Narrative distance curriculum
Writers can choose how 'close' to get to their characters: from a detached 'bird's eye' view, to a comfortable middle distance in which we can share feelings and perceptions, to complete immersion in which we experience the world as the character does. This lesson explores each of these levels, the features that make them distinct, and how to transition between them.
Australia
Australian National Curriculum F-10
ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
ACELA1523
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases
ACELA1525
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
ACELA1547
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts
ACELA1552
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor
ACELA1553
Understand that authors innovate with text structures and language for specific purposes and effects
ACELA1557
Explain how authors creatively use the structures of sentences and clauses for particular effects
ACELA1569
Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts
ACELA1570
Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction
ACELY1701
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELY1704
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
ACELY1705
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
ACELY1715
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
ACELY1725
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas
ACELY1736
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate
ACELY1745
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts
ACELY1746
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features
ACELY1747
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features
ACELY1750
Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage
ACELY1756
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues
ACELY1757
Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects
ACELY1801
Analyse strategies authors use to influence readers
ACELY1810
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts
ACELT1612
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
ACELT1615
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
ACELT1616
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style
ACELT1618
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
ACELT1621
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts
ACELT1622
Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches
ACELT1625
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
ACELT1630
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts
ACELT1632
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects
ACELT1637
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes
ACELT1638
Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink
ACELT1641
Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response
ACELT1642
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text
ACELT1643
Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses
ACELT1767
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays
ACELT1768
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts
ACELT1773
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation
ACELT1798
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
ACELT1800
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
ACELT1805
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour
ACELT1814
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts
ACELT1815
Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
Australian National Curriculum Senior Secondary
ACEEN001
Investigate the relationships between language, context and meaning by explaining how texts are created in and for different contexts
ACEEN002
Investigate the relationships between language, context and meaning by analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage; for example, personification, voice-over, flashback, salience
ACEEN004
Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways language features, text structures and conventions communicate ideas and points of view
ACEEN005
Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways text structures, language features and stylistic choices are used in different types of texts
ACEEN006
Examine similarities and differences between imaginative, persuasive and interpretive texts including analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts
ACEEN007
Examine similarities and differences between imaginative, persuasive and interpretive texts including evaluating the impact of description and imagery, including figurative language, and still and moving images in digital and multimodal texts.
ACEEN010
Analyse and evaluate how responses to texts, including students’ own responses, are influenced by the use of imaginative, persuasive and interpretive techniques.
ACEEN017
Create a range of texts using accurate spelling, punctuation, syntax and metalanguage.
ACEEN022
Compare texts in a variety of contexts, mediums and modes by analysing the style and structure of texts including digital texts
ACEEN024
Investigate the representation of ideas, attitudes and voices in texts including analysing the ways language features, text structures and stylistic choices shape points of view and influence audiences
ACEEN027
Investigate the representation of ideas, attitudes and voices in texts including analysing how attitude and mood are created, for example, through the use of humour in satire and parody.
ACEEN030
Analyse and evaluate how and why responses to texts vary through the interplay between imaginative, persuasive and interpretive techniques, for example, how anecdotes are used in speeches to amuse, inform or influence, or the use of characteristation in advertising
ACEEN032
Create a range of texts using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences
ACEEN033
Create a range of texts experimenting with text structures, language features and multimodal devices
ACEEN034
Create a range of texts developing and sustaining voice, tone and style
ACEEN037
Create a range of texts using accurate spelling, punctuation, syntax and metalanguage
ACEEN041
Compare texts from similar or different genres and contexts by analysing language, structural and stylistic choices
ACEEN042
Compare texts from similar or different genres and contexts by explaining how each text conforms to or challenges the conventions of particular genres or modes such as crime fiction, advertising or short films
ACEEN044
Compare and contrast distinctive features of genres by analysing the techniques and conventions used in different genres, mediums and modes
ACEEN045
Compare and contrast distinctive features of genres by considering how the conventions of genres can be challenged, manipulated or parodied
ACEEN047
Analyse and evaluate how the conventions of texts influence responses including the ways language patterns can create shades of meaning
ACEEN050
Create a range of texts transforming and adapting texts for different purposes, contexts and audiences
ACEEN051
Create a range of texts making innovative and imaginative use of language features
ACEEN052
Create a range of texts using and experimenting with text structures and language features related to specific genres for particular effects
ACEEN056
Create a range of texts using accurate spelling, punctuation, syntax and metalanguage.
ACEEN057
Reflect on their own and others’ texts by analysing and evaluating how different texts represent similar ideas in different ways
ACEEN058
Reflect on their own and others’ texts by explaining how meaning changes when texts are transformed into a different genre or medium
ACEEN059
Reflect on their own and others’ texts by comparing and evaluating the impact of language conventions used in a variety of texts and genres
ACEEN064
Evaluate different perspectives, attitudes and values represented in texts by analysing the use of voice and point of view such as in feature articles, reporting of current events or narration
ACEEN066
Evaluate how texts convey perspectives through the selection of mode, medium, genre and type of text
ACEEN068
Evaluate how texts convey perspectives through the selection of language features that generate empathy or controversy, for example, juxtaposition of image and text
ACEEN069
Create a range of texts using appropriate language and stylistic features to sustain a personal voice and point of view
ACEEN070
Create a range of texts using nuanced language
ACEEN075
Create a range of texts using accurate spelling, punctuation, syntax and metalanguage
ACEEA120
Create a range of texts using some written and oral text forms and grammatical structures, including the linear sequencing of events through the use of simple sentences, conjunctions, punctuation and paragraphs
ACEEA121
Create a range of texts using simple first-person recounts and descriptions
ACEEA143
Create a range of texts using simple written and oral text forms, punctuation and grammatical structures including graphic representations of information
ACEEA144
Create a range of texts using descriptions of people, places and events
ACEEA171
Create a range of texts using appropriate form, content and style for a range of common purposes and audiences
ACEEA172
Create a range of texts using first-person and third-person narration
ACEEA177
Create a range of texts using description, imagery and an awareness of characterisation
ACEEA178
Create a range of texts using cohesive devices at paragraph level, including anaphoric and cataphoric reference, referential pronouns and common conjunctions
ACEEA200
Create a range of texts using imaginative and descriptive language and growing control over direct and indirect speech
ACEEA201
Create a range of texts using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions
ACEEA202
Create a range of texts using simple, compound and some complex sentences
ACEEA007
Comprehension skills and strategies including describing linguistic and structural features of a range of more complex text types including literary and transactional texts
ACEEA021
Create a range of texts using appropriate structure and content to communicate ideas and opinions for different purposes and audiences
ACEEA023
Create a range of texts using common language features, for example, subject specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms
ACEEA024
Create a range of texts using description, characterisation, and direct and indirect speech
ACEEA049
Create a range of texts using different types of texts to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies
ACEEA050
Create a range of texts using subject-specific vocabulary, nominalisation, and nouns and verbs used to create modality, collocations, idioms and figurative language
ACEEA051
Create a range of texts using a range of cohesive and structural devices
ACEEA052
Create a range of texts using persuasive, descriptive and emotive language as appropriate
ACEEA053
Create a range of texts using experimentation with different registers and tones
ACEEA075
Create a range of texts using a range of genres and digital, multimodal and print-based technologies
ACEEA076
Create a range of texts using language that influences the audience or that privileges certain ideas or perspectives over others
ACEEA077
Create a range of texts using different sentence structures and forms suited to purpose, audience and subject
ACEEA078
Create a range of texts using modality (including modality in a hypothetical past, nominalised language and discourse markers)
ACEEA098
Create a range of texts using a range of types of texts and digital, multimodal and print-based technologies
ACEEA099
Create a range of texts using language appropriate to the context, including imaginative, persuasive and rhetorical forms and features
ACEEA100
Create a range of texts using stylistic and grammatical choices for effect, including complex lexical elements, modality in the past conditional and subject-specific language forms and features
ACEEE011
Create a range of texts using appropriate language, content and mode for different purposes and audiences, for example, in everyday, social, community or workplace contexts
ACEEE012
Create a range of texts using text structures and language features to communicate ideas and information in a range of mediums and digital technologies, for example, explaining workplace procedures, using navigation bars to create a web page, and developing a character’s back story
ACEEE025
Create a range of texts using persuasive, visual and literary techniques to engage audiences in a range of modes, mediums and contexts
ACEEE026
Create a range of texts selecting text structures, language features and visual techniques to communicate and represent ideas and information
ACEEE039
Create a range of texts using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies
ACEEE040
Create a range of texts selecting text structures, language features, and visual techniques to communicate and represent ideas and information for different contexts and purposes; for example, writing diary entries of real or imagined people, creating interactive websites, participating in workplace role plays and scripting fictional dialogues
ACEEE053
Create a range of texts expressing a logical point of view about an idea, issue or event in a range of mediums and digital technologies
ACELR014
Create analytical texts experimenting with different modes, mediums and forms
ACELR015
Create imaginative texts developing connections between real and imagined experiences
ACELR016
Create imaginative texts drawing on knowledge and understanding of storytelling, style and the structure of texts
ACELR017
Create imaginative texts experimenting with aspects of style and form to achieve deliberate effects
ACELR018
Create imaginative texts reflecting on familiar and emerging literary forms for particular audiences and purposes
ACELR033
Create imaginative texts integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts
ACELR034
Create imaginative texts using analysis of literary texts to inform imaginative response
ACELR035
Create imaginative texts transforming texts studied in one medium or genre to another for different audiences and purposes
ACELR036
Create imaginative texts reflecting on the significance and effects of variations to texts
ACELR049
Create imaginative texts experimenting with content, form, style, language and medium
ACELR050
Create imaginative texts drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts
ACELR051
Create imaginative texts adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives
ACELR052
Create imaginative texts reflecting on the different ways in which form, personal style, language and content engage and position the audience
ACELR066
Create imaginative texts adapting medium, form, style, point of view and language
ACELR067
Create imaginative texts experimenting with elements of style and voice to achieve specific effects
ACELR068
Create imaginative texts manipulating literary conventions for different audiences and contexts
ACELR069
Create imaginative texts reflecting on the ways in which expectations and values of audiences shape the created text
United States
Common Core
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
CCSS.ELA-LITERACY.L.6.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.8.6
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-LITERACY.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CCSS.ELA-LITERACY.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.8.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
United Kingdom
UK National Curriculum
GCE (English Language) AO1
Apply appropriate methods of language analysis, using associated terminology and coherent written expression.
GCE (English Language) AO2
Demonstrate critical understanding of concepts and issues relevant to language use.
GCE (English Language) AO3
Analyse and evaluate how contextual factors and language features are associated with the construction of meaning.
GCE (English Language) AO5
Demonstrate expertise and creativity in the use of English to communicate in different ways.
Apply concepts and methods from integrated linguistic and literary study as appropriate, using associated terminology and coherent written expression.
Analyse ways in which meanings are shaped in texts.
Demonstrate understanding of the significance and influence of the contexts in which texts are produced and received.
Demonstrate expertise and creativity in the use of English to communicate in different ways.
Key Stage 3 (KS3) – Grammar and vocabulary
Studying the effectiveness and impact of the grammatical features of texts. Drawing on new vocabulary and grammatical constructions from reading, and using these consciously in writing and speech to achieve particular effects.
Key Stage 4 (KS4) – Grammar
Studying effectiveness and impact in texts. Drawing on new vocabulary and grammatical constructions and using these consciously in writing and speech to achieve particular effects. Analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English. Using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.
Key Stage 3 (KS3) – Reading
Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension. Knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning. Recognising a range of poetic conventions and understanding how these have been used. Studying setting, plot, and characterisation, and the effects of these. Making critical comparisons across texts.
Key Stage 4 (KS4) – Reading
Drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation. Identifying and interpreting themes, ideas and information. Exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects. Distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse of evidence. Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact. Making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and drawing on knowledge and skills from wider reading.
Upper Key Stage 2 (KS2) Reading – comprehension
Identifying and discussing themes and conventions in and across a wide range of writing. Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
Key Stage 3 (KS3) – Writing
Writing for a wide range of purposes and audiences, including well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing, and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters Applying their growing knowledge of vocabulary, grammar and text structure to writing and selecting the appropriate form. Drawing on knowledge of literary and rhetorical devices from reading and listening to enhance the impact of their writing. Plan, draft, edit and proof-read through: considering how their writing reflects the audiences and purposes for which it was intended; amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness; paying attention to accurate grammar, punctuation and spelling.
Key Stage 4 (KS4) – Writing
Adapting writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue. Selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis. Selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate. Reflecting on whether a draft achieves the intended impact. Restructuring writing and amending grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness. Paying attention to the accuracy and effectiveness of grammar, punctuation and spelling.
Upper Key Stage 2 (KS2) Writing – composition
Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. Using a wide range of devices to build cohesion within and across paragraphs. Assessing the effectiveness of their own and others’ writing. Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.