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11+ · English - Creative and Persuasive Writing (Extended Tasks)

EP.E36 Creative and Persuasive Writing Prompts Set 2

GL ASSESSMENT / CSSE 11+ Entrance English (GL Assessment / CSSE style) · Calculators not allowed · about 266 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. Show all your working.

Read each short extract below. Each one is taken from a different type of writing: narrative, descriptive, persuasive or discursive. Identify which type of writing each extract is most likely to be taken from.

(a)Ruben's trainers skidded on the wet tiles as the fire alarm screamed through the corridor, and doors began banging open on every side.(1)

(b)The greenhouse smelled of warm soil and crushed tomato leaves, and dust hung motionless in the shafts of afternoon light slanting through the cracked glass roof.(1)

(c)Isn't it time our school finally gave every pupil a say in how break time is run? Support the new school council, and make your voice count.(1)

(d)Some people believe that a longer school day would give pupils more time for clubs and sport. Others, however, argue that pupils are already tired enough by the end of a normal day.(1)

(Total for Question 1 is 4 marks)

Each sentence below uses a different persuasive technique. Identify the technique used in each sentence: rhetorical question, rule of three, direct address, or a statistic/fact used for persuasive effect.

(a)Do you really want your children breathing in traffic fumes every single morning on the way to school?(1)

(b)We need cleaner air, safer streets and healthier children.(1)

(c)You have the power to change this, right now, today.(1)

(d)Nearly one in three children living near busy roads develops breathing problems before the age of ten.(1)

(Total for Question 2 is 4 marks)

Timed task: you have 5 minutes. Plan (do NOT write in full) the opening of a story titled 'The Photograph That Wasn't There Before'. Use bullet points only, not full sentences.

Note: your main character (name and one telling detail); the setting; what is strange or different about the photograph, and why it matters to your character; one word or phrase for the mood or atmosphere you want.

(Total for Question 3 is 6 marks)

Timed task: you have 5 minutes. Plan (do NOT write in full) a short speech to persuade your class to take part in a whole-school 'Switch-Off Evening', when pupils are asked to turn off all non-essential electronics for one evening to raise money and awareness for a wildlife charity. Use bullet points only, not full sentences.

Note: your main argument in one line; two supporting reasons or pieces of evidence; one objection a classmate might raise, and a brief answer to it; a memorable closing line or call to action.

(Total for Question 4 is 6 marks)

Discursive (balanced-argument) writing uses connectives to signal whether an idea agrees with, contrasts with, or sums up what came before. Complete each sentence below with an appropriate connective or short phrase for the gap shown as ______.

(a)Some people think homework should be banned completely. ______, others argue that it helps pupils build good study habits.(1)

(b)One benefit of a four-day school week is that pupils could have more time to rest. ______, it could also give families more time together at weekends.(1)

(c)______, it seems clear that both sides of this debate have valid points worth considering.(1)

(d)One argument in favour of the new library opening hours is that pupils have more time to study after school. ______, some staff worry that longer hours will increase running costs.(1)

(Total for Question 5 is 4 marks)

Write the opening of a story (250-350 words, about 20-25 minutes). Your story must begin with this exact sentence:

'By the time Elsie noticed the second shadow on the wall, her own had already stopped moving.'

PLANNING FRAME (not marked, but use it before you write): your main character and one telling detail about them; the setting; what you want the reader to wonder about the shadows; a mood or atmosphere to build.

Focus on hooking your reader and establishing character, setting and a sense of intrigue.

(Total for Question 6 is 18 marks)

Write the opening of a story (250-350 words, about 20-25 minutes). Your story must begin with this exact sentence:

'The train doors opened at a station that was not on any map Kofi had ever seen.'

PLANNING FRAME (not marked, but use it before you write): one telling detail about Kofi; what the station looks or feels like; why Kofi does, or does not, step off the train; a mood or atmosphere to build.

Focus on building atmosphere and tension without over-explaining the mystery.

(Total for Question 7 is 18 marks)

Describe an empty theatre in the hour before the doors open to the audience (250-350 words, about 20-25 minutes). You do not need to tell a story; focus on creating a vivid, sustained picture using more than one sense.

PLANNING FRAME (not marked, but use it before you write): at least one detail for sight, sound, smell and touch; an order for your description (for example, sweeping from the stage out towards the empty seats); one overall mood or impression to sustain throughout.

Focus on precise vocabulary and at least one piece of figurative language (simile, metaphor or personification).

(Total for Question 8 is 18 marks)

Describe a school kitchen at six o'clock in the morning, before any of the kitchen staff have arrived (250-350 words, about 20-25 minutes). You do not need to tell a story; focus on creating a vivid, sustained picture using more than one sense.

PLANNING FRAME (not marked, but use it before you write): sensory detail across sight, sound, smell and touch; an order for your description (for example, moving from the ovens to the serving hatch); one overall mood or impression (for example, unusually still, or quietly waiting) to sustain throughout.

Focus on precise vocabulary and controlled sentence structures rather than a simple list of objects.

(Total for Question 9 is 18 marks)

Write a letter to Ms Whitcombe, the editor of your local newspaper, the Marlbury Herald, persuading her to run a campaign for a new pedestrian crossing outside your school gates, after several near-miss accidents this term (250-350 words, about 20-25 minutes).

PLANNING FRAME (not marked, but use it before you write): your main argument and at least two supporting reasons or pieces of evidence; a counter-argument (for example, cost, or that a crossing already exists nearby) and how you will answer it; at least one persuasive technique you plan to use; a memorable closing line.

Use appropriate letter conventions (for example an address and date, a suitable greeting and sign-off).

(Total for Question 10 is 18 marks)

Write a speech to be delivered in assembly, persuading your fellow pupils to support a new 'book swap' scheme in the school library, where pupils can trade books they have finished with instead of buying new ones (250-350 words, about 20-25 minutes).

PLANNING FRAME (not marked, but use it before you write): your main argument and at least two supporting reasons or pieces of evidence; acknowledge a possible objection (for example, that some pupils would rather keep their own books) and answer it; at least one persuasive technique you plan to use; a memorable opening and closing line.

Use appropriate speech conventions (for example direct address to your audience).

(Total for Question 11 is 18 marks)

Write a balanced discussion of the question: should Year 6 pupils be allowed to bring a mobile phone to school, to be used only in an emergency (250-350 words, about 20-25 minutes)? You must consider more than one point of view before giving your own opinion.

PLANNING FRAME (not marked, but use it before you write): at least one argument in favour; at least one argument against; a discourse marker to signal each shift in viewpoint (for example 'however', 'on the other hand'); your own considered conclusion.

Focus on fairness: give genuine weight to both sides before you reach your own view.

(Total for Question 12 is 18 marks)

Write a balanced discussion of the question: should children under the age of thirteen be allowed to have their own social media accounts (250-350 words, about 20-25 minutes)? You must consider more than one point of view before giving your own opinion.

PLANNING FRAME (not marked, but use it before you write): at least one argument in favour; at least one argument against; a discourse marker to signal each shift in viewpoint; your own considered conclusion.

Focus on using evidence or reasoning, not just opinion, to support each side.

(Total for Question 13 is 18 marks)

Here is a discursive essay question: 'Should all pupils be required to learn to swim as part of the school curriculum?' Complete the three sentences below to help plan your discursive essay.

(a)Write an opening topic sentence introducing the case FOR compulsory swimming lessons.(2)

(b)Write a topic sentence introducing the case AGAINST compulsory swimming lessons, using a contrasting connective.(2)

(c)Write a concluding sentence giving a brief, personal, balanced final view.(2)

(Total for Question 14 is 6 marks)

Write the opening of a story (350-450 words, about 30-35 minutes). This task is marked out of more marks than the others because it asks you to control several techniques at once.

Your opening must include:
- an object that clearly does not belong where it is found
- a moment where your character tells someone a lie
- a final sentence of six words or fewer that makes the reader reconsider what they have just read

PLANNING FRAME (not marked, but use it before you write): your character and the out-of-place object; the lie your character tells, and to whom; a possible final short sentence (six words or fewer), drafted in advance.

Focus on controlling what the reader knows and does not know, so that your final sentence lands with real impact.

(Total for Question 15 is 21 marks)

Write a piece for the school newsletter that first gives a balanced discussion of whether your school should ban single-use plastic water bottles on site, and then ends with a short, clearly signalled paragraph giving your own persuasive recommendation to the eco-committee (350-450 words, about 30-35 minutes).

PLANNING FRAME (not marked, but use it before you write): at least one argument for the ban, and one against it, each with a discourse marker; a clear signal (for example 'In my view' or 'I would therefore recommend') where you switch from balanced discussion into persuasion; at least one persuasive technique for your final recommendation.

Focus on controlling two different registers: fair and even-handed in the discussion, then clearly persuasive in your recommendation.

(Total for Question 16 is 21 marks)

Mark scheme · EP.E36 Creative and Persuasive Writing Prompts Set 2

Question 1

(a) B1 narrative (oe: an event/action is being told as it happens) cao
(a) Answer: narrative
(b) B1 descriptive (oe: builds a picture of a scene or place using sensory detail, with no clear action or argument) cao
(b) Answer: descriptive
(c) B1 persuasive (oe: uses a rhetorical question and a direct call to action to convince the reader) cao
(c) Answer: persuasive
(d) B1 discursive (oe: presents more than one viewpoint on an issue in a balanced way, using a contrasting connective such as 'however') cao
(d) Answer: discursive

Question 2

(a) B1 rhetorical question (oe: a question asked for effect, not requiring a real answer) cao
(a) Answer: rhetorical question
(b) B1 rule of three (oe: a list of three linked words or phrases used for emphasis) cao
(b) Answer: rule of three
(c) B1 direct address (oe: speaks directly to the reader using 'you') cao
(c) Answer: direct address
(d) B1 statistic/fact used for persuasive (emotive) effect oe cao
(d) Answer: statistic / fact used for persuasive effect

Question 3

Quality of plan (structure and ideas) (AO5)
- Level 3 (5-6): A well-structured plan with a specific, named character and detail, a clear setting, a genuinely intriguing idea about the photograph, and a mood or atmosphere noted. Ideas are specific and original throughout.
- Level 2 (3-4): A clear plan with a character, a setting and an idea about the photograph, in a logical order. Some specific detail included, but a stage may be underdeveloped or the mood not clearly identified.
- Level 1 (1-2): A basic plan with an idea about a character or setting, but little sense of what the photograph means or the atmosphere intended.
- Level 0 (0): Nothing worthy of credit.

Question 4

Quality of plan (structure and ideas) (AO5)
- Level 3 (5-6): A well-structured plan with a clear main argument, at least two specific supporting reasons or pieces of evidence, a plausible objection that is briefly answered, and a memorable closing idea. Ideas are specific and relevant throughout.
- Level 2 (3-4): A clear plan with a main argument and at least one supporting reason, in a logical order. Some specific detail included, but the objection or the closing idea may be missing or underdeveloped.
- Level 1 (1-2): A basic plan with a main argument but little supporting detail, no clear objection considered, and no closing idea noted.
- Level 0 (0): Nothing worthy of credit.

Question 5

(a) B1 a contrasting connective, e.g. However / On the other hand / In contrast / Conversely oe cao
(a) Answer: However
(b) B1 an addition connective, e.g. In addition / Furthermore / Moreover / Similarly oe cao
(b) Answer: In addition
(c) B1 a summarising/concluding connective, e.g. Overall / On balance / All things considered / In conclusion oe cao
(c) Answer: Overall
(d) B1 a contrasting connective, e.g. However / On the other hand / Nevertheless oe cao
(d) Answer: However

Question 6

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, convincing narrative opening that manages the reader's response throughout, for example through pace, suspense or a controlled hint of what is to come. Precise, ambitious vocabulary and a confident range of narrative techniques used for deliberate effect. A clear, distinctive voice.
- Level 3 (7-9): A well-organised opening with a clear sense of character, setting and situation, and at least one deliberate technique (for example a simile, dialogue or varied sentence lengths) used for effect. Some awareness of how to engage the reader.
- Level 2 (4-6): A clear opening with a recognisable character and setting, and some appropriate vocabulary. Limited use of description or technique to engage the reader.
- Level 1 (1-3): A simple opening with a single idea; limited vocabulary and mostly simple sentence structures; little sense of character or setting established.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 7

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, convincing narrative opening that manages the reader's response throughout, for example through pace, suspense or a controlled hint of what is to come. Precise, ambitious vocabulary and a confident range of narrative techniques used for deliberate effect. A clear, distinctive voice.
- Level 3 (7-9): A well-organised opening with a clear sense of character, setting and situation, and at least one deliberate technique (for example a simile, dialogue or varied sentence lengths) used for effect. Some awareness of how to engage the reader.
- Level 2 (4-6): A clear opening with a recognisable character and setting, and some appropriate vocabulary. Limited use of description or technique to engage the reader.
- Level 1 (1-3): A simple opening with a single idea; limited vocabulary and mostly simple sentence structures; little sense of character or setting established.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 8

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained description that creates a vivid and convincing overall impression, using precise, ambitious vocabulary and a confident range of descriptive techniques (for example figurative language, varied sentence structures, precise sensory detail) for deliberate effect.
- Level 3 (7-9): A well-organised description with a clear sense of place and atmosphere, using sensory detail across more than one sense and at least one deliberate descriptive technique (for example simile or personification) for effect.
- Level 2 (4-6): A clear description with some relevant sensory detail and appropriate vocabulary, but limited variety of technique or sentence structure.
- Level 1 (1-3): A simple description with limited, mostly visual detail; little variety of vocabulary or sentence structure.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 9

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained description that creates a vivid and convincing overall impression, using precise, ambitious vocabulary and a confident range of descriptive techniques (for example figurative language, varied sentence structures, precise sensory detail) for deliberate effect.
- Level 3 (7-9): A well-organised description with a clear sense of place and atmosphere, using sensory detail across more than one sense and at least one deliberate descriptive technique (for example simile or personification) for effect.
- Level 2 (4-6): A clear description with some relevant sensory detail and appropriate vocabulary, but limited variety of technique or sentence structure.
- Level 1 (1-3): A simple description with limited, mostly visual detail; little variety of vocabulary or sentence structure.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 10

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained argument that manages the reader throughout, using precise, ambitious vocabulary, a confident range of persuasive techniques (for example rhetorical question, rule of three, direct address) used for deliberate effect, and a considered, well-answered counter-argument.
- Level 3 (7-9): A well-organised argument with a clear main position, relevant supporting reasons, and at least one deliberate persuasive technique used for effect. Appropriate letter conventions used correctly.
- Level 2 (4-6): A clear argument with a main position and some supporting reasons, using some appropriate vocabulary, but limited use of persuasive technique or letter conventions.
- Level 1 (1-3): A simple statement of opinion with limited supporting reasons; little use of persuasive technique or appropriate letter form.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 11

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained argument that manages the reader throughout, using precise, ambitious vocabulary, a confident range of persuasive techniques (for example rhetorical question, rule of three, direct address) used for deliberate effect, and a considered, well-answered counter-argument.
- Level 3 (7-9): A well-organised argument with a clear main position, relevant supporting reasons, and at least one deliberate persuasive technique used for effect. Appropriate speech conventions used correctly.
- Level 2 (4-6): A clear argument with a main position and some supporting reasons, using some appropriate vocabulary, but limited use of persuasive technique or speech conventions.
- Level 1 (1-3): A simple statement of opinion with limited supporting reasons; little use of persuasive technique or appropriate speech form.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 12

Content and organisation (balance) (AO5)
- Level 4 (10-12): A sophisticated, well-balanced discussion that explores both sides of the argument with genuine even-handedness, using precise vocabulary, a confident range of discourse markers to signpost shifts in viewpoint, and a well-reasoned, independent conclusion that clearly weighs the evidence on each side.
- Level 3 (7-9): A well-organised discussion that considers both sides of the argument with reasonable balance, using appropriate discourse markers to signal each viewpoint and a clear final conclusion.
- Level 2 (4-6): A discussion that considers more than one viewpoint, but coverage may be uneven or one side underdeveloped; some appropriate vocabulary and connectives used.
- Level 1 (1-3): A largely one-sided discussion with limited genuine engagement with an opposing viewpoint; simple vocabulary and sentence structures; conclusion may simply restate one side.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 13

Content and organisation (balance) (AO5)
- Level 4 (10-12): A sophisticated, well-balanced discussion that explores both sides of the argument with genuine even-handedness, using precise vocabulary, a confident range of discourse markers to signpost shifts in viewpoint, and a well-reasoned, independent conclusion that clearly weighs the evidence on each side.
- Level 3 (7-9): A well-organised discussion that considers both sides of the argument with reasonable balance, using appropriate discourse markers to signal each viewpoint and a clear final conclusion.
- Level 2 (4-6): A discussion that considers more than one viewpoint, but coverage may be uneven or one side underdeveloped; some appropriate vocabulary and connectives used.
- Level 1 (1-3): A largely one-sided discussion with limited genuine engagement with an opposing viewpoint; simple vocabulary and sentence structures; conclusion may simply restate one side.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 14

(a) B1 a relevant argument in favour, consistent with the essay question oe
(a) B1 expressed as a genuine topic sentence (a general claim introducing the paragraph, not a specific example) oe
(a) Answer: One strong argument in favour of compulsory swimming lessons is that they could save lives by making sure every pupil learns a basic, essential safety skill.
(b) B1 a relevant argument against, consistent with the essay question oe
(b) B1 opens with or includes an appropriate contrasting connective (e.g. however, on the other hand, nevertheless) oe
(b) Answer: However, other people argue that swimming lessons take valuable time away from other subjects and are unfair on pupils who already have lessons outside school.
(c) B1 acknowledges that both sides have been considered oe
(c) B1 gives a clear, reasoned personal conclusion oe
(c) Answer: Overall, while compulsory swimming lessons would take up curriculum time, the safety benefits are important enough that I believe every pupil should have the chance to learn.

Question 15

Content and organisation (AO5)
- Level 4 (12-14): A sophisticated, tightly controlled narrative opening that combines all three required elements (the out-of-place object, the lie, the six-word-or-fewer final sentence) with real skill, managing what the reader knows and does not know throughout, using precise, ambitious vocabulary and a confident range of techniques used for deliberate effect.
- Level 3 (8-11): A well-organised narrative opening that includes all three required elements, with at least one deliberate technique used to control the reader's understanding and a final short sentence that has some impact.
- Level 2 (4-7): A clear narrative opening that includes most of the required elements, with some appropriate vocabulary, but limited control of what the reader knows or of pace.
- Level 1 (1-3): A simple opening that includes one or none of the required elements convincingly; limited vocabulary and mostly simple sentence structures.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (6-7): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect, including in the final short sentence.
- Level 2 (3-5): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 16

Content and organisation (balance, then persuasion) (AO5)
- Level 4 (12-14): A sophisticated piece that manages two distinct registers with real control: a genuinely balanced discussion using a confident range of discourse markers, followed by a clearly signalled, precisely persuasive recommendation using a confident range of persuasive techniques for deliberate effect.
- Level 3 (8-11): A well-organised piece with a reasonably balanced discussion of both sides, a clear signal where the writing shifts into persuasion, and at least one deliberate persuasive technique used in the recommendation.
- Level 2 (4-7): A piece that considers more than one viewpoint and attempts a recommendation, but the discussion may be uneven, the shift into persuasion unclear, or technique limited.
- Level 1 (1-3): A largely one-sided piece with little genuine discussion before the recommendation, or a recommendation with little persuasive technique; limited vocabulary and mostly simple sentence structures.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (6-7): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-5): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Creative and Persuasive Writing Prompts Set 2 - Worksheets, Questions and Revision