Dunraven SchoolContact Joe Kirby for questions

kirby.j@dunraven.org.uk

What distinguishes level 5 from level 6 writing about texts

in secondary English?

What is clear Level 5 writing about texts?

Interpret ideas in texts5. Understand the surface meaning of texts

Understand events in texts and use quotations to reference texts5. Use evidence to back up their views

Explain writers’ use of language at word and sentence level5. Suggest an effect on the reader of particular words

Comment on writers’ viewpoints5. Comment on the writer’s viewpoint

Relate texts to their social, cultural and historical contexts5. Comment on when and where a text was written

Quotations

Effects

Context

Intentions

Ideas

What is precise Level 6 writing about texts?

Interpret ideas in texts6. Begin to explore layers of meaning in texts

Understand events in texts and use quotations to reference texts6. Use quotations to back up their views

Explain writers’ use of language at word and sentence level6. Comments on possible effects on the reader of words and styles of sentences

Comment on writers’ viewpoints6. Tell the difference between the character’s and writer’s viewpoint

Relate texts to their social, cultural and historical contexts6. Explain the significance of when and where a text was written

Quotations

Effects

Context

Intentions

Ideas

What’s the difference between clear Level 5 and precise Level 6

writing about texts?Interpret ideas in texts5. Understand the surface meaning of texts6. Begin to explore layers of meaning in texts

Understand events in texts and use quotations to reference texts5. Use evidence to back up their views6. Use quotations to back up their views

Explain writers’ use of language at word and sentence level5. Suggest an effect on the reader of particular words6. Comments on possible effects on the reader of words and styles of sentences

Comment on writers’ viewpoints5. Comment on the writer’s viewpoint6. Tell the difference between the character’s and writer’s viewpoint

Relate texts to their social, cultural and historical contexts5. Comment on when and where a text was written6. Explain the significance of when and where a text was written

Quotations

Effects

Context

Intentions

Ideas

Annotated example: Level 5 writing on Oliver Twist

Dickens presents Bill Sikes through the characteristics of a vulgar, despicable and devilish man. When he threatens to kill Oliver, this shows how truly evil he is. The effect on the reader is to make them hate him. Dickens tried to show what role models can be like in London in the 19th century.

Annotated example: Level 5 writing on Oliver Twist

Dickens presents Bill Sikes through the characteristics of a vulgar, despicable and devilish man. When he threatens to kill Oliver, this shows how truly evil he is. The effect on the reader is to make them hate him. Dickens tried to show what role models can be like in London in the 19th century.

Ideas – Understood the surface meaning

Quotations: Used evidence from the text

Effect: Suggested simple effect Context: Commented on when and where the text was written

Intentions: Commented on the writer’s viewpoint

Annotated example: Level 6 writing on Oliver Twist

How does Dickens present Bill Sikes in Oliver Twist?

Dickens presents Bill Sikes as a villainous, cruel and violent man who cares nothing for other people. One quotation that shows this is when he says to Oliver: “Get up, or I’ll strew your brains upon the grass.” This shows that he would mercilessly kill Oliver if he didn’t do as he’s told. The effect on the reader is either to make them realise how evil he is, or to become fascinated with him. Dickens wanted to show what kind of people had power over orphans in 1830’s Victorian London.

Annotated example: Level 6 writing on Oliver Twist

How does Dickens present Bill Sikes in Oliver Twist?

Dickens presents Bill Sikes as a villainous, cruel and violent man who cares nothing for other people. One quotation that shows this is when he says to Oliver: “Get up, or I’ll strew your brains upon the grass.” This shows that he would mercilessly kill Oliver if he didn’t do as he’s told. The effect on the reader is either to make them realise how evil he is, or to become fascinated with him. Dickens wanted to show what kind of people had power over orphans in 1830’s Victorian London.

Ideas – Begun to explore layers of meaning Quotations: Used evidence from the text

Effect: Commented on possible effects on the reader Context: Commented on when and where the text was written

Intentions: Told the difference between the writer’s and character’s viewpoint