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Fluent and coherent writing · Part 1 of 3
6 exam-style questions with model answers, plus 8 quick multi-choice questions — every question on this part of the standard, grouped by the 2 pages of notes they come from.
Write a full answer before you reveal the model one. That comparison is where the learning happens.
Explain what it means for a piece of writing to develop ideas, and describe a test for whether yours does.
A student's reflective piece is well written, stays on topic, and ends by restating its opening idea more emphatically. Explain why it will not meet this standard, and how the student should develop it.
Discuss the relationship between development and the Explanatory Notes' phrase a range of dimensions or viewpoints. Evaluate how far a second viewpoint is genuinely the route to development, and where that advice stops working.
Explain what sustains means in this standard, and describe the three places where pieces most often stop sustaining.
Explain why structure counts as content at Level 3, and explain how you would choose a shape for a piece and check that it is a structure rather than a sequence.
Discuss what makes an ending land rather than merely stop. Evaluate the common endings and explain what the successful ones have in common.