Dunraven School Contact Joe Kirby for questions kirby.j@dunraven.org .uk

1. What distinguishes level 5 from level 6 writing about texts in secondary English? Dunraven School Contact Joe Kirby for questions kirby.j@dunraven.org.uk

2. What is clear Level 5 writing about texts? Interpret ideas in texts 5. Understand the surface meaning of texts Understand events in texts and use quotations to reference texts 5. Use evidence to back up their views Explain writers’ use of language at word and sentence level 5. Suggest an effect on the reader of particular words Comment on writers’ viewpoints 5. Comment on the writer’s viewpoint Relate texts to their social, cultural and historical contexts 5. Comment on when and where a text was written Ideas Quotations Effects Intentions Context

3. What is precise Level 6 writing about texts? Interpret ideas in texts 6. Begin to explore layers of meaning in texts Understand events in texts and use quotations to reference texts 6. Use quotations to back up their views Explain writers’ use of language at word and sentence level 6. Comments on possible effects on the reader of words and styles of sentences Comment on writers’ viewpoints 6. Tell the difference between the character’s and writer’s viewpoint Relate texts to their social, cultural and historical contexts 6. Explain the significance of when and where a text was written Ideas Quotations Effects Intentions Context

4. What’s the difference between clear Level 5 and precise Level 6 writing about texts? Interpret ideas in texts 5. Understand the surface meaning of texts 6. Begin to explore layers of meaning in texts Understand events in texts and use quotations to reference texts 5. Use evidence to back up their views 6. Use quotations to back up their views Explain writers’ use of language at word and sentence level 5. Suggest an effect on the reader of particular words 6. Comments on possible effects on the reader of words and styles of sentences Comment on writers’ viewpoints 5. Comment on the writer’s viewpoint 6. Tell the difference between the character’s and writer’s viewpoint Relate texts to their social, cultural and historical contexts 5. Comment on when and where a text was written 6. Explain the significance of when and where a text was written Ideas Quotations Effects Intentions Context

5. Annotated example: Level 5 writing on Oliver Twist Dickens presents Bill Sikes through the characteristics of a vulgar, despicable and devilish man. When he threatens to kill Oliver, this shows how truly evil he is. The effect on the reader is to make them hate him. Dickens tried to show what role models can be like in London in the 19th century.

6. Annotated example: Level 5 writing on Oliver Twist Ideas – Understood the surface meaning Quotations: Used evidence from the text Dickens presents Bill Sikes through the characteristics of a vulgar, despicable and devilish man. When he threatens to kill Oliver, this shows how truly evil he is. The effect on the reader is to make them hate him. Dickens tried to show what role models can be like in London in the 19th century. Context: Commented on when and where the text was written Effect: Suggested simple effect Intentions: Commented on the writer’s viewpoint

7. Annotated example: Level 6 writing on Oliver TwistHow does Dickens present Bill Sikes in Oliver Twist? Dickens presents Bill Sikes as a villainous, cruel and violent man who cares nothing for other people. One quotation that shows this is when he says to Oliver: “Get up, or I’ll strew your brains upon the grass.” This shows that he would mercilessly kill Oliver if he didn’t do as he’s told. The effect on the reader is either to make them realise how evil he is, or to become fascinated with him. Dickens wanted to show what kind of people had power over orphans in 1830’s Victorian London.

8. Annotated example: Level 6 writing on Oliver TwistHow does Dickens present Bill Sikes in Oliver Twist? Dickens presents Bill Sikes as a villainous, cruel and violent man who cares nothing for other people. One quotation that shows this is when he says to Oliver: “Get up, or I’ll strew your brains upon the grass.” This shows that he would mercilessly kill Oliver if he didn’t do as he’s told. The effect on the reader is either to make them realise how evil he is, or to become fascinated with him. Dickens wanted to show what kind of people had power over orphans in 1830’s Victorian London. Quotations: Used evidence from the text Ideas – Begun to explore layers of meaning Context: Commented on when and where the text was written Effect: Commented on possible effects on the reader Intentions: Told the difference between the writer’s and character’s viewpoint