​What is writing?

To write clearly it is essential to understand the basic system of a language. In English this includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as is correct spelling and formatting.
A writer may write for personal enjoyment or they can write for an audience of one person or more. The audience could be known which makes the writing targeted but it could also be unknown. Taking notes for study purposes is an example of writing to help yourself. Blogging is an example of writing for an unknown audience. A letter to a friend or messaging them is an example of writing for a targeted audience. As with speaking, it is important to consider your audience when writing. There are many styles of writing from informal to formal.
At Benowa State High School we use two strategies to increase students’ confidence with writing: “Cornell Notetaking” and the “Collins Writing Program”.  In future newsletters these strategies will be further unpacked, and links to resources on our school website will be made available so you will be able to support your child at home and increase their confidence with writing.

Writing Expectations in Secondary School

In secondary school students are expected to write and design for a variety of purposes using print and electronic resources. The Department of Education has worked extensively to develop the P-10 Literacy Continuum of which writing is a critical aspect.  Below are the department’s expectations :

Aspects of Writing
​Year 7
​Year 8
Year 9​Year 10​

​involves using spelling, grammar, design

features, handwriting and digital tools to create texts for specific purposes.

‘Texts’ include oral, aural, written, visual,

electronic and multimodal texts.

​Creates well structured and sequenced texts for imaginative, informative and persuasive purposes.

Chooses aspects and combinations of texts to suit particular purposes and audiences.

Creates and develops ideas to explore a concept or theme.

Uses paragraphing to structure information and partition events and ideas.

Intentionally constructs a variety of sentence types, including complex sentences, for effect.

Creates texts with appropriate design, layout and graphics.

Self-regulates spelling and applies spelling knowledge and strategies to spell complex and subject specific vocabulary.

Uses correct and appropriate punctuation to support meaning.

Uses a range of editing strategies to improve clarity and consistency of style.

Uses a legible, fluent handwriting style.

Creates texts that incorporate substantial, elaborated ideas and themes.

Uses, monitors and reflects on planning strategies to enhance the effectiveness of a text.

Tailors writing in response to audience, purpose and context.

Identifies and explores different perspectives and points of view.

Demonstrates coherency by using a variety of devices that support readers to link ideas and establish relationships.

Selects sophisticated grammatical structures to enhance quality of writing.

Creates and manipulates texts that integrate different modes.

Makes deliberate language choices for greater precision and technicality.

Uses a range of complex punctuation to support clarity and precision of meaning.

Correctly references resources.

​Creates a range of coherent texts for imaginative, informative and persuasive purposes.

Explores challenging ideas and ethical dilemmas.

Uses sophisticated grammatical features to express complex ideas and concepts.

Constructs texts that have a variety of well developed, effective sentences for clarity and coherence.

Manipulates language features and structures to suit context.

Applies knowledge of word origins to spell unknown words.

Uses complex punctuation strategically for effect.

Efficiently revises, edits and proofreads texts to enhance accuracy and quality.

​Creates sustained texts that develop complex themes, concepts and ideas.

Adapts and innovates on familiar text forms to create distinctive texts.

Constructs considered arguments that explore and analyse a range of different perspectives on complex and challenging topics.

Strategically selects from a range of resources to create multimodal texts that incorporate sophisticated design features.

Demonstrates control of sophisticated language features and structures.

Cites references using conventions appropriate for purpose.

Activities to do at home

Research has shown that children’s motivation and achievement improve when their parents or caregivers are involved in their education.

Reading with your child often seems easier to accomplish than writing with your child. Below are a few tips to get started so you can support your child’s writing at home:

  1. Create a place for your child to write: choose a quiet space filled with writing supplies such as paper, pencils, pens and other bits of stationary they might love. You can also gather magazines or family photos that could be used as ‘story-starters’
  2. Read, Read, Read: the best activity to improve writing is reading. It exposes your child to new words and techniques used in writing
  3. Encourage your child to keep a journal or diary : it can be used for recording their feelings, secrets and crushes but it can also be used to recount a fun activity or event such as a holiday or family event
  4. Let your child write the weekly shopping list, thank you cards or invitations – they are authentic and purposeful
  5. If you are taking a family holiday, create a travel journal where your child can record their everyday adventure. Older kids can write a blog and share it with their classmates whilst they are away
  6. Use visuals to get your child to write

​In the morning, I opened the tent door….

We woke up early to watch the sunrise and….

Eventually I crept out of my tent and….

I heard a noise outside my tent and….

​I woke up to discover that my hands….

The pattern began creeping from my hands….

Was the tattoo a secret code….

Last reviewed 12 June 2023
Last updated 12 June 2023