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English Developmental Continuum P-10
Writing – Conventions of Writing
                                                                                                       © 2007
Developmental Overview
Each table contains the progression points and standards related to the Writing
Dimension and the Indicators of Progress for the focus on Conventions of writing.

Progressing towards Level 1


Progression Point     0.5
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates,
for example:
          • understanding that their writing can communicate ideas, feelings and

            information
          • use of letters and some words in the writing of brief texts about topics of

            personal interest
          • emergent writing showing concepts about print, including left to right, top to

            bottom
          • reading back from their own writing at the time of writing

          • approximate use of letters for some letter–sound relationships and common

            words
          • use of a variety of writing tools, including crayons, pencils and computer

            software.

                                         Indicators of Progress

In their writing attempts,           Students begin to write              Students distinguish
students show an awareness           short, teacher-dictated              between pictures and written
of elementary concepts               sentences by approximating           language.
about print, including left to       the spelling patterns and
right, top to bottom, and            may invent or approximate            Students display the
spacing, i.e., that there are        some letters.                        conventions of pencil grip,
spaces between written                                                    paper placement and
words.                               Students write the first letter      posture.
                                     of their name, and then their
                                     name and the names of
                                     others in their class.




www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum
                                              Writing – Conventions of writing, Level 1 to 6 - Page 1 of 22
Writing – Conventions of writing- Developmental Overview

Standard     1.0
At Level 1, students write personal recounts and simple texts about familiar topics to
convey ideas or messages. In their writing, they use conventional letters, groups of
letters, and simple punctuation such as full stops and capital letters. Students are
aware of the sound system and the relationships between letters and sounds in words
when spelling. They form letters correctly, and use a range of writing implements
and software.


                                 Indicators of Progress

Students write in complete    Students write short,              Students form letters
sentences using basic         teacher-dictated sentences         correctly, beginning mainly
sentence structures and use   by approximating to the            with lower case, and use
mainly simple sentences and   spelling patterns and may          various writing implements
some compound sentences,      approximate some letters.          and software.
for example, On Sunday we
went to the market, or I      Students experiment with           Students leave spaces
picked up the bat and I hit   capital letters and simple         between the words in
the ball.                     ending punctuation such as         sentences.
                              full stops.




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Writing – Conventions of writing- Developmental Overview




Progressing towards Level 2


Progression Point        1.25
At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates,
for example:
     • inclusion of their own experiences when writing for personal purposes and

       audiences such as in lists, letters, cards, posters
     • inclusion of one or more generally readable sentences

     • some correct use of capital letters and full stops

     • drawings that support the intended meaning of their writing

     • plausible attempts at spelling unfamiliar words, matching sound–letter

       relationships and using some simple spelling patterns.

                                   Indicators of Progress

Students use basic sentence     Students begin to use a             Students begin to use simple
structures and vary sentence    range of simple ending              conjunctions (and, but) to
beginnings. They write          punctuation such as full            join ideas, data, reasons, or
sentences that contain at       stops. They use capitals at         opinions.
least two ideas and are         the beginning of sentences
sequenced appropriately,        and write “I” using a capital.
with the subject, verb and
object used correctly.




Progression Point        1.5
At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for
example:
           • experimentation with a range of short text types; for example, recounts,

             letters, lists, procedures
           • sequencing of a small number of ideas in short texts for different purposes

             and audiences
           • rereading of their own writing, checking that it makes sense

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Writing – Conventions of writing- Developmental Overview
         • combination of writing with drawings or computer graphics to support

           meaning
         • correct spelling of some high-frequency words and plausible attempts at

           spelling unfamiliar words.

                                 Indicators of Progress

Students write both simple    Students use punctuation            Students begin to use some
and compound sentences        marks such as capital letters       features of the language of
and attempt to vary           and full stops and may also         persuasive writing such as
beginnings and lengths.       experiment with the use of          modal verbs (for example,
                              question marks and                  should, can, must) and
Their sentences use nouns,    exclamation marks.                  emotive words.
verbs and pronouns
correctly and show:           Students begin to use some    Students show an awareness
                              features of explanatory       of the differences between
(1) elementary subject–verb   language such as verbs        spoken and written texts.
agreement;                    denoting a specific action,
(2) singular/plural           the simple present tense, and
agreement for nouns; and      the passive voice.

(3) elementary verb tense
agreement.




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Writing – Conventions of writing- Developmental Overview




Progressing towards Level 2


Progression Point        1.75
At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates,
for example:
           • inclusion of information and ideas in short texts for known audiences and

             selected purposes
           • use of strategies to revise writing; for example, reading aloud, use of feedback

             from others
           • mostly correct use of capital letters, full stops, and question marks

           • correct spelling of unfamiliar words, using knowledge of sound–letter

             patterns.

                                  Indicators of Progress

Students use a variety of       Students mostly use ending         Students achieve written
sentence structures (simple     punctuation correctly, such        sentence fluency by using
and compound) in the text       as full stops and question         sentence linking words.
and use appropriately a         marks. They continue to
variety of nouns, verbs and     experiment with the correct        Students show a refined
adjectives. The sentences       use of exclamation marks.          pencil grip that leads to
are usually correct             They use capital letters           fluency in correct letter
grammatically.                  correctly most of the time.        formation.




Standard     2.0
At Level 2, students write short sequenced texts that include some related ideas about
familiar topics. They write texts that convey ideas and information to known
audiences. They select content, form and vocabulary depending on the purpose for
writing, and describe the purpose and audience for their own and others’ writing.
They use appropriate structures to achieve some organisation of the subject matter.
They link ideas in a variety of ways using pronouns, conjunctions and adverbial
phrases indicating time and place. They accurately spell frequently used words, and
make use of known spelling patterns to make plausible attempts at spelling
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Writing – Conventions of writing- Developmental Overview
unfamiliar words. They use capital letters, full stops and question marks correctly.
They reread their own writing and use a range of editing resources to revise and
clarify meaning. They write upper- and lower-case letters legibly with consistent size,
slope and spacing.


                                  Indicators of Progress

Students use a variety of      Students write upper and           Students use capital letters,
sentence structures (for       lower case letters legibly         full stops and question
example, simple and            and show correct letter            marks correctly, and
compound) and link ideas in    formation, with consistent         continue their attempts with
a variety of ways using        size, slope and spacing.           exclamation marks.
pronouns, conjunctions and
adverbial phrases indicating
time and place.




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Writing – Conventions of writing- Developmental Overview




Progressing towards Level 3


Progression Point        2.25
At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates,
for example:
     • composition of short, sequenced factual and imaginative texts in print and

       electronic forms
     • related ideas, linked in sequence, to convey meaning to known audiences

     • simple, and some compound, sentences joined by appropriate conjunctions

     • effective vocabulary to convey meaning, including nouns, verbs and adjectives

     • correct spelling of words with regular spelling patterns and plausible attempts at

       some words with irregular spelling patterns.

                                  Indicators of Progress

Students write simple and       Students arrange a set of          Students write a paragraph
some compound sentences         three or four sentences in an      that describes a familiar
that join two events by         appropriate order so that          event in three or four
using appropriate               they describe familiar             sentences.
conjunctions, for example,      events.
before or while.
                                Students continue to use
                                some punctuation correctly,
                                including the use of capital
                                letters, full stops, question
                                marks, as well as
                                exclamation marks.




Progression Point        2.5
At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for
example:
     • composition of short texts of more than one paragraph to describe experiences, tell

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Writing – Conventions of writing- Developmental Overview
      a story, express a point of view
    • appropriate ordering of events and ideas in print and electronic texts

    • compound sentences linking two ideas or events, with correct use of verb tenses

    • development of character, setting and plot in short narrative texts

    • correct use of full stops and question marks, and experimentation with other

      punctuation; for example, commas, quotation marks.

                                 Indicators of Progress

Students use a variety of      Students write explanations        Students write explanations
sentence lengths, beginnings   by using the appropriate           or arguments that include
and types. These include       tense of specific verbs to         logically sequenced specific
compound sentences that        denote actions in                  ideas, data, and reasons.
join two events. They use      grammatical form. They
verb tenses correctly and      provide evidence to support        Students organise the details
use adjectives, verbs,         the explanation and use            and subordinate ideas into
pronouns and nouns             causal conjunctions such as        paragraphs.
appropriately in their         because to link ideas.
writing.                                                          Students use learned rules of
                               Students write opinion and         capitalisation and
                               argumentative pieces by            punctuation correctly,
                               stating a position and using       including full stops,
                               modal verbs (for example,          question marks and
                               can, could, will, should,          exclamation marks, and
                               ought), emotive words and          experiment with the use of
                               imperatives to support it.         quotation marks + commas.




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Writing – Conventions of writing- Developmental Overview




Progressing towards Level 3


Progression Point        2.75
At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates,
for example:
           • composition of texts for different purposes; for example, to narrate, inform,

             describe, present a point of view or explain
           • composition of texts of three or four logically ordered paragraphs

           • composition of texts that take account of the needs and interests of familiar

             and some unfamiliar audiences
           • combinations of written and visual elements in print and electronic texts

           • correct spelling of two-syllable words with regular spelling patterns, and

             plausible attempts at spelling two-syllable words with irregular spelling
             patterns.

                                    Indicators of Progress
Students broaden their use       Students use enhanced              Students practise using
of a range of sentence           paragraph conventions in the       punctuation marks such as
lengths, beginnings, and         context of narratives, for         quotation marks in dialogue
types. They show they can        example, using main ideas to       and the use of commas in a
use the following                organise a text into               series and in compound
grammatical conventions,         paragraphs and opening a           sentences.
noun–verb agreement such         paragraph with its main idea.
as subject–verb agreement,                                          Students integrate the
for example, the class of                                           learned rules of punctuation
students is here, noun–                                             and capitalisation within a
pronoun agreement across                                            paragraph in a narrative.
clauses in a complex
sentence and across
sentences in a paragraph,
pronoun–verb agreement
and can adjust for past tense.




Standard     3.0
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Writing – Conventions of writing- Developmental Overview
At Level 3, students write texts containing several logically ordered paragraphs that
express opinions and include ideas and information about familiar topics. They write
narratives which include characters, setting and plot. They order information and
sequence events using some detail or illustrative evidence, and they express a point of
view providing some information and supporting detail. They combine verbal and
visual elements in the texts they produce. They meet the needs of audiences by
including appropriate background information.
They write a variety of simple and compound sentences and use verb tenses correctly.
They use punctuation to support meaning, including exclamation marks and
quotation marks, and accurately use full stops, commas and question marks. They
use vocabulary appropriate to context and spell most one- and two-syllable words
with regular spelling patterns, and frequently used words which have less regular
spelling patterns. They use sound and visual patterns when attempting to spell
unfamiliar words.

                                  Indicators of Progress

Students write in              Students use punctuation            Students use different text
paragraphs; they integrate a   more confidently to support         structures in their writing.
range of simple and            meaning, including capital
compound sentences and         letters, full stops, question       Students use layout and
coordinate the use of verb     marks, commas and                   visuals to enhance the power
tenses and pronouns            quotation marks.                    of their texts.
correctly across the
sentences.




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Writing – Conventions of writing- Developmental Overview



Progressing towards Level 4


Progression Point        3.25
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates,
for example:
     • inclusion of familiar ideas and information for different purposes and audiences in

       print and electronic texts
     • use of strategies for planning, drafting, proofreading, editing and revising

     • appropriate vocabulary, punctuation and tense according to context, purpose and

       audience
     • typical features and structures of different texts such as narratives and reports

     • correct spelling of frequently occurring two- and three-syllable words and use of

       strategies to spell unknown words.

                                  Indicators of Progress

Students use a range of         Students use a range of            Students use structures and
punctuation, including          grammatical structures in          features of language that
commas and quotation            conventional ways,                 show clearly the purposes of
marks.                          including verb tense               their texts.
                                agreement.
                                                                   Students identify the
                                                                   characteristics in a well-
                                                                   formed paragraph.




Progression Point        3.5
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for
example:
     • production of texts for a range of different audiences and purposes in print and

        electronic forms
     • use of strategies for planning; for example, using models of others’ writing or mind

        mapping
     • deletion of unnecessary information or addition of new information when editing

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Writing – Conventions of writing- Developmental Overview
      and revising writing
    • inclusion of appropriate visual images and information in print and electronic texts.



                                  Indicators of Progress

Students use language           Students use appropriate
structures and features         vocabulary, punctuation,
appropriate to their purpose,   grammar and visual images.
audience and the context of
the writing. They show
subject–verb agreement and
verb tense agreement in the
sentences they write.




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Writing – Conventions of writing- Developmental Overview



Progressing towards Level 4


Progression Point        3.75
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates,
for example:
           • use of structures and features appropriate to purpose and audience of print and

             electronic texts
           • appropriate use of topic sentences and organisation of main and subordinate

             ideas
           • selection of vocabulary, text structures and visual features to effectively

             communicate ideas and information
           • maintenance of plot, characterisation and setting throughout extended

             narrative texts
           • use of knowledge about spelling patterns, including morphemic knowledge,

             visual and phonic patterns.

                                   Indicators of Progress

Students comprehend the         Students comprehend the            Students comprehend the
use of:                         use of a variety of sentence       use of paragraph
                                forms for different purposes       conventions such as using
(1) various word properties,    using structures and features      topic sentences to
for example, pronouns,          of language appropriate to         summarise paragraphs in
abbreviations, conjunctions,    the purpose, audience and          informative writing and
adverbs and adjectives; and     context of the writing.            cohesive ties for linking
                                                                   sentences within a paragraph
(2) grammatical conventions
                                                                   and for linking paragraphs.
such as the use of verb tense
agreement and gender                                               Students use simple
agreement.                                                         figurative language.




Standard     4.0
At Level 4, students produce, in print and electronic forms, a variety of texts for
different purposes using structures and features of language appropriate to the
purpose, audience and context of the writing. They begin to use simple figurative
language and visual images. They use a range of vocabulary, a variety of sentence
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Writing – Conventions of writing- Developmental Overview
structures, and use punctuation accurately, including apostrophes. They identify and
use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions. They use
a range of approaches to spelling, applying morphemic knowledge and an
understanding of visual and phonic patterns. They employ a variety of strategies for
writing, including note-making, using models, planning, editing and proofreading.


                                   Indicators of Progress

Students’ texts use a variety   Students’ texts use                Students’ texts prioritise
of sentence forms to achieve    paragraphs and other text          ideas effectively in terms of
their purpose and display       features (for example,             their goal or purpose.
appropriate grammatical         heading and subheadings or
conventions including tense     section headings in                Students’ texts use graphics,
and subject–verb agreement.     narratives) to organise the        photographs and artwork to
                                main ideas and subordinate         support the written message.
                                ideas.

                                Students use punctuation
                                appropriately, including the
                                use of colons, semi-colons
                                and apostrophes.




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Writing – Conventions of writing- Developmental Overview

Progressing towards Level 5


Progression Point        4.25
At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates,
for example:
           • composition of print and electronic texts for a range of purposes, including

             speculative, imaginative, explanatory and persuasive
           • development of topics in coherent ways according to the purpose, and the

             needs and experience of the intended audience
           • use of a variety of sentence structures, including combinations of simple and

             compound sentences for particular effects
           • awareness of grammatical conventions; for example, tense and subject–verb

             agreement, appropriate punctuation
           • use of a range of planning strategies.




                                  Indicators of Progress

Students’ texts use a variety Students’ texts are                  Students’ texts use graphics,
of sentence forms to achieve punctuated appropriately              photographs or artwork to
their purpose.                including the use of colons          support the written message.
                              and semi-colons.
Students’ texts display
appropriate grammatical       Students’ texts prioritise
conventions including tense ideas effectively in terms of
and subject–verb agreement. their goal or purpose and
                              begin to use suitable
                              headings such as section
                              headings in narratives to
                              assist reading.




Progression Point        4.5
At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for
example:
     • composition of print and electronic texts in a wide range of forms, including

        narratives, reports, explanations, procedures and points of view
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Writing – Conventions of writing- Developmental Overview
    • composition of persuasive texts about contemporary issues, including justification

      of personal points of view with supporting arguments
    • experimentation with different techniques to influence audiences and achieve the

      intended purpose of their writing
    • correct spelling, except of unfamiliar words with unusual spelling patterns

    • use of headings and subheadings in the organisation of information in texts

    • use of editing and proofreading skills for clarity and cohesion of ideas.




                                 Indicators of Progress

Students use a variety of    Students use various                 Students experiment with
sentence forms consistently  paragraphing conventions             various written text
and appropriately; these     and textual markers to               conventions and techniques,
include compound and         prioritise ideas effectively         depending on the purpose, to
complex sentences using:     and to organise the                  influence the audience.
                             information in terms of their
(1) appropriate grammatical goal or purpose such as               Students use graphics,
conventions including tense, headings and subheadings,            photographs and artwork
subject–verb agreement and topic sentences, stanza                more strategically to support
noun–pronoun agreement;      divisions, bullets and               the written message.
                             numbering.
(2) appropriate punctuation
and capitalisation; and

(3) sophisticated rhythm and
flow of language where
appropriate.




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Writing – Conventions of writing- Developmental Overview



Progressing towards Level 5


Progression Point        4.75
At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates,
for example:
     • control of writing texts in various forms, including narratives, reports,

       explanations, procedures and persuasive texts
     • composition of imaginative and informative texts presenting challenging ideas and

       issues
     • appropriate use of figurative language to achieve particular effects

     • strategic use of headings, subheadings, graphics, photographs and art work to

       support the meaning of the text
     • use of a variety of software packages to plan, organise, revise and present

       electronic texts.

                                 Indicators of Progress

Students use the types of
strategies described in levels
4–4.5 with greater fluency.




Standard     5.0
At Level 5, students produce, in print and electronic forms, texts for a variety of
purposes, including speculating, hypothesising, persuading and reflecting. They write
extended narratives or scripts with attention to characterisation, consistency of
viewpoint and development of a resolution. They write arguments that state and
justify a personal viewpoint; reports incorporating challenging themes and issues;
personal reflections on, or evaluations of, texts presenting challenging themes and
issues. Students improve the accuracy and readability of their writing, developing
confidence in the identification and use of grammatical conventions and features of
language and in their use of figurative language. They use a range of punctuation
accurately to support meaning, including the use of ellipses, dashes, colons and semi-
colons. They control tenses, and subject-verb and noun-pronoun agreement. They
accurately identify and use different parts of speech. They edit their writing for
clarity, coherence and consistency of style, and proofread and correct spelling,

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Writing – Conventions of writing- Developmental Overview
punctuation and grammatical errors.


                                Indicators of Progress

 Students use confidently
 the conventions specified in
 levels 4 – 4.75 in the more
 complex text they write for
 this phase.




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Writing – Conventions of writing- Developmental Overview

Progressing towards Level 6


Progression Point        5.25
At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates,
for example:
     • composition of sustained narratives with some control of main plot and sub-plots

       and consistent character development
     • use of writing to explore complex issues and points of view

     • use of a variety of language techniques to present an argument and influence

       audiences to share a point of view
     • effective use of vocabulary and sentence structures appropriate to the intended

       purpose of the text
     • effective use of strategies for redrafting, editing for audience appropriateness,

       prioritising and sequencing ideas.

                                  Indicators of Progress

Students present alternative Students avoid the use of             Students argue for a
opinions and perspectives    stereotypes.                          particular perspective and to
on the topic.                                                      persuade.




Progression Point        5.5
At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for
example:
     • expression of thoughts, feelings, opinions and ideas in print and electronic forms

     • use of writing to explore complex issues and to argue for a particular point of view

     • integration of complex ideas and multiple perspectives in writing

     • the written conventions, structures and features appropriate for a range of different

        text types
     • proof reading and redrafting for accuracy, clarity, coherence and consistency of

        style.

                                  Indicators of Progress
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Writing – Conventions of writing- Developmental Overview

Students show control of:       Students use punctuation at         Students use conventions for
                                the end of sentences, within        organising the ideas in a text
(1) subject–verb agreement;     sentences (for example,             into an introduction, a body
                                commas after introductory           and a conclusion.
(2) consistent verb tense;
                                phrases, in compound
                                sentences, or in a series) and      Students link ideas between
(3) noun/pronoun
                                use apostrophes in                  sentences in a paragraph
agreement;
                                contractions and                    using conjunctions and the
(4) consistent and correct      possessives.                        repetition of the main ideas
usage of irregular verb                                             and key phrases.
forms; and                      Students use conventions for
                                writing different text types,
(5) a consistent ‘stance’ for   for example, narrative,
example, the use of first       expository or persuasive
person.                         texts.




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Writing – Conventions of writing- Developmental Overview

Progressing towards Level 6


Progression Point        5.75
At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates,
for example:
     • composition of expressive and sustained narratives with attention to chronology,

       coherence of viewpoint, consistency of plot and character development, and
       development of effective resolution
     • use of writing to explore, speculate and reflect on complex themes and issues

     • strong arguments for particular points of view, using effective language to

       persuade readers
     • evaluation of the extent to which they have been effective in meeting the demands

       of purpose, audience and context in their writing
     • use of a range of strategies for gathering information, planning, structuring,

       composing, proofreading, revising and editing.

                                  Indicators of Progress

Students use the conventions specified in levels 5–5.5 in the more complex text they write
for this phase. They show an awareness of the written conventions of each of the text types
they are required to write and the use of relevant linguistic techniques.




  Standard     6.0
  At Level 6, students write sustained and cohesive narratives that experiment with
  different techniques and show attention to chronology, characterisation, consistent
  point of view and development of a resolution. They write persuasive texts dealing
  with complex ideas and issues and control the linguistic structures and features that
  support the presentation of different perspectives on complex themes and issues.
  They select subject matter and begin to use a range of language techniques to try to
  position readers to accept particular views of people, characters, events, ideas and
  information. They compose a range of other texts, such as feature articles, web
  pages and workplace texts. They plan and deliver presentations, sequencing and
  organising complex ideas. They write accurately punctuated, grammatically sound
  and complex sentences with embedded clauses and phrases. They are able to
  maximise the effects of rhythm and tone, and write with developing fluency. They
  proofread and edit their own writing for accuracy, consistency and clarity.
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Writing – Conventions of writing- Developmental Overview

                                 Indicators of Progress

Students use sentence-level   Students use punctuation            Students use paragraph
conventions such as control   conventions accurately.             conventions such as:
of:                           Thus, they:
                                                                  (1) using paragraphs to
(1) subject–verb agreement;   (1) punctuate the ends of           segment a text into
                              sentences and within                meaningful sections;
(2) consistent verb tense;    sentences, use commas after
                              introductory phrases, in            (2) using topic sentences;
(3) noun–pronoun                                                  and
                              compound sentences, or in a
agreement;
                              series;
                                                                  (3) using connecting
(4) consistent and correct                                        sentences to link paragraphs.
                              (2) use apostrophes in
usage of irregular verb
                              contractions and singular
forms; and
                              possessives; and
(5) point of view.
                              (3) capitalise within
                              quotation marks and

                              (4) use colons and semi-
                              colons.




Last updated: 14.01.08              (c) State of Victoria, 2008             Page 22 of 22

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Conventions of writing

  • 1. English Developmental Continuum P-10 Writing – Conventions of Writing © 2007 Developmental Overview Each table contains the progression points and standards related to the Writing Dimension and the Indicators of Progress for the focus on Conventions of writing. Progressing towards Level 1 Progression Point 0.5 At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: • understanding that their writing can communicate ideas, feelings and information • use of letters and some words in the writing of brief texts about topics of personal interest • emergent writing showing concepts about print, including left to right, top to bottom • reading back from their own writing at the time of writing • approximate use of letters for some letter–sound relationships and common words • use of a variety of writing tools, including crayons, pencils and computer software. Indicators of Progress In their writing attempts, Students begin to write Students distinguish students show an awareness short, teacher-dictated between pictures and written of elementary concepts sentences by approximating language. about print, including left to the spelling patterns and right, top to bottom, and may invent or approximate Students display the spacing, i.e., that there are some letters. conventions of pencil grip, spaces between written paper placement and words. Students write the first letter posture. of their name, and then their name and the names of others in their class. www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum Writing – Conventions of writing, Level 1 to 6 - Page 1 of 22
  • 2. Writing – Conventions of writing- Developmental Overview Standard 1.0 At Level 1, students write personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software. Indicators of Progress Students write in complete Students write short, Students form letters sentences using basic teacher-dictated sentences correctly, beginning mainly sentence structures and use by approximating to the with lower case, and use mainly simple sentences and spelling patterns and may various writing implements some compound sentences, approximate some letters. and software. for example, On Sunday we went to the market, or I Students experiment with Students leave spaces picked up the bat and I hit capital letters and simple between the words in the ball. ending punctuation such as sentences. full stops. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 2 of 22
  • 3. Writing – Conventions of writing- Developmental Overview Progressing towards Level 2 Progression Point 1.25 At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example: • inclusion of their own experiences when writing for personal purposes and audiences such as in lists, letters, cards, posters • inclusion of one or more generally readable sentences • some correct use of capital letters and full stops • drawings that support the intended meaning of their writing • plausible attempts at spelling unfamiliar words, matching sound–letter relationships and using some simple spelling patterns. Indicators of Progress Students use basic sentence Students begin to use a Students begin to use simple structures and vary sentence range of simple ending conjunctions (and, but) to beginnings. They write punctuation such as full join ideas, data, reasons, or sentences that contain at stops. They use capitals at opinions. least two ideas and are the beginning of sentences sequenced appropriately, and write “I” using a capital. with the subject, verb and object used correctly. Progression Point 1.5 At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for example: • experimentation with a range of short text types; for example, recounts, letters, lists, procedures • sequencing of a small number of ideas in short texts for different purposes and audiences • rereading of their own writing, checking that it makes sense Last updated: 14.01.08 (c) State of Victoria, 2008 Page 3 of 22
  • 4. Writing – Conventions of writing- Developmental Overview • combination of writing with drawings or computer graphics to support meaning • correct spelling of some high-frequency words and plausible attempts at spelling unfamiliar words. Indicators of Progress Students write both simple Students use punctuation Students begin to use some and compound sentences marks such as capital letters features of the language of and attempt to vary and full stops and may also persuasive writing such as beginnings and lengths. experiment with the use of modal verbs (for example, question marks and should, can, must) and Their sentences use nouns, exclamation marks. emotive words. verbs and pronouns correctly and show: Students begin to use some Students show an awareness features of explanatory of the differences between (1) elementary subject–verb language such as verbs spoken and written texts. agreement; denoting a specific action, (2) singular/plural the simple present tense, and agreement for nouns; and the passive voice. (3) elementary verb tense agreement. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 4 of 22
  • 5. Writing – Conventions of writing- Developmental Overview Progressing towards Level 2 Progression Point 1.75 At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example: • inclusion of information and ideas in short texts for known audiences and selected purposes • use of strategies to revise writing; for example, reading aloud, use of feedback from others • mostly correct use of capital letters, full stops, and question marks • correct spelling of unfamiliar words, using knowledge of sound–letter patterns. Indicators of Progress Students use a variety of Students mostly use ending Students achieve written sentence structures (simple punctuation correctly, such sentence fluency by using and compound) in the text as full stops and question sentence linking words. and use appropriately a marks. They continue to variety of nouns, verbs and experiment with the correct Students show a refined adjectives. The sentences use of exclamation marks. pencil grip that leads to are usually correct They use capital letters fluency in correct letter grammatically. correctly most of the time. formation. Standard 2.0 At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling Last updated: 14.01.08 (c) State of Victoria, 2008 Page 5 of 22
  • 6. Writing – Conventions of writing- Developmental Overview unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing. Indicators of Progress Students use a variety of Students write upper and Students use capital letters, sentence structures (for lower case letters legibly full stops and question example, simple and and show correct letter marks correctly, and compound) and link ideas in formation, with consistent continue their attempts with a variety of ways using size, slope and spacing. exclamation marks. pronouns, conjunctions and adverbial phrases indicating time and place. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 6 of 22
  • 7. Writing – Conventions of writing- Developmental Overview Progressing towards Level 3 Progression Point 2.25 At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example: • composition of short, sequenced factual and imaginative texts in print and electronic forms • related ideas, linked in sequence, to convey meaning to known audiences • simple, and some compound, sentences joined by appropriate conjunctions • effective vocabulary to convey meaning, including nouns, verbs and adjectives • correct spelling of words with regular spelling patterns and plausible attempts at some words with irregular spelling patterns. Indicators of Progress Students write simple and Students arrange a set of Students write a paragraph some compound sentences three or four sentences in an that describes a familiar that join two events by appropriate order so that event in three or four using appropriate they describe familiar sentences. conjunctions, for example, events. before or while. Students continue to use some punctuation correctly, including the use of capital letters, full stops, question marks, as well as exclamation marks. Progression Point 2.5 At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example: • composition of short texts of more than one paragraph to describe experiences, tell Last updated: 14.01.08 (c) State of Victoria, 2008 Page 7 of 22
  • 8. Writing – Conventions of writing- Developmental Overview a story, express a point of view • appropriate ordering of events and ideas in print and electronic texts • compound sentences linking two ideas or events, with correct use of verb tenses • development of character, setting and plot in short narrative texts • correct use of full stops and question marks, and experimentation with other punctuation; for example, commas, quotation marks. Indicators of Progress Students use a variety of Students write explanations Students write explanations sentence lengths, beginnings by using the appropriate or arguments that include and types. These include tense of specific verbs to logically sequenced specific compound sentences that denote actions in ideas, data, and reasons. join two events. They use grammatical form. They verb tenses correctly and provide evidence to support Students organise the details use adjectives, verbs, the explanation and use and subordinate ideas into pronouns and nouns causal conjunctions such as paragraphs. appropriately in their because to link ideas. writing. Students use learned rules of Students write opinion and capitalisation and argumentative pieces by punctuation correctly, stating a position and using including full stops, modal verbs (for example, question marks and can, could, will, should, exclamation marks, and ought), emotive words and experiment with the use of imperatives to support it. quotation marks + commas. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 8 of 22
  • 9. Writing – Conventions of writing- Developmental Overview Progressing towards Level 3 Progression Point 2.75 At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates, for example: • composition of texts for different purposes; for example, to narrate, inform, describe, present a point of view or explain • composition of texts of three or four logically ordered paragraphs • composition of texts that take account of the needs and interests of familiar and some unfamiliar audiences • combinations of written and visual elements in print and electronic texts • correct spelling of two-syllable words with regular spelling patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns. Indicators of Progress Students broaden their use Students use enhanced Students practise using of a range of sentence paragraph conventions in the punctuation marks such as lengths, beginnings, and context of narratives, for quotation marks in dialogue types. They show they can example, using main ideas to and the use of commas in a use the following organise a text into series and in compound grammatical conventions, paragraphs and opening a sentences. noun–verb agreement such paragraph with its main idea. as subject–verb agreement, Students integrate the for example, the class of learned rules of punctuation students is here, noun– and capitalisation within a pronoun agreement across paragraph in a narrative. clauses in a complex sentence and across sentences in a paragraph, pronoun–verb agreement and can adjust for past tense. Standard 3.0 Last updated: 14.01.08 (c) State of Victoria, 2008 Page 9 of 22
  • 10. Writing – Conventions of writing- Developmental Overview At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information. They write a variety of simple and compound sentences and use verb tenses correctly. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words. Indicators of Progress Students write in Students use punctuation Students use different text paragraphs; they integrate a more confidently to support structures in their writing. range of simple and meaning, including capital compound sentences and letters, full stops, question Students use layout and coordinate the use of verb marks, commas and visuals to enhance the power tenses and pronouns quotation marks. of their texts. correctly across the sentences. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 10 of 22
  • 11. Writing – Conventions of writing- Developmental Overview Progressing towards Level 4 Progression Point 3.25 At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example: • inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts • use of strategies for planning, drafting, proofreading, editing and revising • appropriate vocabulary, punctuation and tense according to context, purpose and audience • typical features and structures of different texts such as narratives and reports • correct spelling of frequently occurring two- and three-syllable words and use of strategies to spell unknown words. Indicators of Progress Students use a range of Students use a range of Students use structures and punctuation, including grammatical structures in features of language that commas and quotation conventional ways, show clearly the purposes of marks. including verb tense their texts. agreement. Students identify the characteristics in a well- formed paragraph. Progression Point 3.5 At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example: • production of texts for a range of different audiences and purposes in print and electronic forms • use of strategies for planning; for example, using models of others’ writing or mind mapping • deletion of unnecessary information or addition of new information when editing Last updated: 14.01.08 (c) State of Victoria, 2008 Page 11 of 22
  • 12. Writing – Conventions of writing- Developmental Overview and revising writing • inclusion of appropriate visual images and information in print and electronic texts. Indicators of Progress Students use language Students use appropriate structures and features vocabulary, punctuation, appropriate to their purpose, grammar and visual images. audience and the context of the writing. They show subject–verb agreement and verb tense agreement in the sentences they write. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 12 of 22
  • 13. Writing – Conventions of writing- Developmental Overview Progressing towards Level 4 Progression Point 3.75 At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example: • use of structures and features appropriate to purpose and audience of print and electronic texts • appropriate use of topic sentences and organisation of main and subordinate ideas • selection of vocabulary, text structures and visual features to effectively communicate ideas and information • maintenance of plot, characterisation and setting throughout extended narrative texts • use of knowledge about spelling patterns, including morphemic knowledge, visual and phonic patterns. Indicators of Progress Students comprehend the Students comprehend the Students comprehend the use of: use of a variety of sentence use of paragraph forms for different purposes conventions such as using (1) various word properties, using structures and features topic sentences to for example, pronouns, of language appropriate to summarise paragraphs in abbreviations, conjunctions, the purpose, audience and informative writing and adverbs and adjectives; and context of the writing. cohesive ties for linking sentences within a paragraph (2) grammatical conventions and for linking paragraphs. such as the use of verb tense agreement and gender Students use simple agreement. figurative language. Standard 4.0 At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence Last updated: 14.01.08 (c) State of Victoria, 2008 Page 13 of 22
  • 14. Writing – Conventions of writing- Developmental Overview structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. Indicators of Progress Students’ texts use a variety Students’ texts use Students’ texts prioritise of sentence forms to achieve paragraphs and other text ideas effectively in terms of their purpose and display features (for example, their goal or purpose. appropriate grammatical heading and subheadings or conventions including tense section headings in Students’ texts use graphics, and subject–verb agreement. narratives) to organise the photographs and artwork to main ideas and subordinate support the written message. ideas. Students use punctuation appropriately, including the use of colons, semi-colons and apostrophes. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 14 of 22
  • 15. Writing – Conventions of writing- Developmental Overview Progressing towards Level 5 Progression Point 4.25 At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example: • composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive • development of topics in coherent ways according to the purpose, and the needs and experience of the intended audience • use of a variety of sentence structures, including combinations of simple and compound sentences for particular effects • awareness of grammatical conventions; for example, tense and subject–verb agreement, appropriate punctuation • use of a range of planning strategies. Indicators of Progress Students’ texts use a variety Students’ texts are Students’ texts use graphics, of sentence forms to achieve punctuated appropriately photographs or artwork to their purpose. including the use of colons support the written message. and semi-colons. Students’ texts display appropriate grammatical Students’ texts prioritise conventions including tense ideas effectively in terms of and subject–verb agreement. their goal or purpose and begin to use suitable headings such as section headings in narratives to assist reading. Progression Point 4.5 At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example: • composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view Last updated: 14.01.08 (c) State of Victoria, 2008 Page 15 of 22
  • 16. Writing – Conventions of writing- Developmental Overview • composition of persuasive texts about contemporary issues, including justification of personal points of view with supporting arguments • experimentation with different techniques to influence audiences and achieve the intended purpose of their writing • correct spelling, except of unfamiliar words with unusual spelling patterns • use of headings and subheadings in the organisation of information in texts • use of editing and proofreading skills for clarity and cohesion of ideas. Indicators of Progress Students use a variety of Students use various Students experiment with sentence forms consistently paragraphing conventions various written text and appropriately; these and textual markers to conventions and techniques, include compound and prioritise ideas effectively depending on the purpose, to complex sentences using: and to organise the influence the audience. information in terms of their (1) appropriate grammatical goal or purpose such as Students use graphics, conventions including tense, headings and subheadings, photographs and artwork subject–verb agreement and topic sentences, stanza more strategically to support noun–pronoun agreement; divisions, bullets and the written message. numbering. (2) appropriate punctuation and capitalisation; and (3) sophisticated rhythm and flow of language where appropriate. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 16 of 22
  • 17. Writing – Conventions of writing- Developmental Overview Progressing towards Level 5 Progression Point 4.75 At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example: • control of writing texts in various forms, including narratives, reports, explanations, procedures and persuasive texts • composition of imaginative and informative texts presenting challenging ideas and issues • appropriate use of figurative language to achieve particular effects • strategic use of headings, subheadings, graphics, photographs and art work to support the meaning of the text • use of a variety of software packages to plan, organise, revise and present electronic texts. Indicators of Progress Students use the types of strategies described in levels 4–4.5 with greater fluency. Standard 5.0 At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi- colons. They control tenses, and subject-verb and noun-pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, Last updated: 14.01.08 (c) State of Victoria, 2008 Page 17 of 22
  • 18. Writing – Conventions of writing- Developmental Overview punctuation and grammatical errors. Indicators of Progress Students use confidently the conventions specified in levels 4 – 4.75 in the more complex text they write for this phase. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 18 of 22
  • 19. Writing – Conventions of writing- Developmental Overview Progressing towards Level 6 Progression Point 5.25 At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example: • composition of sustained narratives with some control of main plot and sub-plots and consistent character development • use of writing to explore complex issues and points of view • use of a variety of language techniques to present an argument and influence audiences to share a point of view • effective use of vocabulary and sentence structures appropriate to the intended purpose of the text • effective use of strategies for redrafting, editing for audience appropriateness, prioritising and sequencing ideas. Indicators of Progress Students present alternative Students avoid the use of Students argue for a opinions and perspectives stereotypes. particular perspective and to on the topic. persuade. Progression Point 5.5 At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example: • expression of thoughts, feelings, opinions and ideas in print and electronic forms • use of writing to explore complex issues and to argue for a particular point of view • integration of complex ideas and multiple perspectives in writing • the written conventions, structures and features appropriate for a range of different text types • proof reading and redrafting for accuracy, clarity, coherence and consistency of style. Indicators of Progress Last updated: 14.01.08 (c) State of Victoria, 2008 Page 19 of 22
  • 20. Writing – Conventions of writing- Developmental Overview Students show control of: Students use punctuation at Students use conventions for the end of sentences, within organising the ideas in a text (1) subject–verb agreement; sentences (for example, into an introduction, a body commas after introductory and a conclusion. (2) consistent verb tense; phrases, in compound sentences, or in a series) and Students link ideas between (3) noun/pronoun use apostrophes in sentences in a paragraph agreement; contractions and using conjunctions and the (4) consistent and correct possessives. repetition of the main ideas usage of irregular verb and key phrases. forms; and Students use conventions for writing different text types, (5) a consistent ‘stance’ for for example, narrative, example, the use of first expository or persuasive person. texts. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 20 of 22
  • 21. Writing – Conventions of writing- Developmental Overview Progressing towards Level 6 Progression Point 5.75 At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example: • composition of expressive and sustained narratives with attention to chronology, coherence of viewpoint, consistency of plot and character development, and development of effective resolution • use of writing to explore, speculate and reflect on complex themes and issues • strong arguments for particular points of view, using effective language to persuade readers • evaluation of the extent to which they have been effective in meeting the demands of purpose, audience and context in their writing • use of a range of strategies for gathering information, planning, structuring, composing, proofreading, revising and editing. Indicators of Progress Students use the conventions specified in levels 5–5.5 in the more complex text they write for this phase. They show an awareness of the written conventions of each of the text types they are required to write and the use of relevant linguistic techniques. Standard 6.0 At Level 6, students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, web pages and workplace texts. They plan and deliver presentations, sequencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases. They are able to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 21 of 22
  • 22. Writing – Conventions of writing- Developmental Overview Indicators of Progress Students use sentence-level Students use punctuation Students use paragraph conventions such as control conventions accurately. conventions such as: of: Thus, they: (1) using paragraphs to (1) subject–verb agreement; (1) punctuate the ends of segment a text into sentences and within meaningful sections; (2) consistent verb tense; sentences, use commas after introductory phrases, in (2) using topic sentences; (3) noun–pronoun and compound sentences, or in a agreement; series; (3) using connecting (4) consistent and correct sentences to link paragraphs. (2) use apostrophes in usage of irregular verb contractions and singular forms; and possessives; and (5) point of view. (3) capitalise within quotation marks and (4) use colons and semi- colons. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 22 of 22