Persuasive Writing Guide Naplan
Persuasive Writing Guide Naplan
Persuasive Writing Guide Naplan
Contents
Assessing Writing in the National Assessment Program ................................... 5
The NAPLAN writing task
Definition
Criteria ................................................................................................................ 8
1. Audience
2. Text structure
3. Ideas
10
4. Persuasive devices
11
5. Vocabulary
12
6. Cohesion
13
7. Paragraphing
14
8. Sentence structure
15
9. Punctuation
16
10. Spelling
17
18
20
22
24
28
30
32
36
38
40
42
46
50
54
58
62
66
70
74
Contents
Annotated Discussion scripts ........................................................................... 78
One glorious morning
78
Bird Report
82
86
2. Vocabulary
89
3. Cohesion
91
4. Sentence structure
93
5. Punctuation
96
Start with an introduction. An introduction lets a reader know what you are going to write about.
Write your opinion on this topic. Give reasons for your opinion. Explain your reasons for your
opinion.
Finish with a conclusion. A conclusion sums up your reasons so that a reader is convinced of your
opinion.
Remember to:
plan your writing
use paragraphs to organise your ideas
write in sentences
choose your words carefully to convince a reader of your opinion
pay attention to your spelling and punctuation
check and edit your writing so it is clear for a reader.
Definition
The following definition has shaped the development of the task and the persuasive writing marking criteria.
The purpose of persuasive writing is to persuade a reader to a point of view on an issue. Persuasive writing may
express an opinion, discuss, analyse and evaluate an issue. It may also entertain and inform.
The style of persuasive writing may be formal or informal but it requires the writer to adopt a sense of authority
on the subject matter and to develop the subject in an ordered, rational way. A writer of a persuasive text may
draw on their own personal knowledge and experience or may draw on detailed knowledge of a particular subject
or issue.
The main structural components of the persuasive text are the introduction, development of argument (body) and
conclusion.
Within the broad persuasive genre and within the context of the given topic, writers may make decisions
about themes and subjects they choose to write about and the details they use to develop their ideas. The task
does not specify a preference for particular content on the given topic.
Audience
Text structure
Ideas
Persuasive devices
The use of a range of persuasive devices to enhance the writers position and
persuade the reader
Vocabulary
Cohesion
The control of multiple threads and relationships across the text, achieved
through the use of referring words, ellipsis, text connectives, substitutions
and word associations
Paragraphing
The segmenting of text into paragraphs that assists the reader to follow the
line of argument
Sentence structure
Punctuation
The use of correct and appropriate punctuation to aid the reading of the text
10
Spelling
The following table shows the range of score points for each criterion:
Audience
0-6
Text
Ideas Persuasive Vocabulary Cohesion Paragraphing Sentence Punctuation
structure
devices
structure
0-4
0-5
0-4
0-5
0-4
0-3
0-6
0-5
Spelling
0-6
Criteria
1. Audience
Skill focus: The writers capacity to orient, engage and persuade the reader.
Category descriptor
0
Sample scripts
PletRi DoLiSal (18)
Additional information
OR
-- an internally consistent
persuasive text that attempts
to support the reader
by developing a shared
understanding of context
supports reader understanding
AND
begins to engage and persuade
reader through language choices
supports, engages and persuades
the reader through deliberate
language choices and persuasive
techniques
controls writer/reader
relationship
-- establishes strong, credible
voice
2. Text structure
Skill focus: The organisation of the structural components of a persuasive text (introduction, body and conclusion) into
an appropriate and effective text structure.
Category descriptor
0
Additional information
symbols or drawings
text may be
Sample scripts
PletRi DoLiSal (18)
OR
all components are present but
weak
text contains an introduction, a
body and conclusion
OR
AND
-- conclusion that reinforces the
writers position
3. Ideas
Skill focus: The selection, relevance and elaboration of ideas for a persuasive argument.
Category descriptor
0
no evidence or insufficient
evidence
Additional information
symbols or drawings
Sample scripts
PletRi DoLiSal (18)
Some anmals coud die (20)
OR
2
OR
many simple ideas that are
related but not elaborated
OR
may be assertions/opinions
10
OR
4. Persuasive devices
Skill focus: The use of a range of persuasive devices to enhance the writers position and persuade the reader.
Category descriptor
Additional information
Sample scripts
PletRi DoLiSal (18)
Some anmals coud die (20)
OR
NOTES
About a page of writing is needed to consider sustained use.
11
5. Vocabulary
Skill focus: The range and precision of contextually appropriate language choices.
Category descriptor
Additional information
Sample scripts
PletRi DoLiSal (18)
symbols or drawings
single nouns
sustained and
-- ultimate, certain, extreme, possibly, definitely,
consistent use of
rarely
precise words and word
precise word groups
groups that enhance
the meaning (may be
-- duty of care, quick-minded person, a positive
some inappropriate
impact on society
or inaccurate word
modal groups
choices)
-- it would seem that, it is unlikely that
a range of precise and
technical
effective words and
word groups is used in
-- habitat, life expectancy, politician, global warming,
a fluent and articulate
financial crisis
manner
nominalisations
language choice is well
-- probability, likelihood, shortsightedness
matched to style of
argument
figurative language, e.g. alliteration, metaphor,
simile, personification
12
NOTES
Words are generally classified into two classes:
Content words (or lexical items) describe objects and concepts. This class of words consists of nouns, verbs,
adverbs, adjectives, noun groups, phrasal verbs and verb groups.
Grammatical word classes (or structural words) consist of prepositions, articles, conjunctions, pronouns and
interjections.
About a page of writing is needed to consider sustained use.
6. Cohesion
Skill focus: The control of multiple threads and relationships across the text, achieved through the use of referring
words, ellipsis, text connectives, substitutions and word associations.
Category descriptor
0
1
Sample scripts
symbols or drawings
short script
Additional information
OR
longer text with cohesion
controlled only in parts
reader may occasionally need to
re-read and provide their own links
to clarify meaning
controlled use of cohesive devices
supports reader understanding
meaning is clear on first reading
and text flows well in a sustained
piece of writing
May use
- simple word associations
motorbike rider/stunts, bandaid/
stick
- small selection of simple
connectives and conjunctions
and, if, so, when, because, not
only ... but also, then, but, or
May use
NOTES
About a page of writing is needed to consider sustained use.
13
7. Paragraphing
Skill focus: The segmenting of text into paragraphs that assists the reader to follow the line of argument.
Category descriptor
no correct use of
paragraphing
Additional information
Sample scripts
NOTES
For the purposes of the task, intended paragraphs can be indicated by any of the following conventions:
indentation of a new line
space between blocks of text
student annotations, e.g. P for paragraph or NP for new paragraph, tram lines, square brackets, asterisk
available space on previous line left unused, followed by new line for paragraph beginning.
14
8. Sentence structure
Skill focus: The production of grammatically correct, structurally sound and meaningful sentences.
Category descriptor
0
Additional information
Sample scripts
no evidence of sentences
AND
some complex sentences are
correct
meaning is predominantly clear
most simple, compound and
complex sentences are correct
OR
demonstrates variety
meaning is clear and sentences
enhance meaning
all sentences are correct (allow
for occasional slip, e.g. a
missing word)
meaning is clear
sentences are correct (allow
for occasional error in more
sophisticated structures)
NOTES
Some students do not accurately identify their sentence boundaries with punctuation. In these cases it will be necessary
to read the intended sentence. Run-on sentences should not be regarded as successful (overly repeated and, so etc).
Verb control and preposition errors should be considered as sentence errors.
Most is approximately 80%.
15
9. Punctuation
Skill focus: The use of correct and appropriate punctuation to aid reading of the text.
Category descriptor
SENTENCE PUNCTUATION
INCLUDES
Sample scripts
PletRi DoLiSal (18)
OR
Under Certain
Circumstances (54)
points of ellipsis
NOUN CAPITALISATION
INCLUDES
AND
NOTES
16
Additional information
In first draft writing, allowances can be made for the very occasional omission of sentence punctuation at Categories 4 and 5.
Mostly is approximately 80% but it is not intended that every use of punctuation is calculated rigorously.
Do not penalise for different heading styles. The following styles are all considered acceptable:
- only the first letter capitalised (It is cruel to keep animals in cages or zoos)
- the first letter of all major words capitalised (It Is Cruel to Keep Animals in Cages or Zoos)
- all words capitalised (It Is Cruel To Keep Animals In Cages Or Zoos)
- all letters capitalised (IT IS CRUEL TO KEEP ANIMALS IN CAGES OR ZOOS)
Splice commas used to join two sentences are INCORRECT, e.g. The dog ate my home work, it was hungry. Do not score this as
correct sentence punctuation or comma use.
10. Spelling
Skill focus: The accuracy of spelling and the difficulty of the words used.
Category descriptor
0
no conventional
spelling
few examples of
conventional spelling
Limited evidence (less
than 20 words written)
correct spelling of
-- most simple words
-- some common
words (at least two)
errors evident in
common words
correct spelling of
-- most common
words
-- some difficult words
(at least two)
incorrect difficult words
do not outnumber
correct difficult words
correct spelling of
-- simple words
-- most common
words
Additional information
SIMPLE WORDS
words with two letters (an, be, it, on, up, my)
single-syllable words with
- short vowel sounds (cat, men, fit, not, fun)
-- at least 10 difficult
words
Under Certain
Circumstances (54)
Sample scripts
AND
at least 10 difficult
words and some
CHALLENGING WORDS
challenging words
OR at least 15 difficult unusual consonant patterns (guarantee)
words if no challenging longer words with unstressed syllables (responsibility)
words
suffixes to words ending in e, c or l (physically, changeable,
plasticity)
allow for a very
occasional minor slip
foreign words (lieutenant, nonchalant)
(one or two)
17
18
PletRi DoLisal
Criterion
Score
Annotations
1. Audience
Text has the intention of conveying meaning. Although some words appear
discernible (he, to, the, all, anuf, wota), text is predominantly strings of letters from
which meaning cannot be accessed.
2. Text structure
3. Ideas
Insufficient evidence.
4. Persuasive devices
Insufficient evidence.
5. Vocabulary
6. Cohesion
7. Paragraphing
No paragraphing.
8. Sentence structure
No evidence of sentences.
9. Punctuation
Text is a random mix of capital and lower case letters. Full stops at the end of lines
override the use of one (possibly) correct at end.
10. Spelling
Some simple words may be distinguishable (he, to, the, all); however, because text is
predominantly letter strings, there is a lack of context to verify meaning.
19
20
Score
Annotations
1. Audience
A very short text with some simple content that does not orient the reader.
2. Text structure
3. Ideas
4. Persuasive devices
Insufficient evidence. Conditional mood (if) and modal verb (coud) are present but not used
as persuasive devices as there is no opinion to be persuaded to.
5. Vocabulary
6. Cohesion
7. Paragraphing
No paragraphs.
8. Sentence structure
Very short script with correct formation of one dependent clause, part of which could stand
alone as a simple sentence (some anmals coud die).
9. Punctuation
One full stop correct. Correct contraction (dont) is not considered as control of sentence
punctuation is not demonstrated.
10. Spelling
Limited evidence. Less than 20 words are written. Even though there are four correct
common words (because, dont, some, die), this cannot be considered for Category 2.
21
22
Score
Annotations
1. Audience
Text has simple written content. Some meaning can be accessed through
imputation of words. High Category 1.
2. Text structure
Minimal evidence of persuasive structure. Text gives an opinion (animals are vare
inpotet for aw oref).
3. Ideas
4. Persuasive devices
Two instances of persuasive devices used: statement of authority (animals are vare
inpotet for aw oref) and appeal to reader (wi dt we respt theer homs).
5. Vocabulary
Mostly simple content words. Some precise use (inpotet oref, respt).
6. Cohesion
A short script. Although there are some links (it was sad, theer homs, aw oref, wi dt
we respt) across sentences, there is insufficient evidence for Category 2.
7. Paragraphing
No evidence of paragraphing.
8. Sentence structure
9. Punctuation
Full stop and capital letter after sad are the only clear instances of correct sentence
punctuation.
10. Spelling
Text contains few examples of conventional spelling. There are some correct simple
words and one correct common word. Does not meet requirements for Category 2.
Errors include hoem/homs, sor, dedth, cagaro, borg, sot, ever, tim, vare, etc.
Simple words correct: I, was, going, and, me, my, mum, it, sad, get, are, for, we.
Common word correct: animals.
23
24
25
26
Score
Annotations
1. Audience
2. Text structure
States a position followed by list of reasons that support that position. Minimal
evidence of structural components.
3. Ideas
4. Persuasive devices
Devices include opinion supported by reasons, modal verbs (miet, may be), appeal
to emotion (taken away from there family), address of reader (What happens when
), conditional mood (if could, if mite). Although there is a range of devices
used, they are not successful.
5. Vocabulary
Mostly simple words with some precise use (spiecel toy, samething that is prese).
6. Cohesion
7. Paragraphing
No paragraphs.
8. Sentence structure
Many run-on sentences and sentence errors such as missing words and verb errors.
There are some correct formations (e.g. they want there food).
9. Punctuation
10. Spelling
Common words correct: cruel, animals, cages, because, world, they, taken, away,
family, want, people, friendly, care, when, very, hungry, really, after, danger, light,
could, die, break, over, eyes.
Common words incorrect: same (some), there (they), miet, worred, fare (far), tips
(types), mayby, fied, samething (something), stack (stuck), happins, heart (hurt),
scerd, goose (goes), track (truck), medal (metal), peses, maen.
Difficult word incorrect: cantry.
27
28
Score
Annotations
1. Audience
Gives some content to orient reader but gaps exist in information. (What is cruel?
Why wont the animals have freedom?)
2. Text structure
3. Ideas
4. Persuasive devices
Devices used are the same type: statements of personal opinion with reasons.
5. Vocabulary
6. Cohesion
A short text with incorrect reference: referring pronoun you should be they. In
middle sentence, the second use of the animals would be better replaced with a
referring pronoun.
7. Paragraphing
No paragraphing.
8. Sentence structure
Three complex sentences that use same basic construction (clause beginning with
because in the same position). First sentence also has projected clause (I think )
9. Punctuation
10. Spelling
Correct spelling of most simple words and some common words. Errors evident in
common words.
Common words correct: cruel, because, animals, same.
Common words incorrect: thike, don, feemd, veyl, loweu, wot, eavre, booring.
29
30
Score
Annotations
1. Audience
2. Text structure
3. Ideas
4. Persuasive devices
Text contains personal opinions (It is really good), some of which have reasons
(I think ... because).
5. Vocabulary
6. Cohesion
Key phrases are repeated across text. Noun-pronoun referencing is correct within
sentences. There is also cohesion through word associations (animals, birds, tigers,
lions, elephants, kangaroos).
7. Paragraphing
First line of text is a heading, followed by a new line for each sentence, none of
which is elaborated and past a basic idea.
8. Sentence structure
One simple, two compound and one complex sentence are correct. Two complex
incorrect in fourth section of text, statement switches to question form. Last
section consists of one incorrect sentence and a fragment.
9. Punctuation
Sentence punctuation is correct. Other correct use includes commas in list and
apostrophe for contraction. Incorrect use of apostrophes for plurals in zoos,
elephants and kangaroos and stray capital (Put) keep this from Category 4.
Most simple and most common words correct.
10. Spelling
Common words correct: cruel, animals, cages, really, any, other, tigers, lions, inside,
elephants, kangaroos, wild, think, they, wont, know, what, freedom, people, like.
Because is spelt correctly and incorrectly. Just enough common words correct for
Category 3.
31
32
33
34
Score
Annotations
1. Audience
There is enough information to orient the reader. Text contains a few points to
support two clearly stated but opposing opinions.
2. Text structure
3. Ideas
Several unelaborated ideas that relate plausibly. Each section consists of four or
more unelaborated ideas.
4. Persuasive devices
5. Vocabulary
Mostly simple content words with two instances of precise use (face danger, explore
new places).
6. Cohesion
Referring words are accurate. A small range of connectives (because, if, and) and
word associations (e.g. danger/fight/killed, free/explore new places) are used. Tense
used in bullet points is not consistent (e.g. wont/wont/would/will) and does not
match stems.
7. Paragraphing
Both stems and their dot points form basic complex sentences of the same type.
Text does not show the complexity necessary for a Category 3. Verb error in fourth
dot point (cames).
Text contains at least two accurately punctuated sentences: capital to start stem and
full stop after bullet point. However, there is some inconsistency with this style.
Capitals to begin bullet points are used consistently and therefore not penalised.
Uses two colons, comma for phrasing and slash for he/her. Misses contraction in
wont.
8. Sentence structure
9. Punctuation
Common words correct: agree, animals, should, cages, they, because, wont (letter
order is correct for wont), face, danger, fight, other, killed, another, would, saved,
strong, gate, water, every, time, why, disagree, free, allowed, anything, want, explore,
new, places, eating, what ever, also, owner, person, who, looked, after.
Common words incorrect: cames, what (want), vist.
35
36
Score
Annotations
1. Audience
Argument is clear and supported with some evidence. The distinction between
cages and zoos is made clear through reasons presented.
2. Text structure
3. Ideas
4. Persuasive devices
5. Vocabulary
Mostly simple content words with some precise words or word groups (in the wild,
break out, habitat).
6. Cohesion
7. Paragraphing
No paragraphs.
8. Sentence structure
9. Punctuation
10. Spelling
Common words correct: think, should, animals, cages, because, they, would, want,
wild, family, also, cruel, sometimes, try, break, hurt, them selves, small, move, around,
there, hunters, tiny, where, why.
Common words incorrect: there (their), to (too), their (theyre).
Difficult words correct: habitat, bored.
37
38
Score
Annotations
1. Audience
Orients the reader by making position clear. There is an attempt to support the
reader by presenting sufficient information to provide a line of argument that takes
both sides.
2. Text structure
3. Ideas
4. Persuasive devices
Several instances of at least two types of persuasive devices that support writers
position. Several statements of personal opinion (e.g. I agree because; I disagree
because I think ... should), conditional (If ... will), value statement (I know if ... I
wouldnt) and attempt at emphasis (So what Im trying to say ...). Not successful
enough for Category 3.
5. Vocabulary
Text consists mostly of simple words. Precise words are indangered, in the wild,
sheltered.
6. Cohesion
7. Paragraphing
Simple and compound sentences correct (one of each). Some complex sentences
correct. Experimentation with complexity is evident in second paragraph. Last
sentence of third paragraph (If I was ) could have used subjunctive tense (If I
were ) but writer is not penalised for this. Enough success for Category 3.
8. Sentence structure
9. Punctuation
Correct spelling of most simple words and most common words. High Category 3.
10. Spelling
Common words correct: cruel, animal, cages, agree, also, dont, today, reasons,
because, some, like, pandas, they, wild, a nother, people, lion, disagree, think, should,
learn, catch, find, own, shelter, too, family, know, touched, what, trying.
Common words incorrect: there (their), wouldent.
Difficult words correct: statement.
Difficult words incorrect: indangered.
39
40
Score
Annotations
1. Audience
2. Text structure
The text contains two clearly identifiable structural components: a body and a
conclusion which makes reference to preceding opinion.
3. Ideas
Ideas are supported with some elaboration. Ideas include toys and games being
used for educational and physical activity purposes, their appeal to all ages and
their accessibility.
4. Persuasive devices
Devices include personal opinion supported by reasons (So I dont think ... , I
think ...), and address of reader (So if you think ... ,Everyone can play ...). Attempts
emphasis through lists. Attempts logical reasoning.
5. Vocabulary
Mostly simple words including names of popular games and sporting equipment.
One precise word (educational).
6. Cohesion
7. Paragraphing
Text includes five complex sentences, four of which are correct: I disagree that
; So I dont think too much money ; I think people like ; So if you think
Errors are: fragment (Because ...); incorrect placement of phrase in sentence Also
toys and games ; preposition (hundreds of more); and three unnecessary words in
compound sentence (People also like ). Sufficient evidence for Category 3.
All sentences are correctly demarcated with capital letters and end-markers
(though redundant use of exclamation marks in two sentences). Some correct use
of other punctuation commas in lists, apostrophe for contraction (dont) and
noun capitalization for brand name games.
8. Sentence structure
9. Punctuation
Correct use of simple words, most common words and some difficult words.
10. Spelling
Common words correct: disagree, too, money, spent, games, because, some, also, like,
skipping, basketball, more, everyone, scrabble, snakes, ladders, hundreds, playing,
older, people, they, might, poker, dont, think, family, making, wasting, make, own,
enjoy.
Common words incorrect: your (youre).
Difficult words correct: educational, trampolines, Monopoly, boardgames.
Difficult words incorrect: excersize.
41
42
43
44
Score
Annotations
1. Audience
2. Text structure
3. Ideas
Several ideas are elaborated with some evidence which is mainly assertion/opinion.
A solid Category 3.
4. Persuasive devices
Several instances of statements of personal opinion: I do not agree ... but I agree;
In my opinion ... should; My idea of ...; One of the main reasons that I disagree ...;
Overall I agree. Several uses of modality ( shouldnt be locked up.) Overall, devices
are not effective for Category 3.
5. Vocabulary
Some use of precise words and word groups: only certain animals, similar to the one,
mimick the animals natural habitat so well that, born into captivity, reduce the risk.
Not the sustained use needed for Category 4.
6. Cohesion
Meaning is clear on first reading. Referencing is correct (I agree with it, lions, tigers
and hippos they, is one one in Dubbo). Sufficient use of connectives (but then,
because, although, so, also, overall).
7. Paragraphing
Attempts topic sentences to start each paragraph with some success, e.g. second
paragraph. Second and fourth paragraphs have some brief supporting detail. An
example of a weak Category 2 text.
8. Sentence structure
Most simple, compound and complex sentences are correct but there are not
enough sophisticated structures for Category 4. Errors include repetition of animals
in second paragraph, fragment in fourth paragraph and incorrect verb (keept).
9. Punctuation
Correct spelling of simple words, most common words and at least 10 difficult
words.
Common words incorrect: mimick, their (theyre), keept.
10. Spelling
45
46
47
48
Score
Annotations
1. Audience
Begins to engage and persuade with reasoned argument. Detail provided reveals
values.
2. Text structure
3. Ideas
Each idea has developed elaboration; however, most is assertion or opinion (dogs
love human attention, cats, birds and fish can take care of themselves). Not effective
for Category 4.
4. Persuasive devices
Devices are effective through appeal to readers logic, emotions and values (e.g. we
need them to supply us with food or die of starvation; Dogs love human attention
so it isnt cruel to keep them as pets or working animals.)
5. Vocabulary
6. Cohesion
Meaning is clear and text flows well in a sustained piece of writing. Referencing
is correct. Repetition (For animals such as) to start paragraphs assists the smooth
reading of this text. Text uses linking words and phrases (Some of those reasons,
depending on the reason, without them). Uses mostly simple word associations
(food/eggs/meat/vegetarian).
7. Paragraphing
Paragraphs are logically constructed and contain a topic sentence with relevant and
focused supporting detail. Strong Category 2.
Sentences are correct and demonstrate control of elaborating clauses and phrases.
Uses a small range of structures such as non-finite clauses (It isnt cruel to keep
them , to supply us ) and shifting of clause position in first and third paras
(Depending on the reason ...) but does not have the variety for Category 5.
Not enough sentence punctuation correct for Category 3, with splice commas
(second and fifth paragraphs), missing full stop (fourth paragraph) and missing
capital in the final paragraph (keeping). There are several correct uses of commas
for lists and apostrophes for contraction. Some correct and some missing commas
for phrasing but these are not considered until Category 3 sentence punctuation is
achieved.
8. Sentence structure
9. Punctuation
49
50
51
52
Score
Annotations
1. Audience
2. Text structure
3. Ideas
Ideas are elaborated and draw on big issues (role of governments and activist groups,
human nature) to build argument. Supports using examples and references (Dubbo
Zoo, 60 minutes) and by counter argument (Some may argue ).
4. Persuasive devices
Use of devices is mostly effective. Text appeals to reason and values. Devices include
drawing readers attention (You may have ), modifiers to temper intensity of
argument (some may argue, many years), conditional mood and emphatic statement
(if an animal is crammed into a cage it is wrong), and emotive language.
5. Vocabulary
Consistent use of precise words and word groups to enhance meaning with some
inaccurate use (e.g. well founder countries, state of the arch, animals well being as
safty).
6. Cohesion
7. Paragraphing
Paragraphs are ordered, cumulatively build argument across text, and have topic and
summary sentences to pace and direct reader attention within paragraphs.
Sentence punctuation is mostly correct (two errors) and there is some correct use
of commas for phrasing, quotation marks (60 minutes) and some correct noun
capitalisation (Dubbo, Bangladesh, RSPCA, Green Piece; incorrect on china, chinese).
Two possessive apostrophes are missing.
8. Sentence structure
9. Punctuation
All simple and most common words correct. Although there are more than 15
difficult words correct, errors prevent Category 6. Names of countries are not
considered.
Common words incorrect: bread (bred), Piece, safty.
10. Spelling
53
54
55
56
Score
Annotations
2. Text structure
3. Ideas
Ideas are elaborated, contribute effectively to writers position and reflect on widerworld issues.
Sustained and effective use of persuasive devices. A range of types is used: personal
opinion (I think x 2), appeal to reader x 3 (us), conditional mood, authoritative
statements, repetition (grasslands of Africa/ grasslands of Taronga; work for dinner/
work for visitors) and modality (I should see no point , animals can be kept).
6. Cohesion
7. Paragraphing
Most simple, compound and complex sentences are correct. Error in an extended
simple sentence in first paragraph. Uses some non-finite clauses (forced to live,
Animals living in zoos, keeping animals is only cruel ...). Does not have the variety
for Category 5. Other errors have been considered in cohesion or vocabulary.
Most sentences are correct. One missing capital to begin. Correct use of other
punctuation includes apostrophe for contraction and commas for lists. Some
correct commas for phrasing. Uses many random capitals, incorrect apostrophe in
a plural (zoos), and misses noun capitalisation for africa and toronga.
1. Audience
4. Persuasive devices
5. Vocabulary
8. Sentence structure
9. Punctuation
All simple and most common words correct. Although there are 15 difficult words
correct, errors prevent Category 6.
Common words incorrect: allthough, coarse (course).
10. Spelling
57
58
59
60
Score
Annotations
1. Audience
2. Text structure
A longer text with a weaker introduction, a strong body and a conclusion that
reinforces the argument.
3. Ideas
Writer addresses wider issues of education, chidrens development and health. The
use of logical reasoning provides sufficient elaboration for Category 4.
Uses some devices that persuade: modality (money should be spent on), statements
of personal opinion (I but I believe, I believe ... because), authoritative statements
(... but there are many that help the child ... , there are negatives.), repetition for
emphasis (there is too much money ... Hundreds of dollars ), generalised supporting
evidence (...and many people are agreeing ...), tricolon (learning , keeping ,
developing ), and appeal to values. Lack of continuity of development of some
ideas causes persuasive devices to lose effectiveness.
6. Cohesion
7. Paragraphing
8. Sentence structure
Sentences show variety but there is not the correctness required for Category
5. Attempts at more sophisticated structures result in error: in paragraph four,
missing word (and [they] will) and verb error (games/forces); in last paragraph,
preposition error (needs on games).
9. Punctuation
All sentence punctuation is correct. Use of commas is controlled in lists and for
phrasing. One possessive apostrophe missing (childs) and one correct (childrens).
4. Persuasive devices
5. Vocabulary
Correct spelling of all simple and common words. At least 10 difficult words
correct.
10. Spelling
61
62
63
64
Score
Annotations
Opens strongly by using narrative to engage reader, illustrate point and set up
context. Not maintained to this same level across text.
2. Text structure
Coherent, controlled and complete argument with all parts well developed. Text
has strong introduction that uses narrative to set context. Writers position is stated
in paragraph two. Body elaborates the writers opinions and conclusion summarises
writers position and instructs reader.
3. Ideas
Ideas are elaborated and contribute to the writers position. Opening is highly
effective. Body and conclusion do not have the crafting for Category 5.
4. Persuasive devices
5. Vocabulary
Begins strongly by using a range of precise words to create imagery. However, use is
not sustained.
6. Cohesion
Meaning is clear on first reading; however, text does not have the range of
cohesive devices for Category 4. Uses correct referencing, connectives and
word associations. Experimentation with structure leads to tense change in first
paragraph (moved ... spots)
7. Paragraphing
8. Sentence structure
Sentences are correct and demonstrate a variety of clause structures, phrases and
sentence lengths. Minor slip allowed as he meets the ground and an a excited
Controls sentence punctuation and correctly uses apostrophes for possession (lions,
todays) and contraction, and quote marks for specific use (the real world). Mostly
correct use of commas for phrasing (some overuse) and experiments with quotes to
introduce counter argument. Not the precise use required for Category 5.
1. Audience
9. Punctuation
All simple, most common words correct. Although there are more than 15 difficult
words correct, errors prevent Category 6.
Common words incorrect: peice.
10. Spelling
65
66
67
68
Score
Annotations
All parts are well developed. Strong introduction states position clearly. Body
contains two points of argument that are elaborated and the conclusion reiterates
position and makes a general statement that succinctly summarises this position.
Text advocates for animal rights and freedom in the wild. These ideas are
elaborated and contribute effectively to writers position. Also develops position by
refutation and making recommendations (humans could help by).
4. Persuasive devices
5. Vocabulary
Consistent use of precise words and word groups with some inaccuracy (amount of
deaths, skills of fastness and attacking methods).
6. Cohesion
7. Paragraphing
Paragraphs are structured and ordered to pace and direct readers attention and
cumulatively build argument across text.
8. Sentence structure
A range of more sophisticated structures is used. Errors keep this from Category 5:
verb error in line 3 (being kept), missing verb in last sentence of 1st paragraph, and
agreement error in 2nd paragraph (all of their life).
9. Punctuation
Sentence level punctuation is correct. One missing question mark in first paragraph
(two used successfully over the text), mostly successful use of commas for phrasing
and in lists and an apostrophe for plural possession (animals). Strong Category 4.
1. Audience
2. Text structure
3. Ideas
All simple and most common words correct. Although there are more than 15
difficult words correct, errors prevent Category 6.
Common words incorrect: romed.
10. Spelling
69
70
71
72
Score
Annotations
1. Audience
Text is crafted, topic is focused and information is selected to argue position succinctly.
Uses a respectful style that appeals to readers reason, values and emotions.
2. Text structure
All parts are well developed. Topic is defined and position stated in introduction. Detailed
longer body develops position. Conclusion strongly reiterates position.
3. Ideas
Ideas are generated, selected and crafted to be highly persuasive. Argues against the
violation of animal welfare by contrasting space provided for and treatment of animals.
Subtly expresses recommendations and supports points of argument with examples.
4. Persuasive
devices
Within a reasoned argument, effectively uses a range of devices with sophistication, e.g.
statements of varying intensity are juxtaposed effectively to support position (e.g. zoos
can have useful purposes to keep animals locked in cages is a cruelty and injustice). Also
effectively uses modal verbs, conditional tense and deliberately understated emotive
language.
5. Vocabulary
A range of precise and effective words and word groups used in a fluent and articulate
manner. Language choices are well matched to style of argument.
Meaning is clear and text flows well in a sustained piece of writing. Examples of cohesive
elements include correct referencing, a range of connectives and word associations (areas/
cages/facilities/environment/captivity/sanctuaries).
7. Paragraphing
Paragraphs are ordered and cumulatively build to support argument. They contain topic
sentences, development of idea and summary statements. However, first body paragraph
contains two correct and complete undemarcated paragraphs. There is a missing break at
However,). This prevents Category 3. This is a very high Category 2 script.
8. Sentence
structure
Uses a range of stylistically appropriate constructions that show variety. Some errors:
missing subject and verb they are (p.2 line 5), and awkward phrasing in conclusion.
Sufficient evidence for Category 5.
9. Punctuation
Sentence punctuation correct. Commas are used in a range of ways: lists, parentheses and
phrasing to pace and control reading of text. One missing possessive apostrophe (animals
life expectancy) allowed at this level in extended first draft writing.
6. Cohesion
Correct spelling of simple, most common, many difficult and three challenging words.
Errors prevent Category 6. Allowance made for minor slip then (than).
Simple and common words incorrect: then (than), provent.
10. Spelling
73
74
75
76
Score
Annotations
1. Audience
Text establishes strong, credible voice. Values and attitudes are revealed. Writing is crafted
to influence reader through sustained use of persuasive techniques. Control of language
choices enables the reader to concentrate on the issues being presented.
2. Text structure
All components are well developed. The introduction foreshadows the argument that
follows. The body develops each point of argument. Conclusion succinctly reinforces the
argument that has been presented.
Ideas are carefully selected and crafted to be highly persuasive. Benefits and drawbacks
of toys and games to educational, social and recreational development are presented in a
well organised manner with a balance between personal and social perspective. Cause and
effect reasoning leads the reader through the text.
Effectively uses and maintains a range of persuasive devices appropriate to the style of
argument: authoritative statements (It is important), personal opinions and experiences
(I still believe humans...; This is ironic because I ...), modality (everything should be done
in moderation), paired conjunctions for emphasis (not only but also), repetition (cost
money, and that money is money gone).
Language choice is well matched to the reasoned style of argument: leisure and recreational
activities, more productive activities, expand your social network, incur, used in moderation,
frame of mind, develop bad habits, allocate time and money, ensure, regulated.
6. Cohesion
A range of devices is used correctly and deliberately. Consistently correct use of referring
words, text connectives, conjunctions, substitutions (such things, such activities) and
word associations. Deliberate pronoun redundancy (I, myself) supports underlying
relationships.
7. Paragraphing
Paragraphs are linked and are deliberately structured to progress and consolidate the
argument. The cumulative structure assists the reader to follow the line of argument.
8. Sentence
structure
Sentences are correct and consistently effective, e.g. paragraph four, first sentence.
Dependent clause position is varied and controlled. Stylistically appropriate for text type.
All sentence punctuation is correct. Mostly correct use of other. Commas are mostly
correct (incorrect after myself) and uses a comma instead of semicolon in last paragraph
(toys and games, however). Correct apostrophe for contraction (doesnt) but missing
apostrophe for possession (parents/guardians savings).
3. Ideas
4. Persuasive
devices
5. Vocabulary
9. Punctuation
77
78
79
80
Score
Annotations
1. Audience
Some information is provided to support the reader. Does not meet the audience
expectation of a persuasive text. Attempts to develop a scenario about the topic but text is
not internally consistent.
2. Text structure
3. Ideas
4. Persuasive
devices
5. Vocabulary
Uses mostly simple words and word groups (one glorious morning, get dressed, brush my
teeth, crying). Some precise use (shed a tear, looked at me straingly).
6. Cohesion
Text has correct noun-pronoun referencing (cup it ... it ... it), simple lexical cohesion
(tear/tantrum/crying) and a small selection of connectives (one glorious morning, on the
way, then, so). Tense changes across text from present to past. Incorrect conjunction (
straingly that).
7. Paragraphing
Text consists of mostly correct simple and compound sentences. There are some complex
sentences: two have if dependent clauses and all others use projected clauses (Well who
knows? I said; I said to myself What do you think), but insufficient evidence for a category
3. Error in preposition use (spent in things).
Most sentences are punctuated correctly (more than 80%). There are missing full stops
after TANTRUM, we will get it, and dad said. Missing capital to start sentence then I said.
There are two or more different examples of other punctuation: noun capitalisation and
two correct apostrophes for contraction (didnt, Ive). Attempts direct speech and colon
to introduce list. There are two missing contractions (its time, were here,) and a missing
comma in list (I get dressed etc).
8. Sentence
structure
9. Punctuation
Most simple and most common words correct. One difficult word correct and one
incorrect not enough for Category 4.
10. Spelling
Common words correct: too, money, spent, games, morning, woke, time, dressed, brush,
teeth, listen, some, music, were (were), shouted, walked, inside, brother, spider-man, wanted,
buy, said, use, tear, face, started, tantrum, didnt, done, something, wrong, knows, money,
should, things, toilet, paper, bought, self, using, saving.
Common words incorrect: stoped, straingly, conter.
Difficult words correct: glorious.
Difficult words incorrect: traveld.
Crying correct and incorrect.
81
Bird Report
82
Bird Report
Criterion
Score
Annotations
1. Audience
Some information is provided to support the reader. Does not meet the audience
expectation of a persuasive text.
2. Text structure
3. Ideas
There are four ideas with some elaboration. Ideas are related to the topic on the prompt.
4. Persuasive
devices
5. Vocabulary
6. Cohesion
Cohesion is achieved through questions that introduce each aspect of the topic, simple
lexical cohesion (eat/seed, fur/warm/dry), noun-pronoun referencing (Birds/they) and the
use of some simple connectives (because, so, even, when).
7. Paragraphing
Ideas are separated. Each paragraph begins with a question which is briefly answered.
There is not the supporting detail required for Category 2.
8. Sentence
structure
Most simple and compound and some complex sentences are correct (Birds have fur so ;
they even have fur ). Just meets requirements for Category 3.
9. Punctuation
Not sufficient demonstration of correct sentence punctuation for Category 3 (less than
80%). Text shows experimentation with apostrophes, all of which are incorrect.
Correct spelling of most simple words and some common words. Attempts difficult words.
10. Spelling
Common words correct: What, eat, like, kind, makes, because, even, they, why, fur, warm,
when, dry, fly.
Common words incorrect: their (there), esoly, ysing.
Incorrect difficult words: helthey, fury (furry), flumingo, musels.
Bird is correct and incorrect.
83
84
Conclusion
The purpose of the conclusion is to bring closure to the argument in a way that reinforces the
writers position on the topic.
A conclusion may:
use a formulaic structure to summarise the thesis statement and/or points of the essay by either
restating them exactly or by retelling them in different words (All animals started off; Cages
and zoos; Under certain circumstances; If humans can have a voice why cant animals)
provide a final perspective or reflection on the topic that reinforces the thesis or writers
position in a meaningful way. This may include:
an anecdote or quote
a plan of action
a recommendation
draw conclusions by synthesising the ideas presented in the points of argument, thus arriving
at a new perspective (not to be confused with introducing new material).
Some texts do not have a clearly identifiable section which fulfills the purpose of a conclusion.
These texts may finish with a brief ending statement that gives closure to the writing. The reader
has a sense that the writer has finished their writing (they try to break out; I agree and dont
agree, My idea of a perfect zoo).
85
GLOSSARY
Section 1: Persuasive devices
Overview of Persuasive Rhetorical Discourse
Following the classical philosophers, persuasive rhetorical discourse is constituted by:
the selection of ideas (invention)
the arrangement of the ideas into arguments or proofs (disposition)
the choice of language (style)
Ethos, Logos and Pathos are the means by which persuasion to a point of view on an issue can
occur.
Ethos: persuading by appealing to the readers values
Logos: persuading by the means of logical reasoning
Pathos: persuading by appealing to the readers emotion
The following table lists some features of arguments that draw on Ethos, Logos and Pathos.
Value of relationships
Appeal to truth
Duty of care
Creation of a just society
Community responsibility
Emphatic statements
Emotive language
Direct appeal to the reader
Appeal to spurious authority
Disparagement of opposition
Dispassionate language
Objective author stance
Citing of a relevant authority
Objective view of opposition
Qualified measured statements
Persuasive Devices
Authoritative statement
Statements that are irrefutable in the context of the argument e.g. Dogs love human attention.
Conditional mood
The conditional mood is recognised by subordinate clauses beginning with words or phrases such
as if, unless, as long as, even if, even though, on the condition that.
Direct address of the reader
A direct address of the reader, recognised by the use of you/us/we, has the effect of drawing the
reader to identify with the writers position.
You may have noticed that over the last couple of years the issue of animals
We need them to supply us with food.
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Emphasis
Punctuation (e.g. underlining, bolding, exclamation mark, capitalisation, quotation marks)
Overstatement
Understatement
Repetition for effect
Single words
Words or phrases at the beginning or end of successive clauses or statements e.g. the
grasslands of Africa and the grasslands of Taronga zoo
Repetitions and parallel constructions in threes (e.g. tricolon, lists) to build to a culmination.
Anecdote (see Figurative language, below)
Emphatic statements
Emphatic statements are forcible statements that are used to give emphasis.
I should see no point in how it may be cruel.
It will never be the same.
Figurative language
Figurative language refers to the techniques of language which help construct images in the
readers mind and includes alliteration, imagery, similes and metaphors, personification, idioms
and word play (pun). Anecdote may also be used to illustrate or emphasise an issue (e.g. see the
script The lions glorious hair).
Humour, irony and sarcasm
Humour is shown where the amusing or comical is expressed.
Irony occurs when the literal meaning is the opposite of that intended. It may be expressed as an
understatement, be used in a playful manner or to ridicule.
Sarcasm is scornful or derisory comment. It may be employed through irony (to ridicule).
Hyperbole
Hyperbole is a figure of speech in which statements are exaggerated. It may be used to evoke
strong feelings or to create a strong impression, but is rarely meant to be taken literally.
Imperative mood
The imperative mood is present in statements of high modality that are used to express direct
requests and commands, either positively or negatively, for the effect of excluding argument. It
addresses either the second person (you) or first person plural (we), e.g. Dont let it happen
again! or We must stop caging animals now!
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Modality
Modality covers expressions of how the world might be and should be and includes expressions
of necessity, permissibility and probability, and negations of these.
Modal verbs of permissibility and probability: would/wouldnt, should/shouldnt,
could/couldnt, may/may not, might/might not
Modal verbs with high modality (necessity): must, will, need to, have to
Modal adjectives: possible, probable, certain
Modal adverbs: possibly, probably, certainly
Modal nouns: possibility, probability, certainty
Personal opinion
I think it is cruel to put animals in cages.
In my opinion only certain animals should be locked up.
Reference statements
Reference statements are those where a source is cited. They may lend authority to an argument.
In the context of the NAPLAN writing test, allowances are be made for the test conditions where
students do not have access to research material.
Rhetorical questions
Rhetorical questions implicitly contain their own answer.
This is a lion in captivity. Is this cruel?
Value statements
I believe that if an animal is in a good habitat but treated unfairly it is wrong.
Animals can be kept in small cages for weeks and starved, forced to live upon unethical
conditions.
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Section 2: Vocabulary
Adjective
Adjectives are words that give additional information about the noun. They can be used before a
noun or after a verb.
Before a noun: Stubborn teenagers will not heed sensible advice.
After a verb: Teenagers can be stubborn.
Adverb
Adverbs give additional information about verbs, adjectives and other adverbs. They tell how,
when and where something happens, e.g. he walked slowly; Ill see you tomorrow; the dog ran
away, he arrived extremely late, the animal grew increasingly restless. The final two examples
show adverbial phrases.
Figurative language see Section 1: Persuasive Devices
Metaphor
A metaphor is a figure of speech where one thing is said to be another. They do not use like or as,
e.g. The work done by volunteers is the glue that holds a community together. My fingers are ice.
Noun
Nouns are known as naming words. There are two main classifications of nouns: common nouns
and proper nouns. Common nouns name people, places or things and are said to be either
concrete (e.g. boy, city, sheep, chair, family, sunshine), collective (flock, army, crowd, band) or
abstract (hope, frustration, liberty). Proper nouns name specific people, places or things and
should always start with a capital letter, e.g. James, Canberra, Dubbo Zoo.
Preposition
Prepositions (from the Latin meaning placed before) express a time or space relationship between
two people or things. They are words such as below, for, down, above, to, near, under, since,
between, with, before, after, into, from, beside, without, out, during, past, over, until, through, off,
on, across, by, in, around, onto. Prepositions are always followed by a noun or pronoun.
Prepositional phrases, e.g. in the wild; with tears in her eyes, can be used as a device to enhance
description.
89
Pronoun
A pronoun stands in place of a noun or noun group. A pronoun refers to something that has been
named and has already been written about, e.g. The harbour is a popular place. It is mostly used
by fishermen. Pronouns work only if they are not ambiguous (that is, there is a clear line of
reference) and are not used too repetitively. Examples of common pronouns are:
I, you, she, it, we, they, mine, ours, yourself, himself
You cant keep all the apples yourself!
this, that, these, those
These are mine.
each, any, some, all, much, many
Some will be given to Peter.
who, which, what, whose, whom
Who is visiting tomorrow?
Simile
A simile is a figure of speech which compares one thing with another by using like or as, e.g.
Without the business that teenagers bring, the shopping centre would be like a wasteland. The
two things being compared must be different, e.g. the example The distant building looked like a
castle would not be a simile if the building was in fact a castle.
Verb
Verbs are the basis of any message communicated. They are the engine of the sentence or clause
and provide movement or action, or a sense of what is happening. Different types of verbs are
used, depending on the purpose of the text. The writing could feature:
action verbs (doing words): The animals are fed every day.
saying verbs: I have explained why animals should not be kept in cages; scientists report
better outcomes for the animals in open sanctuaries.
thinking verbs: I believe that , I agree with , I think my idea is , it is thought that .
relational verbs: We have the right. They will not be free.
Extended verb groups indicate many sentence features, such as tense and modality, e.g. They have
been working on it for a long time. (tense); Animals should not be kept in captivity. (modality).
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Section 3: Cohesion
Cohesion is about linking ideas or concepts and controlling threads and relationships over the
whole text. Cohesion in a text is achieved through use of various devices.
Connectives (signal words or discourse markers)
Connectives are used to link ideas to one another across paragraphs and sentences to show logical
relationships of time, cause and effect, comparison or addition. They can be placed at various
positions within a sentence.
The logical relationships can be grouped as follows:
Temporal (to indicate time or sequence ideas)
first, second, next, meanwhile, till, while, then, later, previously, finally, to conclude
Causal (to show cause and effect)
because, for, so, consequently, due to, hence, since, accordingly
Additive (to add information)
also, moreover, above all, equally, besides, furthermore, as well as, or, nor, additionally
Comparative
rather, elsewhere, instead, alternatively, on the other hand
Conditional/concessive (to make conditions or concessions)
yet, still, although, unless, however, otherwise, still, despite, nevertheless
Clarifying
in fact, for example, in support of this, to refute
Conjunctions are a form of connective and are used to join ideas within one sentence. They are
placed at the beginning of a clause. Some conjunctions are and, but, by, or, if, since, although,
though.
Ellipsis
Ellipsis is the omission of words that repeat what has gone before; these items are simply
understood.
The project will be innovative. To be involved will be exciting. In the second sentence, in the
project is ellipsed.
91
Referring words
Referring words maintain continuity and avoid repetition.
- Noun-pronoun chains: You should not put animals in cages because they would want to be
in the wild with their family.
- Articles (e.g. a, an, the): My idea of a perfect zoo is the one in Dubbo
- Demonstratives (e.g. this, that, there, these): That bicycle was very expensive. John had
owned mice before but this mouse was different.
- Quantifying determiners (e.g. every, much, many, most, numbers): There is much interest
being shown. Many children went to the zoo. The rule applies to every person. I have one
car.
Substitution
Substitution refers to words that replace noun groups or verb groups: such, one:
There was a lot of swearing and abuse. Such language is simply not acceptable.
Word associations (or lexical cohesion)
Repetition: They have to work for dinner they have to work for visitors.
Synonyms: The weather had been hot. It was another boiling day.
Antonyms: Wild animals should not be kept in captivity. They need open spaces.
Word sets: class and sub-class, or whole and part clusters of words: Wild animals/lions,
tigers, hippos; food/eggs, meat.
Collocation: words which typically go together, making the text flow well.
cages/bars/locked; river/bank/water.
92
93
Adverbial clause
An adverbial clause is a subordinate or dependent clause that provides optional information about
time, place, condition, concession, reason, purpose or result.
Time: After studying so hard during the week, all students want to do on the weekend is relax.
Concession: Children may still get hurt, even if the climbing equipment is removed.
Condition: If the cage is too small, the animals cannot move around.
Reason: The ban should be lifted because it discriminates against teenagers.
Noun clause
A noun clause is a clause that acts as the subject or object of another clause.
Subject: What he had been ordered to do weighed heavily on his mind.
Object: Some studies show that crimes committed by teenagers are rising.
Subject with adjectival clause: Conserving endangered animal species that are threatened by
habitat destruction should be the priority of all zoos.
4.3 BASIC STRUCTURES
The examples below exemplify basic sentence structures referred to in the Sentence Structure
criterion of this marking guide. Independent clauses are underlined.
Basic simple sentence
Animals are important.
Basic complex sentence with projected clause
I think (that) you should not put animals in cages.
Basic complex sentence with dependent clause following main clause
It is cruel because the animals dont have freedom.
Basic compound/complex sentence
It is good to keep birds in cages but other animals can go into the zoo.
Basic complex sentence with projected clause and dependent clause following main clause
I think (that) it is cruel because the animals dont have freedom.
I agree that people are unkind when they do not treat animals well.
Basic complex sentence with dependent clause starting with if preceding main clause
If the cage is too small, the animal cannot move around.
94
95
Section 5. Punctuation
Punctuation is used to aid the smooth reading of a text.
Brackets
Round brackets, or parentheses, enclose information or comment within an otherwise complete
sentence. Brackets are used for adding information, giving explanations, clarification, providing
examples, and afterthoughts, comments and asides.
Colons
Colons are normally used to signal the following:
a list: The children do the same things every day: climb, jump, play on the swings and build build
sandcastles.
an explanation: One consequence is inevitable: people will get hurt.
a subtitle: School Safety: Can Cameras Combat Crime?
Commas
Commas are used within sentences to separate information into readable units and guide the
reader as to the relationship between phrases and clauses. Commas act as markers to help the
reader voice the meaning of long sentences, e.g. when a sentence begins with a phrase or a
subordinate clause, the comma indicates where the main clause begins.
Commas are also used to separate items in a list.
Hyphen
The hyphen is a small dash that is used to:
- link two words to form a single word: one-way street; like-minded friend; button-like
nose.
- clarify meaning and avoid ambiguity: Man-eating tiger seen at zoo; Her grandmother
owned a walking-stick.
- avoid letter collision: shell-like; re-establish, co-worker.
Points of ellipsis
Points of ellipsis ( ) are used to indicate the omission of text, suspense or a time lapse.
Quotation marks
Quotation marks (or inverted commas) identify words that are spoken by a character (direct
speech) or written words that belong to people other than the writer. There is an increasing trend
for single quotation marks ( ) to be used in place of double quotation marks although this is a
matter of style.
Semicolons
Semicolons are used to separate two independent clauses containing different though related
pieces of information: the use of a semicolon strengthens the link between ideas, e.g. the
installation of closed circuit television cameras will make teachers and students more self
conscious; schools will no longer be a comfortable place. This could be written as two separate
sentences. The use of a comma in this example would make the sentence incorrect.
96
Semicolons are also used to separate complex items in a list, e.g. In the event of a fire, all
students must: leave the building immediately; not attempt to take any materials with them;
assemble in the main quadrangle with their roll class.
Using semicolons with conjunctive adverbs
A semicolon should be used to join two independent clauses when the second clause begins with
a conjunctive adverb that relates to (ties in with) the idea of the first clause or it is of equal
emphasis. The conjunctive adverb and the clause that follows must stand alone, i.e. it can be
written as one sentence.
A full stop is used where more emphasis is required for the second clause. In the following
examples, both versions are correct.
We would like to go Morocco for the holidays; accordingly, we will have to apply for visas.
We would like to go Morocco for the holidays. Accordingly, we will have to apply for visas.
They wanted to go to the concert; however, it was impossible to get a ticket.
They wanted to go to the concert. However, it was impossible to get a ticket.
Some conjunctive adverbs are: accordingly, furthermore, moreover, nevertheless similarly,
however, therefore, otherwise, instead namely, still, finally, consequently, indeed, certainly.
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98
Simple
a
add
am
an
and
are
as
at
bad
back
ball
bark
bee
bell
best
big
book
box
boy
bring
but
by
can
car
clap
cost
cup
Common
able
about
above
action
active
added
afford
afraid
after
again
ages
agree
allowed/aloud
almost
alone
also
although
backyard
bare/bear
based
basic
basketball
because
become
before
behave
behind
believe
belong
below
besides
between
carry
care
case
catch
cause
centre
chance
change
chase
cheap
child
choose
city
clean
climb
close
collect
colour
comment
Difficult
always
amount
amuse
angry
another
any
appear
apply
arent
around
ask
aspect
assist
avoid
award
aware
away
bigger
bike
birthday
blend
block
body
boost
bottom
bought/
brought
brain
brand
break
bullied
buy
abandon
ability
abnormal
abolish
absolutely
accept
access
achieve
acknowledge
activity
actually
addiction
addition
advantage
advice
affect
agreeable
bargain
barrier
behaviour
benefit
bias
board/bored
bonus
borrow
boundary
brutally
build
burden
business
allocate
annoy
answer
appalling
area
argue
artistic
assess
attachment
attempt
attention
auction
available
average
awareness
awesome
common
compare
conflict
consist
console
contain
control
could
couple
course
crack
crime
crowd
cry
cycle
capable
capacity
category
celebration
certain
charity
cheque
choice
circuit
cognitive
comfortable
committed
community
comparison
competition
complaining
complete
computer
concentration
concern
conclusion
condition
confidence
connotation
consider
consumer
continue
contraption
controller
convince
coordinator
country
create
crisis
culprit
culture
curious
customary
Challenging
accelerating
accumulate
acquaint
acquire
acquisition
adolescent
adrenaline
advantageous
aisle
ambiguous
annihilate
appreciate
appropriate
artificial
associate
awkwardly
basically
belligerence
beneficial
benefited
benevolent
biodegradable
blas
brevity
brilliance
brusque
camouflage
changeable
colloquial
colossal
column
complementary
conscience
conscious
consequence
consequently
controversial
controversy
correspond
courageous
cylinder
deep
did
dog
doll
dot
drag
drip
drop
drum
dull
end
feel
fell
fill
fit
food
for
from
fun
Common
debate
define
degree
delight
depend
destroy
detail
didnt/dont
direct
disagree
display
does/doesnt
dollar
donate
done
door
each
earlier
earnings
earth
easiest
easily
edge
educate
effort
eight
either
enable
enjoy
enough
escape
even
fair
false
family
fear
feeling
few
field
fighting
final
first/firstly
floor
fly/flies
downside
draw
dream
due
during
ever
everybody
everywhere
evil
evoke
exactly
examine
example
exist
expect
expert
explain
explode
expose
extent
eyes
follow
forget
formal
found
four
frankly
free/freedom
friend
fruit
full
funny
fur
Difficult
damage
dangerous
debatable
debt
decide
decision
decorate
decrease
defence
demolish
demonstrate
depression
deprive
description
deserve
detrimental
economy
educational
effect
electronic
element
emerge
emphasis
energy
engage
engine
enjoyable
enormous
ensure
entertain
entirely
episode
facet
factory
famous
fashion
favourite
feature
figure
finally
focus
force
foreign
forest
Challenging
develop
device
different
difficult
digest
disadvantage
disagreement
disappear
disappoint
discomfort
discover
discuss
distance
donation
doubt
debris
deficient
definite
dependency
desperate
disadvantageously
discipline
dramatically
especially
essential
esteem
evidence
except
excess
exciting
exercise
expanse
experience
explanation
exploit
explosion
exposure
extremely
effervescent
efficient
embarrassed
endeavour
environment
ethically
euphoric
exaggerate
exhilarating
explanatory
formation
fracture
fragile
frenzied
frighten
fuel
furniture
further
fury/furry
futile
future
facilities
fascinating
fluorescent
fulfil/fulfilled
99
Simple
get
go
going
good
got
hand
harm
has
hat
have
he
help
her
here
him
hot
how
hunt
I
if
in
into
is
it
just
keep
kid
land
lay
leg
lets
long
look
lot
100
Common
game
gain
garden
getting
gizmo
globe
goes
habit
handful
happen
happiness
happy/
happiest
hardly
harsh
haste
head
heavier
high
holidays
hope/hoping
ice
idea
ignore
imply
important
impress
improve
include
income
inside
insight
instead
invent
invest
invite
jacket
joke
joyful
key
keeping
kitten
large
lastly
latest
laugh
lead
learn
least
leave
length
Challenging
goodness
great
greed
ground
group
grownup
growth
house
however
huge
humans
hundred
gadget
general
generation
genius
gesture
gigantic
global
haphazard
hazardous
health
hesitance
hesitate
hilarious
history
honest
hopefully
hopscotch
horrify
humorous
hurriedly
government
graphics
grumble
guess
guide
gauge
generalisation
grandeur
guarantee
guillotine
hygiene
haemoglobin
hallucinate
humanitarian
involve
islands
illegal
imagination
immediate
implicate
importance
improvement
increase
incredible
incur
indecision
individual
industrial
inexpensive
injury
insolent
inspire
instance
instinct
insurance
intention
interest
interrupt
introduction
invisible
ironic
irrational
issue
inconsequential
inconsolable
incorporate
indecipherable
interrogate
intrigue
invulnerable
iridescent
irrelevant
irresponsible
journey
judgement
judicial
juxtapose
judge
juice
justly
knee
know
information
jeopardy
jewel
jewellery
kilometres
knowledge
lesson/lessen
likely
limit
little
live/living
local
lonely
lose/loose
love
labour
language
laser
library
lightning
limited
litany
literacy
logical
kaleidoscope
kayaking
lunar
luxury
leisure
liquefy
litigious
longevity
luminescent
M may
me
meet
men
much
my
no
norm
not
now
nut
of
old
one
our
out
park
pay
pet
play
put
Common
mainly
major
make
many
master
match
mean
medium
member
mental
merit
metal
middle
might
nearest
never
new/newest
nice
noise/noisy
normal
nothing
obtain
offer
often
older
once
only
ooze
other
ought
pair
panic
parents
passed
paw/poor/
pour
payment
peace/piece
peers
people
perfect
person
phone
place
plastic
point
pose
power
prefer
mimic
minor
mistake
mobile
model
modern
money
moral
more
mother
movie
music
myself
numb
ourself
outcome
outside
over
own
present
prevent
price
problem
profit
program
progress
proof
protect
prove
provide
public
pull
Difficult
machine
magazine
maintain
majority
manage
manufacture
massive
maturity
maximum
measure
memory
mentality
mention
millions
natural
naughty
negative
negligent
neighbour
neither
nervous
obedient
obesity
oblige
observe
obvious
occupy
occur
opinion
opportunity
participate
particular
penalise
penalty
personal
persuade
picture
platform
pleasure
plethora
popular
positive
possible
poverty
powerful
pray/prey
precious
presence
Challenging
mineral
minimum
minority
minute
mixture
moderation
monopoly
morally
motivation
muscle
mutual
mystery
myth
magnificent
manageable
manoeuvre
mathematician
mediaeval
miniature
mischievous
misconstrue
neutral
nevertheless
normally
notice
nowadays
numerous
nutrition
opposition
optimist
option
ordinary
organise
original
ourselves
outweigh
overstatement
previously
principal
principle
priority
probable
process
procure
produce
properly
prosperity
prototype
proven
punctual
punishment
purchase
pure/purely
purpose
pursuit
naivety
narcissist
necessary
nonchalant
noticeable
notoriety
nuisance
obnoxious
obscure
obsesses
obsessive
occasionally
occurrence
opaque
opinionated
outrageous
parallel
peculiar
pessimistic
physically
possess
prevalence
privileged
psychiatrist
psychology
101
102
Simple
ran
rest
rid
room
run
sad
saw
say
seem
she
shed
shut
sick
sit
six
so
spot
such
Common
question
quickly
quiet/quite
rare
racist
really
reason
recover
refuse
regarding
relax
release
relieve
remote
repair
report
reserve
results
safety
said
same
saving
school
scrape
second
secret
selfish
sense
seven
sexist
shaping
share
sharp
shiny
shock
shopper
should
show
side
sign
simply
single
return
reward
right
robot
rough
rubbish
rude
running
sixth
size
skill
some
someone
sound
speak
speech
spent
spoilt
sprawl
stable
staple
state
stopped
strange
stress
strong
study
style
subject
super
sure/surely
Difficult
quaint
quality
quantity
rational
realise
reality
receive
recent
recognise
recommend
recreation
reduce
reference
reflexes
regulate
relationship
relaxation
relevant
satisfy
sceptical
scheme
science
scissors
seize
serious
service
several
shoulder
signal
similar
simplicity
situation
skateboard
social
solely
solution
special
spectacular
standard
statement
station
strategy
quench
query
questionable
reluctant
remember
remnant
repayment
replenish
represent
reproduce
require
research
resource
responsible
revenge
revenue
ridiculous
structure
subside
success
suitable
summary
summoned
supervision
supply
support
suppose
surprise
surround
survive
sweat
system
Challenging
queue
quiescent
racquet
rancour
realistically
reminiscent
remuneration
responsibility
resurrect
resuscitate
rhythm
ricochet
rigorous
sabotage
sanctuary
scintillate
separate
significance
silhouette
sovereign
stationary
stationery
stereotypically
strategically
subtlety
subtly
sufficient
tall
tells
ten
that
the
then
thing
this
to
top
undo
up
vat
vet
W was
we
went
will
wing
wish
with
X
Y
Z
xbox
xray
yell
yes
you
zoo
Common
taken
tantrum
teacher
teenager
their/there
they/theyre
think
thirdly
though
thought
thousand
three
through
throw
tired
ugly
unable
underneath
understand
unfairly
unfit
until
upset
valid
vanish
very
video
view
wait
wallet
want
warn
waste
water
wear/where
were
what
when
whenever
which
while
who
yardstick
your
yourself
zapped
title
together
tomorrow
too/two
topic
touch
towards
travel
treat
trick
tries
trouble
truth
twice
type
use
useful
useless
visit
whole
whose
why
window
winner
without
word
world
worse
worth
would
writing
wrong
Difficult
taught
technical
technique
technological
television
temperature
tension
terrible
territory
themselves
theory
therefore
thorough
threatening
traditional
unbelievable
uncertain
uncomfortable
undecided
understatement
uneducated
unethical
unfortunately
valuable
value
various
vehicle
version
wary
wealth
wearisome
weary
weighed
weight
welfare
whereas
whether
whilst
wholly
witness
wonder
worthwhile
yacht
yearn
yield
younger
yourselves
Challenging
transfixed
travelled
treasure
trophy
typical
temperamental
temporary
therapeutic
tournament
traumatic
unique
unnatural
urban
urgency
usage
usual
ubiquitous
unconscious
undoubtedly
unethically
unfathomable
unintentionally
unnecessary
unparalleled
vulnerable
victory
violence
virtual
vision
wrapped
waive
wilful
wondrous
youth
zany
zenith
zodiac
zoology
zephyr
103
PletRi DoLiSal
Some anmals cou'd die
animals geting cewd
it cruel to keep animals
animals will feel sad
any other animal
They won't face danger
they try to break out
I agree and don't agree
Some toys and games are educational
My idea of a perfect zoo
All animals started off
Cages and Zoos
Under Certain Circumstances
Food, water and other nessasary supplies
The lion's glorious hair
If humans can have a voice why can't animals.
zoos can have useful purposes
things should be regulated
18
20
22
24
28
30
32
36
38
40
42
46
50
54
58
62
66
70
74
Bird Report
Discussion scipts
78
82
0-6
0
1
1
2
2
2
3
3
3
3
4
4
4
5
5
5
6
6
6
Audience
0
0
0-4
0
1
1
1
1
1
1
1
2
2
2
3
4
3
3
4
4
4
4
Text
Structure
3
3
0-5
0
1
2
2
2
2
3
3
3
3
3
3
4
4
4
4
5
5
5
Ideas
0
0
0-4
0
0
1
2
1
1
1
2
2
2
2
3
3
4
3
4
4
4
4
Pers.
Devices
2
2
0-5
0
1
2
2
2
2
2
2
2
2
3
3
4
4
4
3
4
5
5
Vocab.
2
2
0-4
0
1
1
2
1
2
2
2
2
2
3
3
3
3
3
3
4
4
4
Cohesion
0
1
0-3
0
0
0
0
0
0
0
0
1
1
2
2
3
1
3
3
3
2
3
Para.
2
3
0-6
0
1
2
1
2
2
2
3
3
3
3
4
3
4
4
5
4
5
6
Sentence
Structure
3
2
0-5
0
1
1
0
1
3
2
3
3
4
3
2
3
3
5
4
4
5
4
Punct.
3
2
0-6
0
1
1
2
2
3
3
4
3
4
5
5
5
5
5
5
5
5
6
Spelling
17
17
48
0
8
12
14
14
18
19
23
24
26
30
32
36
36
39
40
43
45
47
Total
2
2