cerys homework

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How to move up at least one level in your

English KS3 Tests

WRITING

Move up one level - writing for pupils

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HOW CAN I MOVE UP A LEVEL IN THE WRITING PARTS OF MY YEAR 9 SATs?

Why is my work usually at Level 4?

If you are writing at Level 4 it is likely that you can make sense when you write - you get by with your writing in school. You may even show really good ideas. But you are probably unsure of where sentences should start and end, or you just don’t care. Your sentences do not show much variety and you are not likely to use paragraphs properly. You possibly do not write an opening to your writing tasks that introduces the subject to your reader, or give an ending which leaves the reader clear about what you have said. Your spelling is reasonable – but you do make errors occasionally on words that are quite common. You either write too little to cover the topic that has been set or you write too much and you aren’t really in control – you just tag on extra bits as they come to mind. You may use lots of 'and's and 'then's to join ideas together. Like when talking, you tend to repeat words or use words that are not very interesting or accurate.

So what can you do about it?

This booklet is aimed at helping you. If you follow it through in the next few lessons, you will improve.

What are the examiners looking for in your writing? If they give you a level 5, they are saying that in their opinion your writing is good enough to both go on to do well in English and also to go on and do well in all the subjects that you do in school which require writing (which is most of them) in Year 10 and 11. If you are below a level 5, you will find the writing that you will have to do difficult. It's that important. There's a bit more about this later on in the booklet.

How can I judge if my writing is good enough to achieve more than Level 4??

As you go through this booklet with your teacher, you will find out. But in case you want to know now … briefly, your examiner is marking three things to do with your writing. These are:

1. Sentence Structure and punctuation (up to 8 marks out of the 30 marks in long task, )Writing is built up in sentences. Are yours punctuated properly and are they interesting?

2. Text Structure and Organisation (up to 8 marks out of the 30 in the long writing task task)This is to do with the order in which you write things - using paragraphs properly and linking between the points you make.

(in the short writing task 1 & 2 are marked together and add up to 6 out of 20.)

3. Composition and Effect (up to 14 marks in long writing task. Up to 10 marks out of 20 in the short writing task)


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This means are you writing your ideas well for the task you have been given? Are you writing suitably for the audience (e.g. age group, how well you know them), the purpose (e.g. persuade,explain) and the text-type (e.g. letter, article, speech, advert).

Is that all?

Not quite. You may have noticed that the short task only adds up to 16 out of 20. There are 4 marks to be gained for good spelling in the short writing task. It's worth remembering that this is the ONLY part of the whole test where your spelling is graded.

Who are the examiners or markers?

They are usually English teachers. However, it's also worth remembering that they can do well or badly - they are also being tested. In the SATs your markers are also tested on how good or bad their marking is and will have to re-do the lot if they get it wrong (either way – up or down)! So what markers need is evidence to support the level that they award. If the evidence is there, the mark will be too. One of the best things that you can do to help you reach a higher grade is to find out how the marking works and then have a go at some marking yourself.

If there were a real marker in class now, what advice would he or she give?

From the last couple of Year 9 SATs, the markers have been asked to note some of the key things that would put levels up:

They said:

To move from Level 4 to Level 5 you need to:

Show you know where sentences start and stop, Use more types of sentence (complex as well as

simple and compound), Use paragraphs properly, Use linking words or phrases (connectives)

between paragraphs,

To move from Level 5 to 6, you also have to:

Show you can really do full stops (especially not putting in commas where there should be full stops).

Have an opening and closing paragraph and organise the others well to help the readers.

To move from 6 to 7, your examiner will also need to be able to spot:

A range of sentences (including subordinate clauses, lively noun phrases etc) that are interesting and suitable for the task you are writing about and the style you should be writing in.

Links between ideas and paragraphs that are clear and help the writing flow.

So …

For most pupils, the key areas to sharpen up for the writing tasks in the Test are:

Paragraphs Linking words and phrases (connectives)


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Sentences – punctuation and variety

(Over the next few lessons your teacher will work with you to show you how to make ordinary and boring sentences lively and interesting for the examiners and also how to link one idea or paragraph into the next with different connectives so your reader will find what you say easy to follow and interesting to read)

Now … is that all?

Not quite. There are one or two other things the markers have complained about in the last two or three years:

Poor use of commas Openings were fine – but many pupils forgot to do an ending paragraph Speech punctuation (using inverted commas) was poor Using the apostrophe was poor Although you are not marked down for incorrect spelling of very difficult words –

common words and words that are spelt as you would expect could have been better.

Now here's something for you to do:

Here is a piece of writing which is probably a Level 4.What can be done to make it into a Level 5?

Write on the essay the things that could make it Level 5. They are summed up in the following bullet points:

+ Add more interesting words. + Change sentences to make them more interesting and varied.+ Spot the sentence punctuation mistakes. + Show where paragraphs may be improved. + Improve the opening and ending.+ Point to where you think the writer could write better for his or her audience or for the

task of discussing.

Also mark on it what you think is good already.

Are part-time jobs a good idea? Write a speech for a discussion evening at a school, analysing what you think are the advantages and disadvantages of teenagers having part-time jobs. Your audience is your headteacher, Mr Patel, parents, teachers, pupils and local employers.

Good Afternoon, Do you think your teenager should have a part-time job? Does your teenager have a part-time job? These are some questions you aas a parent should think about.

There are many advantages a part-time job could bring your child. Helping them grow up for instants. This could get them used to responsibility later in adult life. Earning a bit of extra pocket money. This could teach your child a bit of hard work comes with a reward, Getting them out the house, Helping them to ineteract with other new people making new friends. These are useful to your teenager for when they grow up and step into the outside world.


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Well you know the saying pleasure dosen't come without pain, there are always disadvantages.

Depending on the type of job your teenager has got it could tier them out and not want to do anything when they get back; this could lead to not doing homework and little jobs around the house.

Not doing homework could get them in a lot of trouble in school, it could also make their school work suffer.

Even though they need to be prepared for adult life they still need a life of their own. A demanding parttime job dosen't hurt a teenager as long as it isn't demanding and it dosen't effect their lives in a dramatic way.

I hope I have got my point across to you, and you can make up your own mind weather a part time job is a good thing or a bad thing?

Here’s a piece of writing that is probably a Level 5. Look at theWhat can be done to make it into a Level 6?

A question has been asked: "Should teenagers be allowed to work". Many people would come to a conclusion straight away without considering the other side of he argument. I would like to consider both sides before reaching my conclusion.

So, firstly, what are the advantages of teenagers getting jobs. The obvious one is that they can get money to spend on what they want instead of asking parents for the money. Another bonus from teenage jobs, are that they will get exercise, during work and on the way (unless they're given a lift), and that they will meet new people at work and make new friends. Jobs will also help prepare them for later life, when, at some point, they'll have to get a job.

Now for the disadvantages. It is less safe when they're on their own, and they may be attacked, or get envolved with an accident, although parents cannot go everywhere with their teenage sons or daughters anyway. Also, there is less time for homework to be done, which may mean that they will put less effort in it, half do it, or not do it at all.

I have come to the conclusion that teenagers shoud be allowed jobs under certain rules; that they do their homework, and will be careful. Also, they should only be allowed to do certain things for jobs, and that your parents should agree with what time you start and finish.


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IMPROVING GRADES IN WRITING

SUMMARY

DON’T FORGET

← To sound like you are writing, not chatting← full stops and capital letter← paragraphs← the opening and ending

THEN DO ALL OF THE FOLLOWING

Read the question and decide exactly what it wants Plan before you start Write for your audience (he, she, it or they are told you in the question) Use the form (letter, speech, brochure, newspaper report etc) Write with purpose (to argue, persuade, inform, describe etc) Put in full stops Put in paragraphs Show you can use other punctuation (commas and speech marks especially) Time it – keep your eye on the clock. Five minutes to check over. Check over by saying it aloud to yourself. Change vague words to more precise ones, change boring words to more

interesting ones, add words to make it more accurate. Try to check and improve your spelling. Remember there are 4 marks for

spelling in the second writing task.


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NOW DO YOUR TEACHIT SELF-ANALYSIS ON THE NEXT PAGE


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How good is my writing?

I can do this

I forget to do this

I will

learn to do this

I don't know

w

hat this m

eans

Use different ways of thinking about how to spell a word,For example, splitting the word into parts; using spelling

rules and using what you know about how other words are

spelt.

Use paragraphs to guide the reader and organise ideas.

Always use capitals and full stops.

Use commas to expand sentences. For example, instead of"Michael Jordan received five Most Valuable Player

awards," "Michael Jordan, the best basketball player in the

world, received five Most Valuable Player awards."

Plan the structure of a piece of writing, including the

conclusion or end.

Use linking words (conjuncts) in essays and non-fiction

writing to link ideas and paragraphs. For example,

however, furthermore, although...Use " " to show that a character said exactly the words you have

have given (direct speech).

Use a new line and a space when a new character speaks

Just after someone else.

Use an apostrophe ' to show something belongs to

someone.

Use an apostrophe ' to show that letters are missing.

Use pastor present tense when it is appropriate.

Use short or long sentences when appropriate.

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NOW TRY TO WORK OUT WHAT LEVEL YOU ARE IN A NUMBER OF IMPORTANT FEATURES OF YOUR WRITING.

HIGHLIGHT YOUR ‘I AM AT LEVEL …’ CHART

This will work best if you do it for yourself.

Look at and think about your last piece of work – or, if you can’t bear to, then get someone to look at it for you. As a very last resort – ask your teacher.

Highlight or tick the box where you think you are.

Most people are not on the same Level all the way through.

Level 3 Level 4 Level 5 Level 6 & aboveSentence punctuation

A number of missing full stops and capital letters

Although there are missing full-stops – usually I’ve put a comma or something else

Only an occasional error in sentence punctuation

No errors except when I’m trying very complicated sentences..

Sentence variety A number of my sentences start with the same word.I use lots of ‘ands’.They are all about the same length.

A bit of variety in length. Not very interesting sentences, though. I couldn’t say why I decided to use this sort of sentence or that sort.

More variety. Writing is becoming interesting for the reader. It does not sound like chat. I’m using sentences for purpose.

A lot of variety. Some starting with subordinate clauses; using commas to add clauses in mid-sentence etc. My sentences are like the sentences that you find in the type of writing that I am imitating

Paragraphing I don’t have any or I have them after every sentence

I use paragraphs when changing main ideas - time, place, activity, topic.

I have an opening paragraph and an ending paragraph. In non-fiction writing my paragraphs start with a sentence which tells what the rest of the paragraph is about.

Opening, ending paragraphs are clear. There is a helpful order of paragraphs in between. For explanations or opinions etc. the reader can follow my main ideas by simply reading the first sentence of each paragraph. The rest of each paragraph develops what is


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said there. Level 3 Level 4 Level 5 Level 6

Paragraph Linking words and phrases(sometimes called 'connectives')

I don’t know what a link word is, let alone a connective.

I’m starting to link but I’m pretty boring and say things like ‘My next point is …’

Usually linked with words such as: Firstly, Following this point, On the other hand

I link backwards and forwards. I use different linking words and phrases.

Words Chat and slang I’m vague – I use easy words

More precise. My only repeated words are when I want to emphasise a point

I use a range of words which will force the reader to think and be interested in the way I say things.

Planning and getting started

I don’t plan. I never know what I’m going to say next. I start, Then I see what happens

I find it difficult to plan. When I do, my essay never seems to follow the plan

I outline plan and write some key words. I picture what I’m going to say

I enjoy planning. I also jot down bits on the plan while I’m writing the essay and new ideas come to me.

Needing to speed up

I spend a lot of time trying to get started

Not enough detail in my writing

I write enough (5 paragraphs in the long essay, 3 paragraphs in the short essay) – but it gives me aching fingers

Partly because I plan well, I usually don’t have to rush. My focus is being as accurate as I can be.

Needing to slow down

I always seem to finish before the rest

Quite a few mistakes – especially careless expression

I spend some of my time looking over what I have written and altering it. Would be better to have done it first time

I never have to slow down. I suppose my planning shows me how much time I should spend on each part

Checking over and spotting mistakes and improvements

Checking over is almost impossible.

I check over but don’t spot many mistakes. I find it boring.

I read aloud in my head. I look out for errors I know I usually make. I also add words and change others

I say goodbye to my paper wishing I had more than the five minutes to look over it. Writing can always be better. I always make several improvements

Reading the question

You don’t write differently for different people or purposes do you?

I write for the purpose. I sometimes write one view when I am supposed to discuss. I tend to say what happened to me when I’m asked to explain

I look at the question to see audience, purpose and form. I’m not quite good enough yet with my words or sentences to sound convincing. But anyone who reads me can see that I am trying

I highlight parts of the question to make sure I don’t get this wroong I enjoy writing in different ways, just like some people like imitating others.


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So …

Now write down:

1. What Level I am usually working at in my writing _______

2. What Level my teacher marked me in the trial test (for writing, not reading) _______

3. What Level I usually reach in my classwork (look at other pieces of writing that your teacher has given a level to or ask your teacher) ______

4. WHAT LEVEL I TARGET MYSELF TO REACH

5. What do I need to do more work on? (Tick the ones you need to improve to achieve a level 5 or a level 6)

a. Sentence punctuationb. Sentence varietyc. Paragraphingd. Paragraph connectivese. Improving writing stylef. Other punctuationg. Speed (slow down speed up)h. My ability to check over my work.

Then:

What can I do between now and the Test?

To improve generally:

Go over your trial Test and look for all the features we have talked about here. Buy and work through some revision guides (such as CPG SATs Revision Guide or

Collins ‘Do Brilliantly KS3 English’)

Link with a partner who wants to do well and work together on each others’ writing styles – help each other.

Your targets should show that you need to improve in at least one of these three assessment focuses (these are the three areas that you are marked on:

1. Sentence Structure and punctuation

You should do both of these: Work (provided by my teacher*) on improving sentences. Write single paragraphs on topics given to you in which you show that you can

write a mixture of simple, compound and complex sentences.

2. Text Structure and Organisation


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Paragraphing and planning

To improve your skills here you will need to either Write 1, 2 or 3 complete essays for the long task and/ or for the short task (Long Task takes

15 minutes to plan and 30 minutes to write; Short Task takes 30 minutes in all)Or Write plans only - 1, 2 or 3 of them (with opening and ending paragraphs completed)

3. Composition and Effect

To improve your skills here, you will need to:

Practice highlighting questions for form, purpose and audience.

Check in my writing over the last few months. Have I written for different audiences? Have I written different types of writing such as letters, speeches, newspaper articles etc. Do I need to re-do any because they are not suitable for that audience or for that form?

Take pieces of writing that have been aimed for a particular audience or form and change the audience or form.

e.g. a letter to Macwimpeys complaining about a piece of metal you found in a burger you bought the other day and asking for your money back - write a letter to a friend telling him/her what happened.

NOW

Have a go at writing the essay below on the next page. Before you do - you should work out what is wanted exactly (form, purpose audience) by making notes on the question:


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Upperley Leisure Centre

Are you a teenager with a talent for presenting information in a persuasive way?

We are looking for a brand new leaflet to promote our Leisure Centre to families with children.

Write the text for our new leaflet, giving information about the range of facilities available and persuading families to try them out.

You could win an exciting prize!

Chris Denford

Write the text for the new information leaflet for Upperley Leisure Centre.

You should spend 40 minutes on this section.

Fun for All the Family

Upperley Leisure Centre

Are you a teenager with a talent for presenting information in a persuasive way?

We are looking for a brand new leaflet to promote our Leisure Centre to families with children.

Write the text for our new leaflet, giving information about the range of facilities available and persuading families to try them out.

You could win an exciting prize!

Chris Denford

Write the text for the new information leaflet for Upperley Leisure Centre.

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`Fun for all the Family' longer writing task

PLANNING

You will need to decide:The different facilities available

How what is available might appeal to different members of the family

How you should organise and link your ideas into paragraphs

How you should start and finish your leaflet

MIGGRI1l111

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WHEN YOU HAVE FINISHED WRITING YOUR WRITING TASK, HAVE A GO AT MARKING IT.

USE A HIGHLIGHTER OR UNDERLINE IN THE MARKING SCHEME BELOW THOSE THINGS THAT APPLY TO YOUR ESSAY.

TRY IT WITH SOMEBODY ELSE'S (YOUR PARTNER).

Sentence Structure and Punctuation

Uses a series of connectives e.g. Most importantly … However much … On the other hand … While Uses variety of verb forms e.g. It might be … I think that… Others may feel …Uses interesting noun phrases, perhaps to start sentences: e.g. Developing your physical skills is …Most punctuation at end of sentences is correctSome other punctuation is used

3 or 4 marksout of a total of 8 marks

Varies length of sentence and focus. E.g. You will find facilities for all age groups. Some of these develop general fitness whilst others build strength. The Centre aims to help everybody’s needs.Range of types of sentence – especially simple and compound – to help style.Variety of punctuation used – with confidence.

5 -6marksout of a total of 8 marks

(4 marks here is a Level 5, 6 marks is a 6 )

Text Structure and Organisation

New paragraph for new ideaParagraphs start with references to previous or coming points to improve flow. E.g. So much for the building, now let’s look inside … Within paragraphs, main points are not just stated, but developed (explained or reasoned). E.g So why have we spent so much on these facilities? Well, we have done so for two reasons. Most importantly …

3-4marksout of a total of 8 marks

Links paragraphs/sections in a variety of ways across the whole piece.Paragraphs are likely to have varied length or structure e.g. in one paragraph there might be contrasting ideas, in another a list of points, in another a description.

5-6marksout of a total of 8 marks

(4 marks is a Level 5, 6 marks is a 6)

Composition and Effect

Matches style used to audience and purpose. Information is clear. Opinion offered is relevant. Some persuasive devices e.g. rhetorical questions You want to be energetic and enjoy life, don’t you?Uses tone to engage reader (e.g. chatty, friendly, sounds expert)Varied vocabulary (in this sort of leaflet it is likely tat you would mix chatty vocabulary with some more formal that shows you know what you are talking about.

4,5 or 6 out of 14

Style suits purpose, audience and form (to persuade, to be read by families, it would go in a leaflet).Interesting and suitable information.The style stays consistent.Some impersonal language where appropriate e.g. It has been shown that physical

7,8 or 9 out of 14


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activity improves health …

(4 would be a Level 4, 5 would be a bottom Level 5; 7 would be a top level 5; 8 and 9 would be Level 6)

Add up your three marks to make an overall mark out of 30.

Total out of 30 6 - 10 11 - 16 17 - 21LEVEL 4 5 6

And finally …

THE SECOND WRITING TASK

Remember, there is a second writing task (marked out of 20). This is the short writing task.

It is marked slightly differently and it includes spelling.

Here’s a fuller explanation of how the marks are awarded here, if you want to read it:

In the short task Sentence Structure and Punctuation is combined with Text Structure and Organisation (remember it is much shorter – perhaps only two or three paragraphs) to create a mark out of 6. The Composition and Effect mark is out of 10. In this task you will also be marked for spelling (out of 4). This is the only part marked for spelling – which makes it particularly important that you really check over every word and those you are unsure of – go over again).The total mark is out of 20,

The question will be of a different text type to that of the longer writing task.

The question will be linked in some way to your Shakespeare play - but remember that it is designed to test your writing abilities NOT your detailed knowledge of the Shakespeare play. You probably will not need to mention the play at all.

It is shorter (you are told to spend half an hour in total on it). You will probably not be given a plan to help you BUT THIS DOES NOT MEAN THAT YOU SHOULD NOT PLAN IT.

You should aim to highlight the main points in the question - to check you know exactly what is wanted (audience, form, purpose), then jot down a plan to write perhaps 4 paragraphs in all.

If there is time, your teacher will look at an example or two with you and give you some practice.

Probably the marks out of 20 will be something like:

Total out of 20 4, 5 and 6 7, 8 , 9 & 10 11, 12, 13 & 14Likely Level 4 5 6


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