Secondary Years 7-10 - Writing Stage S2

Indicators of progress – Stage S2: Texts and responses to texts

  • take part in shared writing activities, e.g. suggest words or phrases

    At the end of Stage S2, students can routinely write the following kinds of texts and respond in the following ways to texts they have read or heard:

  • write some creative or personal texts experimenting with existing English
  • achieve different writing purposes for different audiences in familiar topics following model provided
  • write texts for social purposes, e.g. letter of invitation, postcard
  • write information texts based on modelled language for general school use (e.g. reports) which include familiar language with some specialised terms, e.g. a short explanation of the water cycle, with teacher support
  • write narratives that include development of all components, however setting will tend to be more developed than characters, problem and resolution
  • write extended texts across the range of school-based genres, e.g. report, recount, procedure, explanation, argument, narrative, with variable success
  • present information in a variety of forms, e.g. tables, charts, graphs
  • with teacher guidance, organise the content of a topic, at paragraph level, to reflect given/new information, e.g. after a brainstorm, sorting and organising sentences.

Indicators of progress – Stage S2: Cultural conventions of language use

At the end of Stage S2, students’ understanding of the contexts and purposes of texts they write is shown when they:

  • use modelled subject-specific vocabulary appropriately
  • suggest appropriate sentences to begin and end a short text
  • enhance own writing with appropriate layout and visual information, e.g. draw a diagram to accompany an information report, choose appropriate computer applications for particular purposes
  • use paragraphs to organise ideas in writing
  • organise ideas according to principles such as main idea and supporting details
  • organise information (beginning, middle, end) and write according to structure of text genre
  • show awareness that spoken and oral language are different.

Indicators of progress – Stage S2: Linguistic structures and features

At the end of Stage S2, students’ understanding of the linguistic structures and features of the texts they write is shown when they:

  • use mostly standard word order
  • begin to write some compound and complex sentences
  • understand and use topic sentences
  • write a multi-paragraph response to a text or issue showing logical organisation of ideas, with considerable teacher support
  • support views with evidence or quotes with substantial teacher support
  • link ideas using a range of basic conjunctions, e.g. since, because, so, before
  • use a range of reference items to create cohesion, e.g. he, they, these, it
  • use prepositions with varying accuracy
  • use subject-verb agreement with some accuracy
  • use articles appropriately in some well-known contexts, e.g. ‘We saw a film on India. The film was about …’
  • use simple verbal groups to establish tense
  • use simple past and present tense (simple and continuous) with reasonable consistency and accuracy
  • write using various tenses
  • include some errors in advanced verb tense, e.g. past perfect
  • include longer objects/complements
  • use more adverbials, however this area is still limited
  • use a varied and appropriate vocabulary
  • spell most commonly encountered words correctly
  • punctuate direct speech with few errors
  • use a range of punctuation consistently and correctly, e.g. full stops, question marks, commas, inverted commas, apostrophes.

Indicators of progress – Stage S2: Maintaining and negotiating communication

At the end of Stage S2, students may use the following strategies to assist them to write texts:

  • access new words from dictionaries or word lists
  • use a drafting process to compose a subject-based text focusing more on meaning than grammatical accuracy
  • reflect on own writing through class discussion
  • discuss the success of written texts with other students in structured activities
  • revise text at the word, sentence or whole-text level based on teacher or peer feedback
  • use a range of strategies to find how to spell new words or check up on spellings of known words
  • draw on familiar language patterns to communicate ideas instead of relying on a bilingual dictionary
  • attempt to express complex thoughts, but in doing so the text may become less coherent and less accurate.