Persuasive and Discursive Writing Focus - Worksheets, Questions and Revision

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11+ · English - Non-Fiction Writing (Persuasive, Discursive, Letter and Report Skills)

EP.E50 Persuasive and Discursive Writing Focus

GL ASSESSMENT / CSSE 11+ Entrance English (GL Assessment / CSSE style) · Calculators not allowed · about 270 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 non-fiction writing: persuasive, discursive, or a formal report (which may present findings or make a recommendation). Identify which type each extract is most likely to be taken from.

(a)Isn't it about time every primary school pupil had the chance to learn a musical instrument, free of charge? Write to your MP today and help make it happen.(1)

(b)Some parents welcome the idea of a four-term school year, arguing it would spread holidays more evenly. Others, however, worry that a shorter summer break would disrupt family plans made well in advance.(1)

(c)Of the sixty pupils surveyed, thirty-eight reported that they found the new library opening hours convenient, while the remaining twenty-two said the hours made no difference to how often they visited.(1)

(d)It is recommended that the school introduce a trial period of extended library hours for one half-term, after which pupil usage should be reviewed.(1)

(Total for Question 1 is 4 marks)

Formal reports use a small set of recognisable conventions. Identify which convention each short example below shows: a heading/sub-heading, a bullet-pointed statistic/piece of evidence, a formal recommendation using modal language, or an objective third-person account of method.

(a)SECTION 2: FINDINGS(1)

(b)* 42% of pupils said they bring a packed lunch on most days(1)

(c)It is recommended that a salad bar be introduced from September.(1)

(d)The survey was completed by fifty-five pupils across Years 5 and 6 during the second week of term.(1)

(Total for Question 2 is 4 marks)

Formal report writing avoids contractions, slang, vague quantifiers and personal opinion. Rewrite each informal sentence below in a formal, impersonal register suitable for a report, keeping the same meaning.

(a)Basically, loads of kids said the food was rubbish.(1)

(b)I reckon we should just get rid of the vending machine, it's a nightmare.(1)

(c)The teachers didn't really say much about it, to be honest.(1)

(d)Loads of pupils reckon the trip should happen again next year, no doubt about it.(1)

(Total for Question 3 is 4 marks)

Timed task: you have 5 minutes. Plan (do NOT write in full) a persuasive letter to Mr Osei, the manager of Brightwell Leisure Centre, persuading him to introduce a free monthly 'Family Swim Sunday' session for local families. Use bullet points only, not full sentences.

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

(Total for Question 4 is 6 marks)

Timed task: you have 5 minutes. Plan (do NOT write in full) a discursive (balanced-argument) essay on the question: 'Should all Year 6 pupils be given a laptop or tablet to use for schoolwork at home?' Use bullet points only, not full sentences.

Note: one viewpoint in favour, with a specific reason or piece of evidence; one contrasting viewpoint, with a specific reason or piece of evidence; a connective you will use to link the two viewpoints; a balanced concluding idea (not a one-sided opinion).

(Total for Question 5 is 6 marks)

Timed task: you have 5 minutes. Plan (do NOT write in full) a formal report to the school council recommending changes to the school library, based on a survey of Year 6 opinions. Use bullet points only, not full sentences.

Note: a heading or sub-heading you will use; two findings from the survey, each with a specific detail or statistic; one clear recommendation, using formal language (for example 'it is recommended that'); how you will keep the register formal and impersonal (for example, avoiding 'I think').

(Total for Question 6 is 6 marks)

Write a letter to Mrs Kowalska, the manager of Fenwick's Foodhall, persuading her to install a free water refill station near the entrance of the store (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 the manager might raise (for example cost or plumbing) and how you will answer it; at least one persuasive technique you plan to use (for example a rhetorical question or the rule of three); a memorable closing line.

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

(Total for Question 7 is 18 marks)

Write a speech to be delivered in assembly, persuading your fellow pupils to sign up for a new weekly litter-pick in the local park, run in partnership with a charity called Clean Streets Trust (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 reason pupils might not want to take part, and plan how you will answer this; 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 8 is 18 marks)

Write a balanced discussion of the question: should it be compulsory for all primary schools to teach a foreign language from Year 3 onwards (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 9 is 18 marks)

Write a balanced discussion of the question: should professional sports clubs be required to offer a set number of free match tickets to local schoolchildren every season (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 fairness: give genuine weight to both sides before you reach your own view.

(Total for Question 10 is 18 marks)

You surveyed 60 Year 6 pupils about how they spend their lunchtime. The results were: Sport/PE club, 45%; other clubs (for example art or board games), 25%; quiet reading in the library, 20%; other activities, 10%. Write a formal report to your Headteacher, Mr Hussain, presenting these findings and making one clear recommendation (250-350 words, about 20-25 minutes).

PLANNING FRAME (not marked, but use it before you write): a heading and at least one sub-heading (for example 'Findings' and 'Recommendation'); how you will present the survey results clearly and accurately; one recommendation that follows logically from the findings; how you will keep your register formal and impersonal throughout.

Use a formal, impersonal register; do not use contractions or personal opinion phrases such as 'I think'.

(Total for Question 11 is 18 marks)

Write a report to your class teacher, Miss Byrne, evaluating the success of this year's school summer fete and recommending one change for next year (250-350 words, about 20-25 minutes). You may invent plausible details about what happened at the fete.

PLANNING FRAME (not marked, but use it before you write): a heading and at least one sub-heading (for example 'What Went Well' and 'Recommendation'); at least two specific pieces of evidence about the fete's success or shortcomings (for example an amount of money raised, in pounds sterling, or a comment on attendance); one clear recommendation for next year, with a reason; how you will keep your register formal and impersonal throughout.

Use a formal, impersonal register; do not use contractions or personal opinion phrases such as 'I think'.

(Total for Question 12 is 18 marks)

Write a letter to Mr Okafor, the editor of your local newspaper, the Ashcombe Echo, persuading readers to support a campaign for a new all-weather sports pitch to replace the disused tennis courts behind the town hall (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 to the council) 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 13 is 18 marks)

Write a balanced discussion of the question: should entry to museums and art galleries be free for all school-age children across the UK (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 fairness: give genuine weight to both sides before you reach your own view.

(Total for Question 14 is 18 marks)

You surveyed 80 pupils about a proposed change to school uniform: allowing plain black trainers instead of school shoes. 44 pupils (55%) were in favour and 36 pupils (45%) were against. Write a formal report to your Headteacher, Mr Hussain, that first presents both sides of the survey findings in a genuinely balanced way, before ending with a clearly and persuasively worded recommendation (350-450 words, about 30-35 minutes).

PLANNING FRAME (not marked, but use it before you write): a heading and sub-headings (for example 'Findings' and 'Recommendation'); at least one specific reason given by pupils in favour, and at least one specific reason given by pupils against, presented with genuine balance; a clear final recommendation that follows from the findings, using persuasive language appropriate to a formal recommendation (for example a confident, justified final sentence); how you will keep the findings section impersonal while making the recommendation section more persuasive in tone.

This task asks you to control two registers within one document: balanced and impersonal for the findings, then confident and persuasive for the recommendation.

(Total for Question 15 is 21 marks)

Write a discursive essay considering the question: should the school day start later, at 10am, for all pupils (350-450 words, about 30-35 minutes)? You must present at least three distinct perspectives (for example those of pupils, parents/carers, and teachers), not simply two opposing sides, before reaching your own reasoned conclusion in your final paragraph.

PLANNING FRAME (not marked, but use it before you write): the pupil perspective, with a specific reason or piece of evidence; the parent/carer perspective, with a specific reason or piece of evidence; the teacher or school perspective, with a specific reason or piece of evidence; discourse markers to move between all three; your own considered, personal conclusion.

This task asks you to control more than a simple two-sided balance: give genuine, specific weight to three different perspectives before reaching your own view.

(Total for Question 16 is 21 marks)

Mark scheme · EP.E50 Persuasive and Discursive Writing Focus

Question 1

(a) B1 persuasive (oe: uses a rhetorical question and a direct call to action to convince the reader) cao
(a) Answer: persuasive
(b) B1 discursive (oe: presents more than one viewpoint on an issue in a balanced way, using a contrasting connective such as 'however') cao
(b) Answer: discursive
(c) B1 report / report findings (oe: presents survey results objectively in the third person, with specific figures, rather than arguing a case) accept 'report'
(c) Answer: report (findings)
(d) B1 report / report recommendation (oe: uses formal, impersonal modal language, 'it is recommended that', to propose a course of action) accept 'report'
(d) Answer: report (recommendation)

Question 2

(a) B1 heading / sub-heading (oe: a short title used to divide the report into clear sections) cao
(a) Answer: a heading / sub-heading
(b) B1 bullet-pointed statistic / piece of evidence (oe: a specific figure presented as a bulleted finding) cao
(b) Answer: a bullet-pointed statistic / piece of evidence
(c) B1 formal recommendation using modal language (oe: 'it is recommended that' proposes an action rather than simply describing one) cao
(c) Answer: a formal recommendation using modal language
(d) B1 objective / impersonal third-person account of method (oe: describes how the information was gathered, with no personal opinion) cao
(d) Answer: an objective, third-person account of method

Question 3

(a) B1 removes the informal filler ('basically'), vague quantifier ('loads of'/'kids') and slang ('rubbish'); uses formal, objective vocabulary oe: accept any grammatically correct rewrite that removes contractions/slang/vague quantifiers and keeps the original meaning in a formal, impersonal register
(a) Answer: A large proportion of pupils described the food as poor quality.
(b) B1 removes the first-person opinion ('I reckon'), the contraction ('it's') and the informal exclamation ('a nightmare'); uses formal recommendation language oe: accept any grammatically correct rewrite using formal, impersonal recommendation language that keeps the original meaning
(b) Answer: It is recommended that the vending machine be removed.
(c) B1 removes the contraction ('didn't'), the vague hedge ('really'), and the informal aside ('to be honest'); uses formal, objective vocabulary oe: accept any grammatically correct rewrite that removes contractions, hedging phrases and personal asides while keeping the original meaning
(c) Answer: Staff provided limited feedback on this issue.
(d) B1 removes the vague quantifier ('loads of'), the informal verb ('reckon') and the informal emphasis ('no doubt about it'); uses formal, objective vocabulary oe: accept any grammatically correct rewrite that removes informal vocabulary and vague quantifiers while keeping the original meaning
(d) Answer: Many pupils feel strongly that the trip should be repeated next year.

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

Quality of plan (structure and balance) (AO5)
- Level 3 (5-6): A well-structured plan with a specific viewpoint in favour and a specific contrasting viewpoint, each with a relevant reason or piece of evidence, a connective identified, and a genuinely balanced concluding idea.
- Level 2 (3-4): A clear plan with both viewpoints noted in a logical order, some specific detail, but the connective or the balanced conclusion may be missing or underdeveloped.
- Level 1 (1-2): A basic plan with one viewpoint noted but little sense of a genuine contrast or a balanced conclusion.
- Level 0 (0): Nothing worthy of credit.

Question 6

Quality of plan (structure and register) (AO5)
- Level 3 (5-6): A well-structured plan with a specific heading/sub-heading idea, two findings each supported by a specific detail or statistic, one clearly worded recommendation using formal language, and a clear note on keeping the register formal and impersonal.
- Level 2 (3-4): A clear plan with a heading idea and at least one finding with some detail, and a recommendation noted, but the register note or a finding may be underdeveloped.
- Level 1 (1-2): A basic plan with a general idea for the report but little specific detail, no clear recommendation and no note on register.
- Level 0 (0): Nothing worthy of credit.

Question 7

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 8

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 9

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 10

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 11

Content and organisation (report structure and register) (AO5)
- Level 4 (10-12): A sophisticated, clearly structured report that uses headings/sub-headings and a genuinely impersonal, formal register throughout; findings are presented precisely, including specific detail or data, and the recommendation is clearly justified and directly linked to the findings.
- Level 3 (7-9): A well-organised report with headings/sub-headings and reference to specific findings, in a consistently formal register; a clear recommendation is given, connected to the findings.
- Level 2 (4-6): A report with some structure (for example a heading, or a separate findings section) and some formal register, but this may lapse into a more personal or informal tone in places; a recommendation is given but only loosely connected to the findings.
- Level 1 (1-3): A largely unstructured account with little use of headings or formal register; findings and/or recommendation may be vague or missing.
- 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 (report structure and register) (AO5)
- Level 4 (10-12): A sophisticated, clearly structured report that uses headings/sub-headings and a genuinely impersonal, formal register throughout; findings are presented precisely, including specific detail or data, and the recommendation is clearly justified and directly linked to the findings.
- Level 3 (7-9): A well-organised report with headings/sub-headings and reference to specific findings, in a consistently formal register; a clear recommendation is given, connected to the findings.
- Level 2 (4-6): A report with some structure (for example a heading, or a separate findings section) and some formal register, but this may lapse into a more personal or informal tone in places; a recommendation is given but only loosely connected to the findings.
- Level 1 (1-3): A largely unstructured account with little use of headings or formal register; findings and/or recommendation may be vague or missing.
- 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 (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 14

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 15

Content and organisation (balanced report with persuasive recommendation) (AO5)
- Level 4 (12-14): A sophisticated report combining genuinely balanced, impersonal findings, with accurate reference to both percentages and reasons, with a confidently and persuasively worded recommendation that follows logically from the findings, controlling the shift in register with real skill.
- Level 3 (8-11): A well-organised report with reasonably balanced findings referencing the given data and a clear, persuasively worded recommendation connected to the findings.
- Level 2 (4-7): A report that presents findings with some reference to the data, but balance may be uneven, or the recommendation may only be loosely persuasive or loosely connected to the findings.
- Level 1 (1-3): A largely unstructured account with little balance in the findings and a vague or missing recommendation.
- 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, and across any shift in register the task requires; 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.