Scotland

LIT-4.3 Writing

• LIT-4.3.1 within a motivating and challenging environment, developing an awareness of the relevance of texts in my life.

  • LIT-4.3.1.a I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience.

    • Positive and negative connotation (8-J.4)
    • Which sentence is more formal? (8-M.1)
    • Positive and negative connotation (9-J.4)
    • Which sentence is more formal? (9-M.1)
    • Choose the word whose connotation and denotation best match the sentence (10-J.1)
    • Order topics from broadest to narrowest (10-N.1)
    • Organise information by main idea (10-N.2)
    • Choose the topic sentence that best captures the main idea (10-N.3)
    • Which text is most formal? (10-P.1)
    • Compare passages for tone (10-P.2)
    • Identify audience and purpose (10-P.3)
    • Identify appeals to ethos, pathos and logos in advertisements (10-P.4)
    • Use appeals to ethos, pathos and logos in persuasive writing (10-P.5)

• LIT-4.3.2 using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning.

  • LIT-4.3.2.a I can use a range of strategies and resources independently and ensure that my spelling, including specialist vocabulary, is accurate.

    • Form and use plurals: review (8-B.1)
    • Form and use plurals of compound nouns (8-B.2)
    • Identify and correct errors with plural and possessive nouns (8-B.5)
    • Use hyphens in compound adjectives (8-F.8)
    • Alphabetical order (8-I.1)
    • Use guide words (8-I.2)
    • Use dictionary entries (8-I.3)
    • Use the correct homophone (8-J.5)
    • Form and use plurals: review (9-B.1)
    • Form and use plurals of compound nouns (9-B.2)
    • Identify and correct errors with plural and possessive nouns (9-B.5)
    • Use hyphens in compound adjectives (9-F.8)
    • Alphabetical order (9-I.1)
    • Use guide words (9-I.2)
    • Use dictionary entries (9-I.3)
    • Use the correct homophone (9-J.5)
    • Form and use plurals: review (10-B.1)
    • Form and use plurals of compound nouns (10-B.2)
    • Identify and correct errors with plural and possessive nouns (10-B.3)
    • Use hyphens in compound adjectives (10-F.9)
    • Use dictionary entries (10-I.1)
    • Use the correct homophone (10-M.1)
    • Identify and correct errors with homophones (10-M.2)
    • Identify and correct errors with frequently confused pronouns and contractions (10-M.5)
    • Correct errors with commonly misspelled words (10-M.6)
    • Correct errors in everyday use (10-M.7)

  • LIT-4.3.2.b As appropriate to my purpose and type of text, I can punctuate and structure different types of sentences with sufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships between paragraphs.

    • Is the sentence declarative, interrogative, imperative or exclamatory? (8-A.1)
    • Is it a complete sentence or a fragment? (8-A.6)
    • Is it a complete sentence or a run-on? (8-A.7)
    • Is it a complete sentence, a fragment or a run-on? (8-A.8)
    • Identify dependent and independent clauses (8-A.12)
    • Is the sentence simple, compound, complex or compound-complex? (8-A.13)
    • Combine sentences using relative clauses (8-A.14)
    • Commas with compound and complex sentences (8-F.1)
    • Commas with direct addresses, introductory words, interjections and interrupters (8-F.2)
    • Commas with coordinate adjectives (8-F.3)
    • Commas with non-restrictive elements (8-F.4)
    • Use semicolons and commas to separate clauses (8-F.5)
    • Use semicolons, colons and commas with lists (8-F.6)
    • Use dashes (8-F.7)
    • Decide whether ellipses are used appropriately (8-F.9)
    • Transitions with conjunctive adverbs (8-L.1)
    • Use the correct pair of correlative conjunctions (8-L.2)
    • Use parallel structure (8-L.3)
    • Remove redundant words or phrases (8-L.4)
    • Misplaced modifiers with pictures (8-L.5)
    • Select the misplaced or dangling modifier (8-L.6)
    • Are the modifiers used correctly? (8-L.7)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (9-A.1)
    • Is it a complete sentence or a fragment? (9-A.6)
    • Is it a complete sentence or a run-on? (9-A.7)
    • Is it a complete sentence, a fragment or a run-on? (9-A.8)
    • Identify dependent and independent clauses (9-A.12)
    • Is the sentence simple, compound, complex or compound-complex? (9-A.13)
    • Combine sentences using relative clauses (9-A.14)
    • Identify active and passive voice (9-D.11)
    • Rewrite the sentence in active voice (9-D.12)
    • Commas with compound and complex sentences (9-F.1)
    • Commas with direct addresses, introductory words, interjections and interrupters (9-F.2)
    • Commas with coordinate adjectives (9-F.3)
    • Commas with non-restrictive elements (9-F.4)
    • Use semicolons and commas to separate clauses (9-F.5)
    • Use semicolons, colons and commas with lists (9-F.6)
    • Use dashes (9-F.7)
    • Decide whether ellipses are used appropriately (9-F.9)
    • Transitions with conjunctive adverbs (9-L.1)
    • Use the correct pair of correlative conjunctions (9-L.2)
    • Use parallel structure (9-L.3)
    • Remove redundant words or phrases (9-L.4)
    • Misplaced modifiers with pictures (9-L.5)
    • Select the misplaced or dangling modifier (9-L.6)
    • Are the modifiers used correctly? (9-L.7)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (10-A.1)
    • Identify sentence fragments (10-A.2)
    • Identify run-on sentences (10-A.3)
    • Choose punctuation to avoid fragments and run-ons (10-A.4)
    • Identify dependent and independent clauses (10-A.8)
    • Is the sentence simple, compound, complex or compound-complex? (10-A.9)
    • Combine sentences using relative clauses (10-A.10)
    • Identify active and passive voice (10-D.9)
    • Rewrite the sentence in active voice (10-D.10)
    • Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases (10-F.1)
    • Commas with compound and complex sentences (10-F.2)
    • Commas with coordinate adjectives (10-F.3)
    • Commas with non-restrictive elements (10-F.4)
    • Use semicolons and commas to separate clauses (10-F.5)
    • Use semicolons, colons and commas with lists (10-F.6)
    • Semicolons, colons and commas review (10-F.7)
    • Use dashes (10-F.8)
    • Decide whether ellipses are used appropriately (10-F.10)
    • Transitions with conjunctive adverbs (10-L.1)
    • Avoid double, illogical and unclear comparisons (10-L.2)
    • Use the correct pair of correlative conjunctions (10-L.3)
    • Identify sentences with parallel structure (10-L.4)
    • Use parallel structure (10-L.5)
    • Remove redundant words or phrases (10-L.6)
    • Misplaced modifiers with pictures (10-L.7)
    • Select the misplaced or dangling modifier (10-L.8)
    • Are the modifiers used correctly? (10-L.9)

  • LIT-4.3.2.c Throughout the writing process, I can review and edit my writing independently to ensure that it meets its purpose and communicates meaning clearly at first reading.

    • Identify vague pronoun references (8-C.11)
    • Identify and correct inappropriate shifts in verb tense (8-D.8)
    • Use parallel structure (8-L.3)
    • Remove redundant words or phrases (8-L.4)
    • Misplaced modifiers with pictures (8-L.5)
    • Select the misplaced or dangling modifier (8-L.6)
    • Are the modifiers used correctly? (8-L.7)
    • Identify vague pronoun references (9-C.11)
    • Identify and correct inappropriate shifts in verb tense (9-D.8)
    • Use parallel structure (9-L.3)
    • Remove redundant words or phrases (9-L.4)
    • Misplaced modifiers with pictures (9-L.5)
    • Select the misplaced or dangling modifier (9-L.6)
    • Are the modifiers used correctly? (9-L.7)
    • Identify vague pronoun references (10-C.7)
    • Identify and correct inappropriate shifts in verb tense (10-D.6)
    • Identify sentences with parallel structure (10-L.4)
    • Use parallel structure (10-L.5)
    • Misplaced modifiers with pictures (10-L.7)
    • Select the misplaced or dangling modifier (10-L.8)
    • Are the modifiers used correctly? (10-L.9)

  • LIT-4.3.2.d I can justify my choice and use of layout and presentation in terms of the intended impact on my reader.

• LIT-4.3.3 considering texts to help create short and extended texts for different purposes

  • LIT-4.3.3.a I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, or create original text.

    • Order topics from broadest to narrowest (10-N.1)
    • Organise information by main idea (10-N.2)
    • Choose the topic sentence that best captures the main idea (10-N.3)
    • Distinguish facts from opinions (10-O.1)
    • Choose the best evidence to support a claim (10-O.2)
    • Identify supporting evidence in a text (10-O.3)
    • Choose the most appropriate counterclaim for a given claim (10-O.4)
    • Choose the analysis that logically connects the evidence to the claim (10-O.5)

  • LIT-4.3.3.b I can make appropriate and responsible use of sources and acknowledge these appropriately.

    • Use dictionary entries (8-I.3)
    • Use dictionary definitions (8-I.4)
    • Use thesaurus entries (8-I.5)
    • Use dictionary entries (9-I.3)
    • Use dictionary definitions (9-I.4)
    • Use thesaurus entries (9-I.5)
    • Use dictionary entries (10-I.1)
    • Use dictionary definitions (10-I.2)
    • Use thesaurus entries (10-I.3)
    • Identify plagiarism (10-N.4)

  • LIT-4.3.3.c By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.

    • Describe the difference between related words (8-J.3)
    • Positive and negative connotation (8-J.4)
    • Use the correct frequently confused word (8-J.6)
    • Correct errors with frequently confused words (8-J.7)
    • Remove redundant words or phrases (8-L.4)
    • Which sentence is more formal? (8-M.1)
    • Describe the difference between related words (9-J.3)
    • Positive and negative connotation (9-J.4)
    • Use the correct frequently confused word (9-J.6)
    • Correct errors with frequently confused words (9-J.7)
    • Remove redundant words or phrases (9-L.4)
    • Which sentence is more formal? (9-M.1)
    • Use the correct foreign expression (10-H.8)
    • Choose the word whose connotation and denotation best match the sentence (10-J.1)
    • Use words accurately and precisely (10-J.2)
    • Replace words using a thesaurus (10-J.3)
    • Use dictionary entries to determine correct usage (10-J.4)
    • Remove redundant words or phrases (10-L.6)
    • Identify and correct errors with frequently confused words (10-M.4)
    • Identify and correct errors with frequently confused pronouns and contractions (10-M.5)
    • Correct errors in everyday use (10-M.7)
    • Order topics from broadest to narrowest (10-N.1)
    • Organise information by main idea (10-N.2)
    • Choose the topic sentence that best captures the main idea (10-N.3)
    • Choose the best evidence to support a claim (10-O.2)
    • Identify supporting evidence in a text (10-O.3)
    • Choose the most appropriate counterclaim for a given claim (10-O.4)
    • Choose the analysis that logically connects the evidence to the claim (10-O.5)
    • Which text is most formal? (10-P.1)
    • Compare passages for tone (10-P.2)
    • Identify audience and purpose (10-P.3)
    • Identify appeals to ethos, pathos and logos in advertisements (10-P.4)
    • Use appeals to ethos, pathos and logos in persuasive writing (10-P.5)

• LIT-4.3.4 applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary

  • LIT-4.3.4.a I can engage and/or influence readers through my use of language, style and tone as appropriate to genre.

    • Describe the difference between related words (8-J.3)
    • Positive and negative connotation (8-J.4)
    • Which sentence is more formal? (8-M.1)
    • Use personification (8-N.1)
    • Interpret the meaning of an allusion from its source (8-N.2)
    • Recall the source of an allusion (8-N.3)
    • Interpret figures of speech (8-N.4)
    • Classify figures of speech (8-N.5)
    • Describe the difference between related words (9-J.3)
    • Positive and negative connotation (9-J.4)
    • Which sentence is more formal? (9-M.1)
    • Use personification (9-N.1)
    • Interpret the meaning of an allusion from its source (9-N.2)
    • Recall the source of an allusion (9-N.3)
    • Interpret figures of speech (9-N.4)
    • Classify figures of speech (9-N.5)
    • Identify active and passive voice (10-D.9)
    • Rewrite the sentence in active voice (10-D.10)
    • Use the correct foreign expression (10-H.8)
    • Choose the word whose connotation and denotation best match the sentence (10-J.1)
    • Use words accurately and precisely (10-J.2)
    • Identify sentences with parallel structure (10-L.4)
    • Use parallel structure (10-L.5)
    • Remove redundant words or phrases (10-L.6)
    • Which text is most formal? (10-P.1)
    • Compare passages for tone (10-P.2)
    • Identify audience and purpose (10-P.3)
    • Identify appeals to ethos, pathos and logos in advertisements (10-P.4)
    • Use appeals to ethos, pathos and logos in persuasive writing (10-P.5)
    • Use personification (10-Q.2)
    • Interpret the meaning of an allusion from its source (10-Q.3)
    • Recall the source of an allusion (10-Q.4)
    • Interpret figures of speech (10-Q.5)
    • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (10-Q.6)
    • Classify figures of speech: review (10-Q.7)

  • LIT-4.3.4.b I can convey information and describe events, explain processes or concepts, providing substantiating evidence, and synthesise ideas or opinions in different ways.

    • Which sentence is more formal? (8-M.1)
    • Which sentence is more formal? (9-M.1)
    • Order topics from broadest to narrowest (10-N.1)
    • Organise information by main idea (10-N.2)
    • Choose the topic sentence that best captures the main idea (10-N.3)
    • Distinguish facts from opinions (10-O.1)
    • Choose the best evidence to support a claim (10-O.2)
    • Identify supporting evidence in a text (10-O.3)
    • Choose the most appropriate counterclaim for a given claim (10-O.4)
    • Choose the analysis that logically connects the evidence to the claim (10-O.5)
    • Which text is most formal? (10-P.1)
    • Compare passages for tone (10-P.2)
    • Identify audience and purpose (10-P.3)
    • Identify appeals to ethos, pathos and logos in advertisements (10-P.4)
    • Use appeals to ethos, pathos and logos in persuasive writing (10-P.5)

  • LIT-4.3.4.c I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence.

    • Order topics from broadest to narrowest (10-N.1)
    • Organise information by main idea (10-N.2)
    • Choose the topic sentence that best captures the main idea (10-N.3)
    • Distinguish facts from opinions (10-O.1)
    • Choose the best evidence to support a claim (10-O.2)
    • Identify supporting evidence in a text (10-O.3)
    • Choose the most appropriate counterclaim for a given claim (10-O.4)
    • Choose the analysis that logically connects the evidence to the claim (10-O.5)
    • Identify appeals to ethos, pathos and logos in advertisements (10-P.4)
    • Use appeals to ethos, pathos and logos in persuasive writing (10-P.5)

  • LIT-4.3.4.d I can create a convincing impression of my personael experience and reflect on response to the changing circumstances to engage reader.

  • LIT-4.3.4.e Having explored and experimented with the narrative structures which writers use to create texts different genres, I can:

    • LIT-4.3.4.e.1 use the conventions of my chosen genre successfully and/or

    • LIT-4.3.4.e.2 create an appropriate mood or atmosphere and/or

      • Positive and negative connotation (8-J.4)
      • Which sentence is more formal? (8-M.1)
      • Positive and negative connotation (9-J.4)
      • Which sentence is more formal? (9-M.1)
      • Choose the word whose connotation and denotation best match the sentence (10-J.1)
      • Which text is most formal? (10-P.1)
      • Compare passages for tone (10-P.2)
      • Identify audience and purpose (10-P.3)

    • LIT-4.3.4.e.3 create convincing relationships, actions and dialogue for my characters.