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Skills available for South Africa grade 10 English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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National Curriculum Statement: Language Structures and Conventions National Curriculum Statement: Language Structures and Conventions
National Curriculum Statement: Writing and Presenting National Curriculum Statement: Writing and Presenting

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WP Writing and Presenting

WP.PW Process writing
WP.LS Language structures and conventions during the writing process
- WP.LS.1 Register, style and voice
  - WP.LS.1.1 Use appropriate register: formal, informal, for example using informal/conversational style and first person in a friendly letter, formal language in an official letter.
  - WP.LS.1.2 Speak directly to the reader in a way that is individual.
  - WP.LS.1.3 Write with conviction and confidence; do not apologise for any stance taken.
  - WP.LS.1.4 Use different points of view/perspective only when necessary.
- WP.LS.2 Word choice
  - WP.LS.2.1 Use a variety of action verbs, adjectives and adverbs to give a specific impression and details and vivid description when writing, for example, a narrative essay, a descriptive essay.
  - WP.LS.2.2 Use formal and informal language (slang/colloquialism, jargon) appropriately.
  - WP.LS.2.3 Give facts and express opinions.
  - WP.LS.2.4 Express denotative, connotative, implied/contextual meaning.
  - WP.LS.2.5 Express themselves on values, attitudes, bias, stereotypes, emotive language, persuasive and manipulative language, for example in persuasive texts such as argumentative essays, newspaper articles.
  - WP.LS.2.6 Use resources and reference materials such as dictionaries and thesauruses to select effective and precise vocabulary.
- WP.LS.3 Sentence construction
- WP.LS.4 Paragraph writing
  - WP.LS.4.1 Write different parts of a paragraph: topic sentence, supporting and main ideas, an effective introduction, body, and conclusion, and a closing sentence.
  - WP.LS.4.2 To ensure coherence, write different paragraphs and texts using related signal or conjunctions/transitional words and phrases such as:
    - WP.LS.4.2.1 chronological /sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards
    - WP.LS.4.2.2 explanation/cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if … then
    - WP.LS.4.2.3 procedure: first, second, third
    - WP.LS.4.2.4 compare/contrast: similar, different, smaller than, bigger than, however, but
    - WP.LS.4.2.5 order of importance: next, then, finally
    - WP.LS.4.2.6 spatial order: above, below, left, right
    - WP.LS.4.2.7 generalisations: generally, in conclusion; and
    - WP.LS.4.2.8 concluding paragraph: never a summary of what has been written. A concluding paragraph needs to leave the reader with an idea or a thought that will stay with them after the rest of the essay has been forgotten. A summary seldom does that, and is easily forgettable.
- WP.LS.5 Punctuation and spelling
WP.TT Text types: format and features
- WP.TT.1 Essays:
  - WP.TT.1.1 Narrative essay
    - WP.TT.1.1.1 Narrative writing is largely the presentation of a series of events in some meaningful order. The following are possible features of a narrative essay:
      - WP.TT.1.1.1.a write a story/a past event/fiction;
      - WP.TT.1.1.1.b use a story line that is convincing;
      - WP.TT.1.1.1.c use the past tense usually, but many authors use the present to create a sense of immediacy and directness;
        
        Identify and correct errors with subject-verb agreement (10-BB.1)
        
        Identify and correct errors with indefinite pronoun-verb agreement (10-BB.2)
        
        Identify and correct verb agreement with compound subjects (10-BB.3)
        
        Form the progressive verb tenses (10-CC.1)
        
        Form the perfect verb tenses (10-CC.2)
        
        Identify and correct errors with subject-verb agreement (11-X.1)
        
        Identify and correct errors with indefinite pronoun-verb agreement (11-X.2)
        
        Identify and correct verb agreement with compound subjects (11-X.3)
        
        Form the progressive verb tenses (11-Y.1)
        
        Form the perfect verb tenses (11-Y.2)
        
        Identify and correct errors with subject-verb agreement (12-X.1)
        
        Identify and correct errors with indefinite pronoun-verb agreement (12-X.2)
        
        Identify and correct verb agreement with compound subjects (12-X.3)
        
        Form the progressive verb tenses (12-Y.1)
        
        Form the perfect verb tenses (12-Y.2)
      - WP.TT.1.1.1.d use a captivating introductory paragraph;
      - WP.TT.1.1.1.e ensure that the ending is either satisfying, or ambiguous, even confusing, but never predictable,
      - WP.TT.1.1.1.f use direct speech if you want immediacy or to empower a character; indirect speech if want your reader to be distanced from the speaker; and
      - WP.TT.1.1.1.g use descriptive elements where necessary, but good stories are very compact and writers remove every word that does not have a purpose. The 'fifty-word' short story is often a good activity to make this point.
        
        Remove redundant words or phrases (10-K.5)
        
        Remove redundant words or phrases (11-J.5)
        
        Remove redundant words or phrases (12-J.5)
  - WP.TT.1.2 Descriptive essay
    - WP.TT.1.2.1 Description is both practical and ornamental. Both require clean, simple language. Draw learners away from writing that is overly descriptive, adjective-laden, or simply gushingly over the top. Study descriptive passages from good writers: many use hardly any adjectives to create descriptions that work exceptionally well. Have learners imitate such passages by continuing the description from where you have cut the passage. The practical description is less interesting, but socially more important: describing simple things accurately, for example, a stapler, a cell phone. Or describing people from pictures or photographs provided. Description is often used more to create atmosphere and mood than picture: films do this visually, writers do this with words, where the choice of words is more determined by their connotations than by the accuracy of their denotative use.
    - WP.TT.1.2.1 Here are some suggestions for writing a descriptive essay:
      - WP.TT.1.2.1.a describe someone/something to allow the reader to experience the topic vividly;
      - WP.TT.1.2.1.b create a picture in words;
      - WP.TT.1.2.1.c choose words and expressions carefully to achieve the desired effect;
        
        Choose the word whose connotation and denotation best match the sentence (10-S.1)
        
        Use words accurately and precisely (10-S.2)
        
        Replace words using a thesaurus (10-S.3)
        
        Use dictionary entries to determine correct usage (10-V.3)
        
        Describe the difference between related words (11-Q.1)
        
        Choose the word whose connotation and denotation best match the sentence (11-Q.2)
        
        Use words accurately and precisely (11-Q.3)
        
        Replace words using a thesaurus (11-Q.4)
        
        Use dictionary entries to determine correct usage (11-Q.5)
        
        Describe the difference between related words (12-Q.1)
        
        Choose the word whose connotation and denotation best match the sentence (12-Q.2)
        
        Use words accurately and precisely (12-Q.3)
        
        Replace words using a thesaurus (12-Q.4)
        
        Use dictionary entries to determine correct usage (12-Q.5)
      - WP.TT.1.2.1.d use images of sight, sound, hearing, taste and touch; and
      - WP.TT.1.2.1.e use figures of speech.
        
        Interpret the meaning of an allusion from its source (10-C.2)
        
        Recall the source of an allusion (10-C.3)
        
        Interpret figures of speech (10-C.4)
        
        Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (10-C.5)
        
        Classify figures of speech: review (10-C.6)
        
        Use personification (10-J.1)
        
        Interpret the meaning of an allusion from its source (11-C.2)
        
        Recall the source of an allusion (11-C.3)
        
        Interpret the figure of speech (11-C.4)
        
        Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox (11-C.5)
        
        Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement (11-C.6)
        
        Classify the figure of speech: review (11-C.7)
        
        Analyse the effects of figures of speech on meaning and tone (11-C.8)
        
        Interpret the meaning of an allusion from its source (12-C.2)
        
        Recall the source of an allusion (12-C.3)
        
        Interpret the figure of speech (12-C.4)
        
        Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox (12-C.5)
        
        Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement (12-C.6)
        
        Classify the figure of speech: review (12-C.7)
        
        Analyse the effects of figures of speech on meaning and tone (12-C.8)
  - WP.TT.1.3 Argumentative, discursive, reflective essays
    - WP.TT.1.3.1 Argumentative essays tend to be subjectively argued; the defence or attack is consistent and as well argued as possible, but it will inevitably be one-sided; the conclusion clearly states where the writer stands and why.
    - WP.TT.1.3.2 Discursive essays tend to be more balanced, and present various sides of a particular argument; the structure is careful and clearly planned; the tendency is towards objectivity, but the writer can be personal; while emotive language is possible, the best arguments here are won because they make good, reasonable sense. The conclusion leaves the reader in no doubt as to where the writer stands.
    - WP.TT.1.3.3 Reflective essays present the writer's views, ideas, thoughts, and feelings on a particular topic, usually something they feel strongly about. It tends to be personal rather than subjective; it needs a careful structure, but does not have to present a clear conclusion. Nor does it have to present a balanced discussion, although it might. It can be witty or serious.
    - WP.TT.1.3.4 Argumentative essays present an argument for or against something ('Why I believe that women are stronger than men'); discursive essays present a balanced argument for and against something the topic addresses, with the writer's view only reflected in the conclusion ('Are women stronger than men? Yes and no, but I'm settling for yes'); reflective essays present a set of thoughts and ideas about a topic, with no particular attempt to argue for or against anything ('the modern woman: my thoughts').
  - WP.TT.1.4 Literary essay
    - WP.TT.1.4.1 These essays present the writer's response to a literary text that is interpretative, evaluative, reflective, even on occasion personal. Arguments are presented and supported or illustrated by reference to the text; the language of the text may be explored and shown to possess particular linguistic or literary qualities. The style is formal, but not necessarily dryly objective. Personal responses are possible in some essays, especially when asked for.
- WP.TT.2 Transanctional texts:
  - WP.TT.2.1 Official/Formal letter
    - WP.TT.2.1.1 Writing formal letters still remains an important part of everyday life. Learners must still adhere to prescribed forms and formats. Learners need to write genuine formal letters and, where possible, send them off and await a reply. Formal letters written without a real context can be a very boring activity. Letters requesting information about products, universities, travel, professions, if sent to appropriate concerns, will almost certainly be replied to. The value of the formal letter will then become obvious. Similarly, send press letters to local newspapers, especially if topical issues form the content. Even if one is printed, the effect on a class is significant. The content, not the format, is crucial in these documents.
    - WP.TT.2.1.1 Practise different kinds of formal letters, e.g. a letter of application, a letter to the editor of a newspaper, a letter of complaint, etc.
      - WP.TT.2.1.1.a Adhere to different requirements of formal letters such as style and structure.
        
        Which text is most formal? (10-B.1)
        
        Identify audience and purpose (10-B.3)
        
        Which text is most formal? (11-B.1)
        
        Identify audience and purpose (11-B.3)
        
        Which text is most formal? (12-B.1)
        
        Identify audience and purpose (12-B.3)
      - WP.TT.2.1.1.b Write in direct, simple language.
        
        Avoid double, illogical and unclear comparisons (10-K.2)
        
        Remove redundant words or phrases (10-K.5)
        
        Avoid double, illogical and unclear comparisons (11-J.2)
        
        Remove redundant words or phrases (11-J.5)
        
        Avoid double, illogical and unclear comparisons (12-J.2)
        
        Remove redundant words or phrases (12-J.5)
      - WP.TT.2.1.1.c Remember that the intended audience should understand what is communicated for the results/ response to be positive.
        
        Identify audience and purpose (10-B.3)
        
        Identify audience and purpose (11-B.3)
        
        Identify audience and purpose (12-B.3)
      - WP.TT.2.1.1.d Writing should be clear and straightforward, logical, concise, and to the point.
        
        Transitions with conjunctive adverbs (10-K.1)
        
        Avoid double, illogical and unclear comparisons (10-K.2)
        
        Identify sentences with parallel structure (10-K.3)
        
        Use parallel structure (10-K.4)
        
        Remove redundant words or phrases (10-K.5)
        
        Use the correct pair of correlative conjunctions (10-EE.1)
        
        Misplaced modifiers with pictures (10-FF.1)
        
        Select the misplaced or dangling modifier (10-FF.2)
        
        Are the modifiers used correctly? (10-FF.3)
        
        Transitions with conjunctive adverbs (11-J.1)
        
        Avoid double, illogical and unclear comparisons (11-J.2)
        
        Identify sentences with parallel structure (11-J.3)
        
        Use parallel structure (11-J.4)
        
        Remove redundant words or phrases (11-J.5)
        
        Misplaced modifiers with pictures (11-AA.1)
        
        Select the misplaced or dangling modifier (11-AA.2)
        
        Are the modifiers used correctly? (11-AA.3)
        
        Transitions with conjunctive adverbs (12-J.1)
        
        Avoid double, illogical and unclear comparisons (12-J.2)
        
        Identify sentences with parallel structure (12-J.3)
        
        Use parallel structure (12-J.4)
        
        Remove redundant words or phrases (12-J.5)
        
        Misplaced modifiers with pictures (12-AA.1)
        
        Select the misplaced or dangling modifier (12-AA.2)
        
        Are the modifiers used correctly? (12-AA.3)
      - WP.TT.2.1.1.e Writing should reflect a formal language register.
        
        Which text is most formal? (10-B.1)
        
        Which text is most formal? (11-B.1)
        
        Which text is most formal? (12-B.1)
      - WP.TT.2.1.1.f Writing should reflect a formal conclusion followed by the writer's surname and initials.
  - WP.TT.2.2 Friendly/Informal letter
    - WP.TT.2.2.1 While the writing of friendly/informal letter has been replaced by electronic media (e.g. email, fax, and sms), learners must still be taught to write them. The range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, for example.
    - WP.TT.2.2.1 The following are suggestions for the writing of friendly or informal letters:
      - WP.TT.2.2.1.a use informal to semi-formal language register and style;
        
        Which text is most formal? (10-B.1)
        
        Which text is most formal? (11-B.1)
        
        Which text is most formal? (12-B.1)
      - WP.TT.2.2.1.b write in lively simple language;
      - WP.TT.2.2.1.c reflect a logical order and pursue an intended point;
        
        Order topics from broadest to narrowest (10-F.1)
        
        Organise information by main idea (10-F.2)
        
        Choose the topic sentence that best captures the main idea (10-G.1)
        
        Choose the analysis that logically connects the evidence to the claim (10-H.6)
        
        Order topics from broadest to narrowest (11-F.1)
        
        Organise information by main idea (11-F.2)
        
        Choose the topic sentence that best captures the main idea (11-G.1)
        
        Choose the analysis that logically connects the evidence to the claim (11-H.6)
        
        Order topics from broadest to narrowest (12-F.1)
        
        Organise information by main idea (12-F.2)
        
        Choose the topic sentence that best captures the main idea (12-G.1)
        
        Choose the analysis that logically connects the evidence to the claim (12-H.6)
      - WP.TT.2.2.1.d include an introduction, a body and a conclusion;
      - WP.TT.2.2.1.e include only one address, the writer's, with a date on which it was written below it;
      - WP.TT.2.2.1.f contain an informal/a semi-formal salutation following the writer's address, and
      - WP.TT.2.2.1.g allow the conclusion to range from informal to semi-formal followed by the writer's first name.
  - WP.TT.2.3 Agenda of the meeting
    - WP.TT.2.3.1 Writing memoranda, agenda, and minutes is useful only if meaningful. The best way for these writing activities to work is to have learners watch a video of or attend a real meeting and then have them take minutes, deduce the agenda from that, and then compare theirs with the real agenda and minutes of the meeting. Otherwise learners need to be introduced to these formats in a very imaginative way. Create an agenda yourself for an entirely imaginary committee and have the learners write up what they think the minutes could have been, carefully adhering to your agenda. This is, of course, a completely different writing activity from writing real minutes.
      - WP.TT.2.3.1.a Give an outline of what is to be discussed at a meeting.
      - WP.TT.2.3.1.b Send the outline beforehand to people/delegates who are invited to a meeting.
      - WP.TT.2.3.1.c Arrange the items beforehand according to their importance.
      - WP.TT.2.3.1.d Determine how much time would be allocated to each item.
  - WP.TT.2.4 Minutes
    - WP.TT.2.4.1 Record what happened at a meeting.
    - WP.TT.2.4.2 Reflect the following:
      - WP.TT.2.4.2.a the name of the organisation;
      - WP.TT.2.4.2.b the date on which and the place, and time at which the meeting was held;
      - WP.TT.2.4.2.c the attendance register.
    - WP.TT.2.4.3 Quote resolutions word for word.
    - WP.TT.2.4.4 Provide a summary of what was proposed and finally agreed upon.
    - WP.TT.2.4.5 Write in the past tense.
  - WP.TT.2.5 Speech, dialogue, interview
    - WP.TT.2.5.1 Speech
      - WP.TT.2.5.1.a Start and adapt the style to be used; When?, Where?, Why? (purpose), Who? (audience), and What?
        
        Identify audience and purpose (10-B.3)
        
        Identify audience and purpose (11-B.3)
        
        Identify audience and purpose (12-B.3)
      - WP.TT.2.5.1.b Openers attract attention.
      - WP.TT.2.5.1.c Develop points well and avoid clichés.
        
        Choose the best evidence to support a claim (10-H.3)
        
        Choose the best evidence to support a claim (11-H.3)
        
        Choose the best evidence to support a claim (12-H.3)
      - WP.TT.2.5.1.d Use short sentences with simple ideas, using familiar examples.
      - WP.TT.2.5.1.e Balance criticisms with reasonable alternatives.
      - WP.TT.2.5.1.f The conclusion is important, and is never a summary of what has been written.
    - WP.TT.2.5.2 Dialogue
      - WP.TT.2.5.2.a Reflect a conversation between two or more people.
      - WP.TT.2.5.2.b Record exchanges as they occur, directly from the speaker's point of view.
      - WP.TT.2.5.2.c Use a new line to indicate each new speaker.
      - WP.TT.2.5.2.d Advise characters (or readers) on how to speak or present the action given in brackets before the words are spoken.
      - WP.TT.2.5.2.e Sketch a scenario before writing.
      - WP.TT.2.5.2.f Dialogues are a good place to start a writing programme, since good dialogues reflect spoken English as far as that is possible on the page. Dialogues do not have to be between people only.
    - WP.TT.2.5.3 Interview
      - WP.TT.2.5.3.a Probe the interviewee by asking questions.
      - WP.TT.2.5.3.b Give the names of the speakers on the left side of the page.
      - WP.TT.2.5.3.c Use a new line to indicate each new speaker.
      - WP.TT.2.5.3.d Interviews are essentially transcripts and that is what must happen here: 'artificial' interviews may as well become narrative compositions. When learners transcribe an interview, they quickly learn the difference between spoken and written English, and they will discover that presenting a readable interview almost always involves careful editing. This is the value of having learners write interviews, not so much the content itself.
    - WP.TT.2.5.4 Report (formal and informal)
      - WP.TT.2.5.4.a Reports are mainly very formal documents. They work best when what is examined is real and important to the learners. There is nothing worse than writing artificial reports, or reports on topics that have no interest to the writer.
        
        WP.TT.2.5.4.a.1 Give exact feedback of a situation, for example an accident, any findings.
        
        WP.TT.2.5.4.a.2 Reflect a title, introduction (background, purpose, and scope), body (Who?, Why?, Where?, When?, What?, How?), conclusions, recommendations, references, appendices.
        
        WP.TT.2.5.4.a.3 Plan, collect, and organise information; write facts.
        
        Order topics from broadest to narrowest (10-F.1)
        
        Organise information by main idea (10-F.2)
        
        Choose the topic sentence that best captures the main idea (10-G.1)
        
        Distinguish facts from opinions (10-H.1)
        
        Order topics from broadest to narrowest (11-F.1)
        
        Organise information by main idea (11-F.2)
        
        Choose the topic sentence that best captures the main idea (11-G.1)
        
        Distinguish facts from opinions (11-H.1)
        
        Order topics from broadest to narrowest (12-F.1)
        
        Organise information by main idea (12-F.2)
        
        Choose the topic sentence that best captures the main idea (12-G.1)
        
        Distinguish facts from opinions (12-H.1)
        
        WP.TT.2.5.4.a.4 Use semi-formal to formal language register and style.
        
        Which text is most formal? (10-B.1)
        
        Which text is most formal? (11-B.1)
        
        Which text is most formal? (12-B.1)
        
        WP.TT.2.5.4.a.5 Use:
        
        WP.TT.2.5.4.a.5.a present tense (except historical reports);
        
        Identify and correct errors with subject-verb agreement (10-BB.1)
        
        Identify and correct errors with indefinite pronoun-verb agreement (10-BB.2)
        
        Identify and correct verb agreement with compound subjects (10-BB.3)
        
        Form the progressive verb tenses (10-CC.1)
        
        Form the perfect verb tenses (10-CC.2)
        
        Identify and correct errors with subject-verb agreement (11-X.1)
        
        Identify and correct errors with indefinite pronoun-verb agreement (11-X.2)
        
        Identify and correct verb agreement with compound subjects (11-X.3)
        
        Form the progressive verb tenses (11-Y.1)
        
        Form the perfect verb tenses (11-Y.2)
        
        Identify and correct errors with subject-verb agreement (12-X.1)
        
        Identify and correct errors with indefinite pronoun-verb agreement (12-X.2)
        
        Identify and correct verb agreement with compound subjects (12-X.3)
        
        Form the progressive verb tenses (12-Y.1)
        
        Form the perfect verb tenses (12-Y.2)
        
        WP.TT.2.5.4.a.5.b general nouns;
        
        Form and use plurals: review (10-Y.1)
        
        Form and use plurals of compound nouns (10-Y.2)
        
        WP.TT.2.5.4.a.5.c the third person;
        
        Identify the narrative point of view (10-C.1)
        
        Identify the narrative point of view (11-C.1)
        
        Identify the narrative point of view (12-C.1)
        
        WP.TT.2.5.4.a.5.d factual description;
        
        Distinguish facts from opinions (10-H.1)
        
        Distinguish facts from opinions (11-H.1)
        
        Distinguish facts from opinions (12-H.1)
        
        WP.TT.2.5.4.a.5.e technical words and phrases; and
        
        Determine the meaning of words using synonyms in context (10-U.1)
        
        Determine the meaning of words using antonyms in context (10-U.2)
        
        Use context to identify the meaning of a word (10-U.3)
        
        Determine the meaning of words using synonyms in context (11-S.1)
        
        Determine the meaning of words using antonyms in context (11-S.2)
        
        Domain-specific vocabulary in context: science and technical subjects (11-S.4)
        
        Determine the meaning of words using synonyms in context (12-S.1)
        
        Determine the meaning of words using antonyms in context (12-S.2)
        
        Domain-specific vocabulary in context: science and technical subjects (12-S.4)
        
        WP.TT.2.5.4.a.5.f formal, impersonal language.
        
        Which text is most formal? (10-B.1)

South Africa

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Actions

WP Writing and Presenting

WP.PW Process writing

WP.PW.1 Planning/ Pre-writing

WP.PW.1.1 Decide on the purpose and audience of a text to be written and/or designed

WP.PW.1.2 Determine the requirements of format, style, point of view

WP.PW.1.3 Brainstorm ideas using, for example mind maps, spider web lists, flow charts or lists

WP.PW.1.4 Consult relevant sources, select relevant information

WP.PW.2 Drafting

WP.PW.2.1 Use main and supporting ideas effectively from the planning process.

WP.PW.2.2 Produce a first draft which takes into account purpose, audience, topic and genre.

WP.PW.2.3 Read drafts critically and get feedback from others (classmates).

WP.PW.2.4 Determine word choice by using appropriate, descriptive and evocative words, phrases and expressions to make the writing clear and vivid

WP.PW.2.5 Establish an identifiable voice and style by adapting language and tone to suit the audience and purpose for writing.

WP.PW.2.6 Show own point of view by explaining values, beliefs and experiences.

WP.PW.2.7 Include specific details of the required text (use of quotations, substantiating and motivating the argument).

WP.PW.3 Revising, editing, proofreading and presenting

WP.PW.3.1 Use set criteria for overall evaluation of own work and others' writing for improvement.

WP.PW.3.2 Refine word choice, sentence and paragraph structure (insert additional information, use appropriate transition words).

WP.PW.3.3 Eliminate ambiguity, verbosity, redundancy, slang and offensive language.

WP.PW.3.4 Evaluate content, style and register.

WP.PW.3.5 Use punctuation marks, spelling and grammar correctly and appropriately.

WP.PW.3.6 Prepare the final draft.

WP.PW.3.7 Present the text

WP.LS Language structures and conventions during the writing process

WP.LS.1 Register, style and voice

WP.LS.1.1 Use appropriate register: formal, informal, for example using informal/conversational style and first person in a friendly letter, formal language in an official letter.

WP.LS.1.2 Speak directly to the reader in a way that is individual.

WP.LS.1.3 Write with conviction and confidence; do not apologise for any stance taken.

WP.LS.1.4 Use different points of view/perspective only when necessary.

WP.LS.2 Word choice

WP.LS.2.1 Use a variety of action verbs, adjectives and adverbs to give a specific impression and details and vivid description when writing, for example, a narrative essay, a descriptive essay.

WP.LS.2.2 Use formal and informal language (slang/colloquialism, jargon) appropriately.

WP.LS.2.3 Give facts and express opinions.

WP.LS.2.4 Express denotative, connotative, implied/contextual meaning.

WP.LS.2.5 Express themselves on values, attitudes, bias, stereotypes, emotive language, persuasive and manipulative language, for example in persuasive texts such as argumentative essays, newspaper articles.

WP.LS.2.6 Use resources and reference materials such as dictionaries and thesauruses to select effective and precise vocabulary.

WP.LS.3 Sentence construction

WP.LS.3.1 Write a variety of sentences and sentences of various lengths.

WP.LS.3.2 Use parts of speech appropriately.

WP.LS.3.3 Use subject, verb, object, tenses, moods, affirmatives, negations, modal verbs, active or passive voice, direct and indirect speech.

WP.LS.3.4 Use interrogatives (why, when, where, how, what).

WP.LS.3.5 Use different types of sentences, e.g. statements, questions, simple, compound, complex, compound-complex sentences.

WP.LS.3.6 Use conjunctions/transitional words, pronouns, and adverbs to create cohesive sentences.

WP.LS.3.7 Use different types of pronouns to show focus, emphasis and the objective case, and to eliminate verbosity.

WP.LS.3.8 Use correct word order in sentences to demonstrate interest and emphasis.

WP.LS.3.9 Use concord accurately.

WP.LS.4 Paragraph writing

WP.LS.4.1 Write different parts of a paragraph: topic sentence, supporting and main ideas, an effective introduction, body, and conclusion, and a closing sentence.

WP.LS.4.2 To ensure coherence, write different paragraphs and texts using related signal or conjunctions/transitional words and phrases such as:

WP.LS.4.2.1 chronological /sequential order: first, second, third, before, after, when, later, until, at last, next, recently, previously, afterwards

WP.LS.4.2.2 explanation/cause and effect: hence, consequently, because, for this reason, since, as a result of, is due to, therefore, thus, consequently, hence, it follows that, if … then

WP.LS.4.2.3 procedure: first, second, third

WP.LS.4.2.4 compare/contrast: similar, different, smaller than, bigger than, however, but

WP.LS.4.2.5 order of importance: next, then, finally

WP.LS.4.2.6 spatial order: above, below, left, right

WP.LS.4.2.7 generalisations: generally, in conclusion; and

WP.LS.4.2.8 concluding paragraph: never a summary of what has been written. A concluding paragraph needs to leave the reader with an idea or a thought that will stay with them after the rest of the essay has been forgotten. A summary seldom does that, and is easily forgettable.

WP.LS.5 Punctuation and spelling

WP.LS.5.1 Use of capitals, commas, quotation marks, colons, underlining, italics, semi-colons, apostrophe, hyphens, dashes, parentheses.

WP.LS.5.2 Use knowledge of spelling patterns and rules to spell words correctly:

WP.LS.5.2.1 Knowledge of word patterns and families

WP.LS.5.2.2 Knowledge of roots, prefixes and suffixes

WP.LS.5.2.3 Knowledge of syllabication.

WP.LS.5.3 Use dictionaries and spell-checkers.

WP.LS.5.4 Use abbreviation forms and acronyms appropriate to different media and audiences.

WP.TT Text types: format and features

WP.TT.1 Essays:

WP.TT.1.1 Narrative essay

WP.TT.1.1.1 Narrative writing is largely the presentation of a series of events in some meaningful order. The following are possible features of a narrative essay:

WP.TT.1.1.1.a write a story/a past event/fiction;

WP.TT.1.1.1.b use a story line that is convincing;

WP.TT.1.1.1.c use the past tense usually, but many authors use the present to create a sense of immediacy and directness;

WP.TT.1.1.1.d use a captivating introductory paragraph;

WP.TT.1.1.1.e ensure that the ending is either satisfying, or ambiguous, even confusing, but never predictable,

WP.TT.1.1.1.f use direct speech if you want immediacy or to empower a character; indirect speech if want your reader to be distanced from the speaker; and

WP.TT.1.1.1.g use descriptive elements where necessary, but good stories are very compact and writers remove every word that does not have a purpose. The 'fifty-word' short story is often a good activity to make this point.

WP.TT.1.2 Descriptive essay