Cayman Islands Writing Exemplar



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Persuasive and Recount Writing Exemplar Final

AF3 - Organization

AF4 - Organization


16

Level 1

With support, AFs are 

evident in some writing

Level 2

AFs are evident in some 

forms of writing

Level 3

AFs are evident in most 

forms of writing

Level 4

AFs are evident across a 

range of writing

Level 5

AFs are evident across 

a wide range of writing

 

Usually with support, 

I write most of my 

thoughts in sentences. 

Usually with support, I 

show a basic awareness 

of tense (e.g.,  

generally written in 

simple present tense, 

although inconsistencies 

may be evident). 

Usually with support, I 

use at least one basic 

connective, such as and, 

to join ideas.

I write full sentences that 

start in a few different 

ways (e.g., not always 

with I).

Most of the text is written 

in the simple present 

tense.


I use at least two basic 

connectives, such as 

and, but, and/or so to join 

two independent clauses 

and form a compound 

sentence.

I attempt to write a  

variety of sentences 

(e.g., some simple and 

some complex). 

I write in the present 

tense consistently 

throughout the text.    

I use more than two 

connectives, such as if, 

when, and/or because.

I write a variety of 

sentences (e.g., simple, 

complex, long, and/or 

short) that are frequently 

structured properly. 

I write in the present 

tense consistently 

throughout the text and 

make some attempt to 

change tenses when  

appropriate (e.g.,  

predicting future  

outcomes). 

I use a variety of  

complex connectives, 

such as therefore, and/

or however.

I write a variety of 

properly structured 

sentences and I can 

deliberately change 

word order, length, 

and type to emphasise 

meaning and affect my 

reader. 

I write in the present 

tense consistently 

throughout the text 

and change tenses 

when appropriate 

(e.g., predicting future  

outcomes).

I accurately use a wide 

variety of complex  

connectives to show 

relationships between 

ideas.  

Usually with support, I 

use full stops at the end 

of most of my  

sentences.

Usually with support, I 

start most of my  

sentences with capital 

letters. 

I use full stops correctly 

and I attempt to use  

exclamation or  

questions marks.

I start my sentences with 

capital letters and I’m 

beginning to use capital 

letters for the beginning 

of names.

I’m beginning to use 

some commas in lists.

I use full stops,  

exclamation marks, 

and/or question marks 

consistently at the end 

of sentences.

I use capital letters 

accurately for starting 

sentences and proper 

nouns.

I use commas  



accurately in lists.

I attempt to use  

quotation marks and 

related punctuation 

correctly.*

I punctuate the end of 

my sentences  

accurately throughout 

the text and use a  

variety of end marks.

I use capital letters 

accurately throughout 

the text.

I use commas  

accurately in lists and 

am beginning to use 

them to mark clauses 

(e.g., at the end of a 

linking phrase). 

I use quotation marks 

and related punctuation 

accurately.*

I accurately use the 

full range of  

punctuation and 

ensure that there is a 

variety of punctuation 

throughout the text 

(e.g., fullstops,  

exclamation marks, 

question marks,  

quotation marks, 

apostrophes,  

brackets). 

I accurately use  

commas in lists and  

to mark clauses. 

AF5 - Sentence Fluency

AF6 - Conventions



17

Level 1

With support, AFs are 

evident in some writing

Level 2

AFs are evident in some 

forms of writing

Level 3

AFs are evident in most 

forms of writing

Level 4

AFs are evident across a 

range of writing

Level 5

AFs are evident across 

a wide range of writing

 

Usually with support,  

I use some

basic adjectives.

Usually with support, I 

use some generic  

convincing words  

(e.g., want, need,  

never, always).

Usually with support, I 

use simple vocabulary 

and repeat key words.

I use a variety of basic 

adjectives.

I use a variety of  

generic convincing words 

(e.g., want, need, never, 

always, have to, should, 

believe, surely).

I make some  

adventurous word 

choices.


I use a variety of strong 

adjectives throughout 

the text.

I attempt to use a variety 

of convincing words and 

phrases (e.g., honestly, 

truly, in my opinion, there 

is no doubt, unquestion-

ably, without a doubt

despite this). 

I attempt to make 

powerful word choices 

that energise my writing 

(e.g., I would be thankful 

instead of It would make 

me happy).

Throughout the text, 

I use descriptive (and 

may also use figurative) 

language. 

I use convincing words 

and phrases throughout 

the text. 

I make powerful word 

choices that energise 

my writing and have 

an effect on my reader 

(e.g., deliberate attempt 

to choose the best word 

instead of the first word 

that comes to mind). 

Throughout the text, 

I use descriptive (and 

may also use 

figurative) language 

to create strong, fresh, 

and vivid images to 

emphasise  

my point. 

I precisely select from 

a range of convincing 

words and phrases 

that demonstrate my  

confidence in my 

 

opinion.  



I demonstrate a wide 

vocabulary when 

making powerful word 

choices that energise 

my writing and have 

an effect on my reader 

(e.g., precisely chosen 

words suited to the 

topic).

Usually with support, I 

show awareness of the 

sounds formed by  

different letters and 

groups of letters (i.e., 

some high frequency 

words are spelled  

correctly and  

phonetically plausible 

attempts are made).

Usually with support, 

I use the word wall for 

tricky words.

I usually spell simple, 

monosyllabic words  

correctly, and where 

there are inaccuracies, 

the alternative is  

phonetically plausible.

I use the word wall for 

tricky words.

I can spell simple mono 

and polysyllabic words 

correctly.

With limited errors, I use 

a spelling resource for 

unknown words.

I can spell polysyllabic 

words that conform to 

regular patterns.

I use a spelling resource 

for unknown words.

My spelling is  

accurate throughout 

the text.

Usually with support, 

I correctly place most 

letters on the line and 

use spaces between my 

words.

Usually with support,  



I may include basic  

presentation features of 

the text type (e.g., a  

basic illustration or 

picture).

I can correctly place my 

letters on the line, use 

spaces between my 

words, and my letters 

are orientated and sized 

accurately.

I may include  

presentation features 

of the text type (e.g., 

illustrations, diagrams 

with labels, and/or text 

boxes).

I may include  

presentation features of 

the text type that are  

beginning to enrich/

clarify the text (e.g., 

subtitles, illustrations, 

diagrams with labels, 

textboxes, and/or  

captions).

I may include  

presentation features of 

the text type that enrich/

clarify the text (e.g., 

subtitles, illustrations, 

diagrams with labels, 

textboxes, and/or  

captions).

I may include  

presentation features 

of the text type for a 

particular effect or to 

enhance my  

argument (e.g., 

subtitles, illustrations, 

diagrams, textboxes, 

charts, graphs, and/or  

captions).



AF7 - W

ord Choice

AF8 - Conventions

AF9 - Presentation


18

Student Samples

Level 1

Students working within Level 1 are expected to meet criteria in some writing usually with support.



Level 1c

 

 



Thursday June 5 20

Dear Mom and Dad

Iwant a pet because I biad good.

in YEAr one and I biadedent.

in YEAr one casll and I bhall. 

Love [Student Name]

Interpretation: 

Dear Mom and Dad

I want a pet because I did good

in Year one and I be a student

in Year one class and I behave. 

Love [Student Name]




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