NAPLAN PERSUASIVE WRITING MARKING CRITERIA

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Audience
(6)
How well the writer
oriented, engaged
and persuaded the
reader
Unreadable
symbols or
drawings
Very short text
with very simple
content. (1 or 2
sentences)
Text might be short
but easy to read
Attempt to orient the
reader.
Orients the reader
Contains enough
information for reader to
follow quite easily.
Supports the readers
understanding (more than just
assertions and opinions)
Begins to engage and persuade
the reader through language
choices
Supports, engages and
persuades the reader with
deliberate language
choices and persuasive
techniques
Controls the writer/reader
relationship
Strong, credible voice
Takes reader values and
expectations into account
Polite, formal, personal connection with reader;
Reveals values and attitudes and challenges readers values
Appeals to reason, emotions and cultural values
Text
structure
(4)
Combination of an
introduction, body
and conclusion into
an appropriate and
effective text.
No evidence of
any structure
Incorrect
genre
Only one element
of persuasive
structure (ie
introduction or
body)
List of beliefs or
statements
One statement of
opinion and/or
reason.
Two clearly
identifiable structural
components OR
All components
present but weak.
Underdeveloped
introduction and
conclusion
Text contains an
introduction, body and
conclusion; OR
Detailed longer text with
two well developed
components and one
weaker.
Body is developed with
reasons and supporting
evidence
Coherent, controlled and
complete argument.
Introduction with clear position
statement AND body with
reasons and supporting
evidence AND conclusion which
reinforces writers position.
Conclusion may recommend
action and/or reflect on issues
raised.

Ideas
(5)
Are ideas relevant to
the topic and
elaborated on?
No evidence One idea OR
Ideas appear
unrelated OR
Ideas are off topic
One idea with simple
elaboration OR
Ideas are related but
not elaborated
Lots of simple ideas
but no elaboration
Ideas supported with some
elaborations OR
4+ unelaborated ideas that
relate to argument
One idea with more
developed elaboration
Ideas are elaborated and
contribute effectively to the
writers position
Ideas have been thought
of, chosen and crafted to
be highly persuasive.

Ideas may include:
Reflection on the wider world/universal issues
Elaboration by:
Range of issues both for and against position
Effective rebuttal of other positions and opinions
Explaining cause and effect
Persuasive
devices
(4)
Are persuasive
devices used
effectively?
No evidence Uses a statement of
personal opinion
AND/OR
Uses simple
devices (I think,
very very; should
because)
Uses persuasive
devices 3 or more
times (at least two
types) that support the
position but do not
persuade the reader
Ineffective devices
Uses some devices that
persuade
Use is effective but not
sustained
May be some ineffective use
Sustained and effective use of
persuasive devices
Many devices used which appeal
to one or more of the readers
reason, values or emotions.

Vocabulary
(5)
Is there a range of
language used
accurately?
Symbols or
drawings
Very short script
Few words
Mostly simple words
Simple comparisons
May include 2 or 4
precise words or word
groups
Four or more precise words
or word groups
Sustained and consistent use of
precise words and word groups
that enhance meaning (some
may be inaccurately used)
A range of precise and
effective words and word
groups used fluently and
articulately.

Precise words (citizen, urge, budget, consider, solution, protect, supportive, research)
Modal adjectives and adverbs (ultimate, certain, extreme, possibly, definitely, rarely)
Precise word groups (duty of care, quick-minded person, a positive impact on society)
Modal groups (it would seem that, it is unlikely that)
Technical (habitat, life expectancy, politician, global warming, financial crisis)
Figurative language alliteration, metaphor, simile, personification
Cohesion
(4)
Does the text flow
together nicely
through use of
referring words,
ellipsis, connectives
etc.
Symbols or
drawings
Links are missing
or incorrect
Short and
confusing for the
reader
Some correct links
between sentences.
Reader may need to
re-read to clarify
meaning
Small selection of
simple connectives
Ordinal adverbs
(firstly, secondly)
Meaning is clear on first
reading and text flows well
in a sustained piece of
writing
Word associations to avoid
repetition
(sanctuaty/enclosure)
May use other connectives
(however, although,
therefore, additionally,
instead, even though, finally,
in saying this)
An extended, highly cohesive
piece of writing showing
continuity of ideas and tightly
linked sections of text.
Consistent use of devices such as
referring words, ellipsis, text
connectives, substitutions and
word associations that enhance
meaning.

Paragraphing
(3)
Is the text organized
into paragraphs that
make it easy to
follow?
Block of text
No paragraphs
Random
breaks
New line for
each sentence
Contains at least
one correct
paragraph break
Paragraphs are correct
but basic
Not all topic sentences
are successful
Body needs at least 2
paragraphs
May use an extended
one sentence
paragraph that
contains an elaborated
idea
Paragraphs are ordered and
build the argument up
gradually across the text
Deliberately structured to
pace and direct the readers
attention
Single sentence may be
used as a final comment for
emphasis

Sentence
Structure
(6)

Is writing
grammatically
correct and
meaningful?
No sentences Some correct
sentences
Overuse of and
and then.
Correct sentences are
mostly simple and/or
compound sentences
Meaning is mostly
clear.
2 or more correct
sentences required
Most simple and compound
sentences correct AND
Some complex sentences
are correct
Meaning is predominantly
clear
4 or more correct sentences
required
Most simple, compound and
complex sentences are correct
OR
All simple, compound and
complex sentences are correct
but do not demonstrate variety.
Meaning is clear
Allow for occasional minor error
Sentences are correct
(allow for occasional
error in more
sophisticated structures)
Demonstrates variety
Meaning is clear and
sentences enhance
meaning

All sentences correct
(allow occasional slip ie
missing word)
Writing contains controlled
and well developed
sentences that express
precise meaning and are
consistently effective
Variety:
Clause types and patterns (verbless, adjectival, adverbial,
multiple, non-finite)
Dependent clause position
Length and rhythm
Increased elaboration and extension
Punctuation
(5)
Is punctuation
correct and
appropriate
No evidence Some correct use of
capital letters to
start sentences OR
full stops to end
sentences (at least
one correct
sentence marker)
Punctuation is
minimal and of little
assistance to the
reader.
Some correct use of
sentence level
punctuation (at least 2
accurately punctuated
sentences beginning
and end) OR
One correctly
punctuated sentence
and some other form
of punctuation correct
where required
Some correct punctuation
across categories
(sentences mostly correct
with some other
punctuation correct)
Accurate sentence
punctuation with no stray
capitals, nothing else used
Provides adequate markers
to assist reading.
All sentence punctuation correct
Mostly correct use of other
punctuation, including noun
capitalisation
Provides accurate markers to
enable smooth and efficient
reading.
Writing contains accurate
use of all applicable
punctuation
Provides precise markers
to pace and control
reading of the text

Sentence Punctuation capitals to begin sentences, full stops, question marks and exclamation marks to end sentences
Other Punctuation apostrophes for contractions, commas in lists, commas to mark clauses and phrases, apostrophes for possession, capital letters and commas used
within quotation marks, quotation marks for text extracts, highlighted words and words used with ironic emphasis (sneer quotes), brackets and dashes, colons and semi-
colons, points of ellipsis
Noun capitalization includes first names and surnames, titles, place names, institution names, days/months, street names, book and film titles, holidays, historic events
Spelling
(6)
Is spelling accurate
and does it include
some difficult words?
No
conventional
spelling
Few examples of
conventional
spelling
Correct spelling of
most simple words
Some common words
Errors evident in
common words
Correct spelling of most
simple words, most
common words (at least 20)
Correct spelling of simple words,
most common words, some
difficult words (at least 2)
Incorrect difficult words do not
outnumber correct difficult
words
Correct spelling of simple
words, most common
words, at least 10 difficult
words
Incorrect difficult words
do not outnumber correct
difficult words
Correct spelling of all
words AND at least 10
difficult words and some
challenging words OR
At least 15 difficult words if
no challenging words
Allow for 1 or 2 minor slips
SIMPLE WORDS
Single syllable words with:
Short vowels (cat, men, fit, fun)
Consonant digraphs (shop, thin, much)
Consonant blends (clap, drop, bring, just)
Double final consonants (egg, will, less)
High frequency long vowel single syllable words (day,
name, feet, like, food , you)
Other high frequency single-syllable words with long
sounds (park, new, bird, her, good, for, our, how)
High frequency short 2 syllable words (into, undo, even,
going)
COMMON WORDS
Single syllable words with:
Harder 2 consonant blends (crack, square)
3 consonant blends (stretch, catch)
Common long vowels (sail, again, shiny, hurt)
Multi-syllabic words with even stress patterns (litter, plastic,
between, hospital)
Compound words
Common homophones (there/their write/right)
Suffixes that dont change base word (jumped, sadly, adults)
Common words with silent letters (know, wrong, comb)
Single syllable words ending in ould, ey, ough
Most rule driven words (having, spitting, heavier)
DIFFICULT WORDS
Uneven stress patterns in multi-syllabic words
(chocolate, mineral)
Uncommon vowel patterns (drought, hygiene)
Difficult subject specific (disease, habitat, predator)
Difficult homophones (practice/practise)
Suffixes where base word changes (prefer/preferred)
Consonant alteration patterns (confident/confidence)
Many 3 and 4 syllable words (invisible, organize,
community)
Multi-syllabic words ending in tion, sion, ture,
ible/able, ent/ant, ful, el , al, gle (hovel, brutal, ogle)
CHALLENGING WORDS
Unusual consonant patterns (guarantee)
Longer word with unstressed syllables (responsibility)
Vowel alteration patterns (brief to brevity, propose to
proposition)
Suffixes to words ending in e c or l (physically, changeable,
plasticity)
Foreign words (lieutenant, nonchalant)
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