read the novel and
decide whether to use similar ideas in designing your book cover.

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OHT 2/Page 3 of pupil booklet
Book cover for The Wind Singer

Image reproduced by kind permission of the publisher © Egmont 2001

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DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 3/Page 4 of pupil booklet

Table for analysing The Wind Singer book cover

Point Evidence Explanation

Unusual –
persuasion

Mysterious –
persuasion

Familiar to teenagers –
persuasion

Other people’s opinions –

persuasion

Summary –
information

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English at Key Stage 3 DfES 1789-2005 CDO-EN
OHT 4/Page 5 of pupil booklet

Pupil’s analysis of The Wind Singer book cover

The book cover that I picked as an example to persuade the audience to buy or read
the book is The Wind Singer by William Nicholson. The reason I have picked this is
because it was particularly successful in encouraging me to read the book and
providing detail about the book and its content.

The first impression the book cover gives is one that the style is unusual. It appears to
be covered in sand, with a half-buried symbol made from metal in the shape of an “S”.
The effect of this on the audience is that it gives the impression that the setting might
not be on Earth or in our time and that there is an element of something being
hidden. This is further supported by the summary on the back, which uses unusual
names and hints that exams are far more important than they are now. This is
standard in fantasy and science-fiction, which will attract the audience that is familiar
with these genres.

The second aspect of the book cover that is persuasive to a young audience is that
there is a sense of mystery about the book. We are given hints that things are not
clear. In the illustration, the symbol is half hidden, which adds to the sense of mystery.
The synopsis offers detail which leaves the audience feeling that there is something
that needs explaining. In the sentence, “When Kestrel dares to rebel, the Chief
Examiner humiliates her father and sentences the whole family to the harshest
punishment” we are left wondering what rebellion took place and what the
punishment could have been. As a result, this makes the reader want to read the book
to find out.

The cover is particularly designed to attract the attention of teenagers, with the
quotation at the top of the synopsis selected purposefully to help the audience
identify with the character. This has the effect of making the reader empathise with
the character and feel as though it would be a good story to read. In addition, in the
quotations, references are made to teenage books and films, i.e. Star Wars and Harry
Potter. An audience that enjoys these books will be more likely to choose this book,
therefore, knowing it has been compared to them. There is a sticker printed on the
cover, showing that the book won an award that was particularly for young people.
This is persuading the reader that the book is thought to be of high quality and will
encourage people to select it, especially if it is an adult buying it for a young audience
as a present or to study in class. This is a very important aspect of publishing.

In conclusion, I believe that this style of book cover is very successful. The image
portrays an unusual setting, with the content suggesting the topic of the book is one
of a search and a journey. To make this more attractive and persuasive, they have
added touches of mystery in the synopsis. It makes readers imagine and predict and
therefore is very successful in attracting a certain audience, who might like the genre.
I therefore think that using these ideas would be beneficial in the book cover that I
shall be creating on the book I have chosen.

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DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 5/Page 6 of pupil booklet

Features checklist

Features Included

Clear overall structure:

• introduction
• analytical paragraphs
• conclusion (which refers back to the introduction)

Paragraphs include:

• point
• evidence
• explanation

Connectives are used across the piece:

• to show how the points made within a paragraph

are related to each other
• to link paragraphs

The audience and purpose of the analysis is clear

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English at Key Stage 3 DfES 1789-2005 CDO-EN
OHT 6/Page 7 of pupil booklet
Book cover for The Curious Incident of the Dog in the Night-time

The Curious Incident of the Dog in the Night-time by Mark Haddon published by Red Fox Books 2004
Image reproduced by kind permission of Random House Group

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DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 7/Page 8 of pupil booklet

Table for analysing The Curious Incident of the Dog in the Night-time

Point Evidence Explanation

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English at Key Stage 3 DfES 1789-2005 CDO-EN
 Secondary
Marking guidelines – Year 9 task – Book cover analysis National Strategy
for school improvement

Pupil name ........................................................................................ Form ................................. Date ...............................

AF5 – vary sentences
for clarity, purpose and
effect.
L6 • controlled use of a
variety of simple and
AF6 – write with technical
accuracy of syntax and
punctuation…
• syntax and full range of
punctuation are consistently
AF3 – organise and
present whole texts
effectively…
• material is clearly
controlled and sequenced,
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs.
• construction of
paragraphs clearly supports
AF1 – write imaginative, AF2 – produce texts AF7 – select AF8 – use correct spelling.
interesting and thoughtful which are appropriate to appropriate and
texts. task, reader and purpose. effective vocabulary.
• imaginative treatment of appropriate materials, • vocabulary chosen
familiarity with conventions of an analysis, adapting it when generally correct spelling

DfES 1789-2005 CDO-EN

generally appropriate to throughout

© Crown copyright 2006

complex sentences to
achieve purpose and
contribute to overall effect
• confident use of a
range of sentence
features to clarify or
emphasise meaning, e.g.
fronted adverbials,
complex noun or
prepositional phrases
such as: Similarly, the…;
In comparison, it…;
Reading it through, the
reader…
accurate in a variety of
sentence structures, with
occasional errors in
ambitious structures, e.g.
only occasional comma
splices; some use of semi-
colons, not always accurate
taking account of the
reader’s likely reaction, e.g.
paragraphs of differing
lengths, anticipating
reader’s questions
• a range of features
clearly signal overall
direction of the text for the
reader, e.g. opening
paragraphs that introduce
themes clearly, paragraph
markers, links between
paragraphs
meaning and purpose, e.g.
paragraph topic signalled
and then developed,
withholding of information
for effect, thematic links
between paragraphs
• within paragraphs,
cohesive devices contribute
to emphasis and effect, e.g.
adverbials as sentence
starters
needed to suit purpose and audience, not always analysis and publishing
successfully, e.g. informal comment on the content or style terminology
of the book cover
• range of vocabulary likely errors:
• convincing, individual voice or point of view established generally varied and
and mostly sustained throughout, e.g. authoritative expert often ambitious, even • occasional errors in
view, with a strong opinion about the book cover though choices not ambitious or complex words
always apt
• level of formality used for analysis and the governors is
generally appropriate and a range of stylistic devices used
to achieve effect, not always successfully, e.g. controlled
informality, generalisations or shifts between writing for the
class

L5

English at Key Stage 3

• a variety of sentence
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
to build up detail or
convey shades of
meaning, e.g. variation in
word order, modals in
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
ambitious structures are
attempted
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• links between
paragraphs/sections
generally maintained across
whole text
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
uneven, development of
tone and purpose of the
analysis
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing

Secondary National Strategy | Assessing pupils’ progress in

verb phrases
• double consonants in
prefixes, e.g. irregular,
unnecessary
IE

Overall assessment (tick one box only) Secure 6 Low 6 Secure 5 Low 5

15
Assessing pupils’ progress in English at Key Stage 3

Marking guidelines – Year 9 task – Book cover analysis
16
Pupil name ........................................................................................ Form ................................. Date ...............................
AF5 – vary sentences
for clarity, purpose and
effect.
L5 • a variety of sentence
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
to build up detail or
convey shades of
meaning, e.g. variation in
English at Key Stage 3
word order, modals in
verb phrases
L4 • some attempt to vary
length, structure and
subject of sentences
• use of some
subordinating
connectives, e.g. if, when,
because
• some variation,
generally accurate, in
tense and verb forms
Secondary National Strategy | Assessing pupils’ progress in
B4
IE
DfES 1789-2005 CDO-EN
© Crown copyright 2006
Overall assessment (tick one box only)
Assessing pupils’ progress in English at Key Stage 3
AF6 – write with technical
accuracy of syntax and
punctuation…
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
ambitious structures are
attempted
• sentences demarcated
accurately throughout the
text, including question
marks
• speech marks to denote
speech generally accurate,
with some other punctuation
within the quotation marks
• commas used in lists
and occasionally to mark
clauses, although not
always accurately
AF3 – organise and
present whole texts
effectively…
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
• points are organised by
clustering related points
• points are organised
simply with a fitting opening
and closing, sometimes
linked
• material generally in
logical sequence but overall
direction of writing often not
clearly signalled
Secure 5
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs.
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• links between
paragraphs/sections
generally maintained across
whole text
• paragraphs/sections
help to organise content,
e.g. main idea usually
supported or elaborated by
following sentences
• within paragraphs/
sections, limited range of
connectives between
sentences, e.g. over-use of
“also” or pronouns
• some attempts to
establish simple links
between paragraphs/
sections not always
maintained, e.g. firstly, next
Low 5
AF1 – write imaginative,
interesting and thoughtful
texts.
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
uneven, development of
tone and purpose of the
analysis
• relevant points and
evidence chosen
• some ideas and material
developed in detail, e.g.
points elaborated by
adverbial and expanded
noun phrases
• straightforward
viewpoint generally
established and some
balance maintained, e.g.
maintaining a consistent
stance
Secure 4
AF2 – produce texts
which are appropriate to
task, reader and purpose.
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
• main purpose of writing
to analyse is clear but not
always consistently
maintained
• main features of a report
are clear and appropriate to
presenting findings for the
class
• style generally
appropriate to task, though
awareness of tone not
always sustained
Low 4
Secondary
National Strategy
for school improvement
AF7 – select
appropriate and
effective vocabulary.
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
• some evidence of
deliberate vocabulary
choices
• some expansion of
general vocabulary to
match topic, e.g.
technical words relating
to book covers
Below 4
AF8 – use correct spelling.
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• double consonants in
prefixes, e.g. irregular,
unnecessary
correct spelling of:
• most common grammatical
function words, e.g. you,
because, although
• most adverbs with -ly
formation
likely errors:
• homophones of common
grammatical function words,
e.g. they’re/their/there,
of/have/off
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• occasional inflected words,
e.g. -es, -ed, -ies, -ied, -er,
-est, -ier, -iest, -ing
Annotated exemplar responses
Level 4: Response and commentary

Fitting opening Paragraphs help

(AF3 L4 b2) to organise
signals purpose content
(AF2 L4 b1) (AF4 L4 b1)

Some attempt to
establish simple
links between
paragraphs
(AF4 L4 b3)
Some expansion
of general
vocabulary to
match topic
Relevant
(AF7 L4 b2)
information
chosen with
some
appropriate Points generally
elaboration in logical
(AF1 L4 b1/2) sequence, but
direction of
writing not
signalled
(AF3 L4 b3)

Some attempt to
vary length and
structure of
sentences
(AF5 L4 b1)

Quotation marks
for evidence Almost all
used correctly sentences
(AF6 L4 b2) accurately
demarcated
(AF6 L4 b1) and
some use of
commas to mark
clauses
(AF6 L5 b2)

Most inflected
words correctly
spelt
(AF8 L5 b2)

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DfES 1789-2005 CDO-EN English at Key Stage 3
This response clearly signals the purpose of the writing (AF2) and relevant points are
selected and sometimes elaborated with appropriate use of detail (AF1). Paragraphs are
used to help organise content with some attempt to establish simple links between them
(AF4) which are generally logically sequenced (AF3). There is some variation in the
structuring of sentences (AF5), with the demarcation of sentences generally secure and
some attempt to use commas to mark clauses (AF6). Some use of technical terminology
expands the general range of vocabulary employed (AF7) and the spelling of inflected
words is usually accurate (AF8).

For all the assessment focuses, there is evidence of the pupil fulfilling most of the level 4
criteria, and, in some cases, beginning to address the level 5 requirements, although only
for AF8 are these actually fulfilled. Hence the overall judgement is secure level 4.

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English at Key Stage 3 DfES 1789-2005 CDO-EN

Marking guidelines – Year 9 task – Book cover analysis
Level 4 example
Pupil name ........................................................................................ Form ................................. Date ...............................
AF5 – vary sentences
for clarity, purpose and
effect.
L5
DfES 1789-2005 CDO-EN
• a variety of sentence
© Crown copyright 2006
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
to build up detail or
convey shades of
meaning, e.g. variation in
word order, modals in
verb phrases
English at Key Stage 3
L4 • some attempt to vary
length, structure and
subject of sentences
• use of some
subordinating
connectives, e.g. if, when,
because
• some variation,
generally accurate, in
tense and verb forms
Secondary National Strategy | Assessing pupils’ progress in
B4
9 9
IE
19
Overall assessment (tick one box only)
Assessing pupils’ progress in English at Key Stage 3
AF6 – write with technical
accuracy of syntax and
punctuation…
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
ambitious structures are
attempted
• sentences demarcated
accurately throughout the
text, including question
marks
• speech marks to denote
speech generally accurate,
with some other punctuation
within the quotation marks
• commas used in lists
and occasionally to mark
clauses, although not
always accurately
AF3 – organise and
present whole texts
effectively…
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
• points are organised by
clustering related points
• points are organised
simply with a fitting opening
and closing, sometimes
linked
• material generally in
logical sequence but overall
direction of writing often not
clearly signalled
9 9
Secure 5
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs.
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• links between
paragraphs/sections
generally maintained across
whole text
• paragraphs/sections
help to organise content,
e.g. main idea usually
supported or elaborated by
following sentences
• within paragraphs/
sections, limited range of
connectives between
sentences, e.g. over-use of
“also” or pronouns
• some attempts to
establish simple links
between paragraphs/
sections not always
maintained, e.g. firstly, next
Low 5
AF1 – write imaginative,
interesting and thoughtful
texts.
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
uneven, development of
tone and purpose of the
analysis
• relevant points and
evidence chosen
• some ideas and material
developed in detail, e.g.
points elaborated by
adverbial and expanded
noun phrases
• straightforward
viewpoint generally
established and some
balance maintained, e.g.
maintaining a consistent
stance
9 9
Secure 4
AF2 – produce texts
which are appropriate to
task, reader and purpose.
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
• main purpose of writing
to analyse is clear but not
always consistently
maintained
• main features of a report
are clear and appropriate to
presenting findings for the
class
• style generally
appropriate to task, though
awareness of tone not
always sustained
Low 4
9
Secondary
National Strategy
for school improvement
AF7 – select
appropriate and
effective vocabulary.
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
• some evidence of
deliberate vocabulary
choices
• some expansion of
general vocabulary to
match topic, e.g.
technical words relating
to book covers
9
Below 4
AF8 – use correct spelling.
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• double consonants in
prefixes, e.g. irregular,
unnecessary 9
correct spelling of:
• most common grammatical
function words, e.g. you,
because, although
• most adverbs with -ly
formation
likely errors:
• homophones of common
grammatical function words,
e.g. they’re/their/there,
of/have/off
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• occasional inflected words,
e.g. -es, -ed, -ies, -ied, -er,
-est, -ier, -iest, -ing
Level 5: Response and commentary

Variation in
sentence length
and structure for Sentences
clarity and demarcated
emphasis accurately
(AF5 L5 b1) (AF6 L4 b1) and
some use of
the comma to
mark clauses
Sentences (AF6 L4 b3)
organised into
appropriate
paragraphs
around the areas Main purpose of
for analysis the writing
(AF3 L5 b1) established and
maintained
(AF2 L5 b1)

Relevant points
and evidence
developed with Paragraphs
some detail clearly structure
(AF1 L5 b1) main ideas to
support purpose
(AF4 L5 b1)

Clear viewpoint
on the suitability
of the book Personal,
cover established informal style
(AF1 L5 b3) to maintain
reader’s interest
(AF2 L5 b3)

Reasonably wide
vocabulary used
(AF7 L5 b2)

Development of
material logically
sequenced and
managed across
the text
(AF3 L5 b2/3)
Generally correct
spelling
throughout
(AF8 L6 b1)

20 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006

English at Key Stage 3 DfES 1789-2005 CDO-EN
This fluent response confidently explores the given subject matter with some use of detail
and evidence (AF1), shaping and adapting comments to focus on the analytical purpose
for writing and to engage the reader’s interest (AF2). Purpose is further supported by the
structuring of points into paragraphs (AF4) that are logically sequenced with clear links to
guide the reader (AF3). A variety of sentence structures is generally securely managed and
provides clarity and emphasis (AF5). Sentence demarcation is consistently accurate with
some use of commas to mark clauses (AF6). A reasonably wide vocabulary is appropriately
deployed (AF7) and spelling is generally correct throughout (AF8).

For most of the assessment focuses, there is evidence of the pupil fulfilling the level 5
criteria, and often doing so with some confidence. Hence the overall judgement is
secure level 5.

© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in 21

DfES 1789-2005 CDO-EN English at Key Stage 3
 Secondary
Marking guidelines – Year 9 task – Book cover analysis National Strategy

22
for school improvement
Level 5 example – please note that this sheet and the following both refer to the same pupil

Pupil name ........................................................................................ Form ................................. Date ...............................

AF5 – vary sentences
for clarity, purpose and
effect.
L6 • controlled use of a
variety of simple and
complex sentences to
achieve purpose and
contribute to overall effect
• confident use of a
range of sentence
features to clarify or
emphasise meaning, e.g.
fronted adverbials,
complex noun or
prepositional phrases
such as: Similarly, the…;
In comparison, it…;
Reading it through, the
AF6 – write with technical
accuracy of syntax and
punctuation…
• syntax and full range of
punctuation are consistently
accurate in a variety of
sentence structures, with
occasional errors in
ambitious structures, e.g.
only occasional comma
splices; some use of semi-
colons, not always accurate
AF3 – organise and
present whole texts
effectively…
• material is clearly
controlled and sequenced,
taking account of the
reader’s likely reaction, e.g.
paragraphs of differing
lengths, anticipating
reader’s questions
• a range of features
clearly signal overall
direction of the text for the
reader, e.g. opening
paragraphs that introduce
themes clearly, paragraph
markers, links between
paragraphs
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs.
• construction of
paragraphs clearly supports
meaning and purpose, e.g.
paragraph topic signalled
and then developed,
withholding of information
for effect, thematic links
between paragraphs
• within paragraphs,
cohesive devices contribute
to emphasis and effect, e.g.
adverbials as sentence
starters
AF1 – write imaginative, AF2 – produce texts AF7 – select AF8 – use correct spelling.
interesting and thoughtful which are appropriate to appropriate and
texts. task, reader and purpose. effective vocabulary.
• imaginative treatment of appropriate materials, • vocabulary chosen
familiarity with conventions of an analysis, adapting it when generally correct spelling
generally appropriate to throughout
needed to suit purpose and audience, not always analysis and publishing
successfully, e.g. informal comment on the content or style terminology
of the book cover
• range of vocabulary likely errors:
• convincing, individual voice or point of view established generally varied and
and mostly sustained throughout, e.g. authoritative expert often ambitious, even • occasional errors in
view, with a strong opinion about the book cover though choices not ambitious or complex words
always apt
• level of formality used for analysis and the governors is
generally appropriate and a range of stylistic devices used
to achieve effect, not always successfully, e.g. controlled
informality, generalisations or shifts between writing for the
class

English at Key Stage 3

reader…

L5
• a variety of sentence
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
9
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:

Secondary National Strategy | Assessing pupils’ progress in

ambitious structures are
• links between
to build up detail or paragraphs/sections uneven, development of • occasional phonetically
attempted
convey shades of generally maintained across tone and purpose of the plausible spelling in content
meaning, e.g. variation in whole text analysis words, e.g. board, acsept,
word order, modals in hungrey, teryfing
verb phrases
• double consonants in
prefixes, e.g. irregular,
9 9 9 9 9 9 unnecessary
IE

Overall assessment (tick one box only) Secure 6 Low 6 Secure 5 Low 5
9

DfES 1789-2005 CDO-EN

© Crown copyright 2006
Assessing pupils’ progress in English at Key Stage 3

Marking guidelines – Year 9 task – Book cover analysis
Level 5 example – continued
Pupil name ........................................................................................ Form ................................. Date ...............................
AF5 – vary sentences
for clarity, purpose and
effect.
L5
DfES 1789-2005 CDO-EN
• a variety of sentence
© Crown copyright 2006
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
to build up detail or
convey shades of
meaning, e.g. variation in
word order, modals in
verb phrases
English at Key Stage 3
9 9
L4 • some attempt to vary
length, structure and
subject of sentences
• use of some
subordinating
connectives, e.g. if, when,
because
• some variation,
generally accurate, in
tense and verb forms
Secondary National Strategy | Assessing pupils’ progress in
B4
IE
23
Overall assessment (tick one box only)
Assessing pupils’ progress in English at Key Stage 3
AF6 – write with technical
accuracy of syntax and
punctuation…
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
ambitious structures are
attempted
• sentences demarcated
accurately throughout the
text, including question
marks
• speech marks to denote
speech generally accurate,
with some other punctuation
within the quotation marks
• commas used in lists
and occasionally to mark
clauses, although not
always accurately
9
AF3 – organise and
present whole texts
effectively…
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
• points are organised by
clustering related points
• points are organised
simply with a fitting opening
and closing, sometimes
linked
• material generally in
logical sequence but overall
direction of writing often not
clearly signalled
Secure 5
9
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs.
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• links between
paragraphs/sections
generally maintained across
whole text
9 9
• paragraphs/sections
help to organise content,
e.g. main idea usually
supported or elaborated by
following sentences
• within paragraphs/
sections, limited range of
connectives between
sentences, e.g. over-use of
“also” or pronouns
• some attempts to
establish simple links
between paragraphs/
sections not always
maintained, e.g. firstly, next
Low 5
AF1 – write imaginative,
interesting and thoughtful
texts.
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
uneven, development of
tone and purpose of the
analysis
• relevant points and
evidence chosen
• some ideas and material
developed in detail, e.g.
points elaborated by
adverbial and expanded
noun phrases
• straightforward
viewpoint generally
established and some
balance maintained, e.g.
maintaining a consistent
stance
Secure 4
AF2 – produce texts
which are appropriate to
task, reader and purpose.
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
9 9
• main purpose of writing
to analyse is clear but not
always consistently
maintained
• main features of a report
are clear and appropriate to
presenting findings for the
class
• style generally
appropriate to task, though
awareness of tone not
always sustained
Low 4
Secondary
National Strategy
for school improvement
AF7 – select
appropriate and
effective vocabulary.
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
• some evidence of
deliberate vocabulary
choices
• some expansion of
general vocabulary to
match topic, e.g.
technical words relating
to book covers
Below 4
AF8 – use correct spelling.
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• double consonants in
prefixes, e.g. irregular,
unnecessary
correct spelling of:
• most common grammatical
function words, e.g. you,
because, although
• most adverbs with -ly
formation
likely errors:
• homophones of common
grammatical function words,
e.g. they’re/their/there,
of/have/off
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• occasional inflected words,
e.g. -es, -ed, -ies, -ied, -er,
-est, -ier, -iest, -ing
Level 6: Response and commentary

Individual voice
established
(AF1/2 L6 b2)

Material is Imaginative
clearly controlled treatment of
and sequenced materials
(AF3 L6 b1) (AF1/2 L6 b1)

Paragraph topic
signalled and
then developed
(AF4 L6 b1) Varied and
ambitious
vocabulary
choices
(AF7 L6 b2)
Controlled use
of a range of
sentence lengths
and structure
provide emphasis
(AF5 L6 b1) Accurate
demarcation of
sentences and
some use of the
comma to mark
Overall direction
clauses
of the text
(AF6 L4 b3)
clearly signalled
(AF3 L6 b2)
Generally correct
spelling
throughout
(AF8 L6 b1)

This well-structured (AF3) and fluent response confidently analyses the given subject
matter in some detail, shaping it and adapting it effectively to provide a consistent,
individual perspective on the book cover (AF1/2). Points are organised into paragraphs
that are clearly linked and sequenced (AF4). A range of sentence structures is deployed
to support the overall purpose of the writing (AF5). Sentence demarcation and the use
of commas to mark clauses are accurate, although there is little use of other punctuation
(AF6). Vocabulary choices are often ambitious (AF7) and there are virtually no spelling
errors (AF8).

For all the assessment focuses other than AF6, there is evidence of the pupil addressing
the level 6 criteria, and, in most cases, fulfilling them with some confidence and authority.
Hence the overall judgement is secure level 6.

24 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006

English at Key Stage 3 DfES 1789-2005 CDO-EN
 Secondary
Marking guidelines – Year 9 task – Book cover analysis National Strategy
for school improvement
Level 6 example – please note that this sheet and the following both refer to the same pupil

Pupil name ........................................................................................ Form ................................. Date ...............................

AF5 – vary sentences AF6 – write with technical AF3 – organise and AF4 – construct AF1 – write imaginative, AF2 – produce texts AF7 – select AF8 – use correct spelling.
for clarity, purpose and accuracy of syntax and present whole texts paragraphs and use interesting and thoughtful which are appropriate to appropriate and
effect. punctuation… effectively… cohesion within and texts. task, reader and purpose. effective vocabulary.
between paragraphs.
L6

DfES 1789-2005 CDO-EN

• controlled use of a • syntax and full range of • material is clearly • construction of • imaginative treatment of appropriate materials, • vocabulary chosen generally correct spelling

© Crown copyright 2006

variety of simple and
complex sentences to
achieve purpose and
contribute to overall effect
• confident use of a
range of sentence
features to clarify or
emphasise meaning, e.g.
fronted adverbials,
complex noun or
prepositional phrases
such as: Similarly, the…;
In comparison, it…;
Reading it through, the
reader…
punctuation are consistently
accurate in a variety of
sentence structures, with
occasional errors in
ambitious structures, e.g.
only occasional comma
splices; some use of semi-
colons, not always accurate
controlled and sequenced,
taking account of the
reader’s likely reaction, e.g.
paragraphs of differing
lengths, anticipating
reader’s questions
• a range of features
clearly signal overall
direction of the text for the
reader, e.g. opening
paragraphs that introduce
themes clearly, paragraph
markers, links between
paragraphs
paragraphs clearly supports
meaning and purpose, e.g.
paragraph topic signalled
and then developed,
withholding of information
for effect, thematic links
between paragraphs
• within paragraphs,
cohesive devices contribute
to emphasis and effect, e.g.
adverbials as sentence
starters
familiarity with conventions of an analysis, adapting it when generally appropriate to
needed to suit purpose and audience, not always throughout
analysis and publishing
successfully, e.g. informal comment on the content or style terminology
of the book cover
• range of vocabulary likely errors:
• convincing, individual voice or point of view established generally varied and
and mostly sustained throughout, e.g. authoritative expert often ambitious, even • occasional errors in
view, with a strong opinion about the book cover though choices not ambitious or complex words
always apt
• level of formality used for analysis and the governors is
generally appropriate and a range of stylistic devices used
to achieve effect, not always successfully, e.g. controlled
informality, generalisations or shifts between writing for the
class

English at Key Stage 3

9 9
L5 • a variety of sentence
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
to build up detail or
convey shades of
meaning, e.g. variation in
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
ambitious structures are
attempted
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
9 9
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• links between
paragraphs/sections
generally maintained across
whole text
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
uneven, development of
tone and purpose of the
analysis
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
9 9
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,

Secondary National Strategy | Assessing pupils’ progress in

word order, modals in hungrey, teryfing
verb phrases
• double consonants in
prefixes, e.g. irregular,
unnecessary
IE

Overall assessment (tick one box only) Secure 6 Low 6 Secure 5 Low 5
9

25
Assessing pupils’ progress in English at Key Stage 3

Marking guidelines – Year 9 task – Book cover analysis
26
Level 6 example – continued
Pupil name ........................................................................................ Form ................................. Date ...............................
AF5 – vary sentences
for clarity, purpose and
effect.
L5 • a variety of sentence
lengths, structures and
subjects provides clarity
and emphasis
• wider range of
connectives used to
clarify relationship
between ideas, e.g.
although, on the other
hand, meanwhile
• some features of
sentence structure used
to build up detail or
convey shades of
meaning, e.g. variation in
English at Key Stage 3
word order, modals in
verb phrases
L4 • some attempt to vary
length, structure and
subject of sentences
• use of some
subordinating
connectives, e.g. if, when,
because
• some variation,
generally accurate, in
tense and verb forms
Secondary National Strategy | Assessing pupils’ progress in
B4
IE
DfES 1789-2005 CDO-EN
© Crown copyright 2006
Overall assessment (tick one box only)
Assessing pupils’ progress in English at Key Stage 3
AF6 – write with technical
accuracy of syntax and
punctuation…
• full range of punctuation
used accurately to
demarcate sentences,
including speech
punctuation, where
appropriate
• syntax and punctuation
within the sentence
generally accurate,
including commas to mark
clauses, though some
errors occur where
ambitious structures are
attempted
• sentences demarcated
accurately throughout the
text, including question
marks
• speech marks to denote
speech generally accurate,
with some other punctuation
within the quotation marks
• commas used in lists
and occasionally to mark
clauses, although not
always accurately
9
AF3 – organise and
present whole texts
effectively…
• material is structured
clearly, with sentences
organised into appropriate
paragraphs around the
areas for analysis
• development of material
is effectively managed
across text, e.g. close refers
back to opening
• overall direction of the
text supported by clear links
between paragraphs
• points are organised by
clustering related points
• points are organised
simply with a fitting opening
and closing, sometimes
linked
• material generally in
logical sequence but overall
direction of writing often not
clearly signalled
Secure 5
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs.
• paragraphs/sections
clearly structure main ideas
across text to support
purpose, e.g. clear logical
links between paragraphs
• within paragraphs/
sections, a range of devices
support cohesion, e.g.
secure use of pronouns,
connectives, references
back to text
• links between
paragraphs/sections
generally maintained across
whole text
• paragraphs/sections
help to organise content,
e.g. main idea usually
supported or elaborated by
following sentences
• within paragraphs/
sections, limited range of
connectives between
sentences, e.g. over-use of
“also” or pronouns
• some attempts to
establish simple links
between paragraphs/
sections not always
maintained, e.g. firstly, next
Low 5
AF1 – write imaginative,
interesting and thoughtful
texts.
• relevant points and
evidence developed with
some imaginative detail
• development of ideas
and material appropriately
shaped for an analytical
report
• clear viewpoint on the
suitability of the book cover
established, generally
consistent, with some
elaboration, e.g. some,
uneven, development of
tone and purpose of the
analysis
• relevant points and
evidence chosen
• some ideas and material
developed in detail, e.g.
points elaborated by
adverbial and expanded
noun phrases
• straightforward
viewpoint generally
established and some
balance maintained, e.g.
maintaining a consistent
stance
Secure 4
AF2 – produce texts
which are appropriate to
task, reader and purpose.
• main purpose of writing
to analyse is clear and
consistently maintained
• features of an analytical
report clearly established
with some adaptation to the
need to convince the reader
• appropriate style clearly
established to maintain the
reader’s interest throughout
• main purpose of writing
to analyse is clear but not
always consistently
maintained
• main features of a report
are clear and appropriate to
presenting findings for the
class
• style generally
appropriate to task, though
awareness of tone not
always sustained
Low 4
Secondary
National Strategy
for school improvement
AF7 – select
appropriate and
effective vocabulary.
• vocabulary chosen
for the effect of analysing
• reasonably wide
vocabulary used, though
not always appropriately
• some evidence of
deliberate vocabulary
choices
• some expansion of
general vocabulary to
match topic, e.g.
technical words relating
to book covers
Below 4
AF8 – use correct spelling.
correct spelling of:
• common grammatical
function words consistently
• almost all inflected words
• most derivational suffixes,
e.g. -ion, -ise, -al/ial, -able/ible
• most prefixes, e.g.
disappear, uncertain, exclaim
likely errors:
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• double consonants in
prefixes, e.g. irregular,
unnecessary
correct spelling of:
• most common grammatical
function words, e.g. you,
because, although
• most adverbs with -ly
formation
likely errors:
• homophones of common
grammatical function words,
e.g. they’re/their/there,
of/have/off
• occasional phonetically
plausible spelling in content
words, e.g. board, acsept,
hungrey, teryfing
• occasional inflected words,
e.g. -es, -ed, -ies, -ied, -er,
-est, -ier, -iest, -ing