NAPLAN CREATIVE WRITING GUIDE
Marking Criteria Marks Marking Allocated criterion Description of narrative writing marking criterion 0-6 Audience The writer s capacity to orient, engage and affect the reader 0-4 Text structure The organisation into an appropriate and effective text structure of narrative features, including: orientation, complication and resolution 0-5 Ideas The creation, selection and crafting of ideas for a narrative 0-4 Character and Character: The portrayal and development of character setting Setting: The development of a sense of place, time and atmosphere 0-5 Vocabulary The range and precision of contextually appropriate language choices 0-4 Cohesion The control of multiple threads and relationships across the text, achieved through the use of grammatical elements (referring words, text connectives, conjunctions) and lexical elements (substitutions, repetitions, word associations) 0-2 Paragraphing The segmenting of text into paragraphs that assists the reader to negotiate the narrative 0-6 Sentence The production of grammatically correct, structurally sound and meaningful structure sentences 0-5 Punctuation The use of correct and appropriate punctuation to aid the reading of the text 0-6 Spelling The accuracy of spelling and the difficulty of the words used
Criteria 1: Audience (0-6) In this section you are marked on your ability to orient, engage and affect the reader. Are you able to show your reader where you are? Can you use words to create a place? Do you use language devices to engage? Figurative language a starry night Hyperbole: My Dad is the world s laziest. Understatement: Death is a bit disruptive. Idiom or jargon: I could ve backed the trifecta, he said Do you use sizzling starts? Look at this website for ideas: https://www.sevenstepswriting.com/samples/narrativenaplan-writing-sample/#1463655385139-105d00d5-b9cd
Criteria 2: Text structure (0-4) Does your story have the right structure? Does it have an orientation, complication and resolution (denouement)?
Different Text Structures Type Linear Circular or elliptical Flash back Parallel In Media Res How it works Sequential telling of the story. Starts and ends in the same place but the ending suggests that there is an epiphany or realisation. The start and ending mirror each other. Moves between the present and the past. Could be from more than one perspective. Two story threads running at the same time from different perspectives. The stories usually merge or connect at the end to make a unified narrative. Starting your response in the middle action.
Criteria 3: Ideas (0-5) Your creation, selection and crafting of ideas for your narrative. At the higher score levels (4 or 5) a theme or a key overarching message is an important consideration It is not necessary (and often not desirable) for a theme to be stated explicitly the best ones underpin the entire text. Some themes can include: The need to be loved The need to belong The need to achieve The need for security The need to know The need to survive The need to mature Life and death Good over evil The power of knowledge
How do I generate ideas? Look closely at the visual/s provided and ask: Where, when, what, why, how Think about your own life and the experiences you have had and the people in your life. Could you tap into any of these? What about the books you have read? Did any inspire you? What are you interested in or passionate about? E.g. surfing, travelling to different cities, computer gaming, etc. It is important to remember that your idea should be simple, a simple event that is a metaphor for a life choice. An argument with a phone you don t want to take that call. The fear of opening a door you are scared of what is behind it. The choice of clothing (uniform/badge/hat) to show a new stage in life.
TO DO: Keep your ideas simple do not kill your story with too many things happening. Use various paragraph openings. Don t write: and then and then and then Tell stories that you are familiar with: A time you had to show courage new school, new friend, dancing on stage, being hurt in sport A problem you had to face admitting you made a mistake, breaking something valuable to your parents Making a choice which shows a growth of character not going to that party, choosing study over T.V., not engaging in social media bullying. Your telling of these stories will be more meaningful to the reader because you have been through the experience yourself.
Criteria 4: Character and Setting (0-4) It is difficult to develop many characters and settings in the time you have so it is better to focus on one. You need to work on details to make the character and setting seem real. How? For this section you can pre-create a character for the examination this way it doesn t matter what the stimulus is - you can place your character into the situation. Character created through: Description Dialogue (including inner) Setting
Description It is not good enough to label attributes of a character, instead, create a sense of who the character is through figurative language: Compare: She had green eyes Her green eyes snaked around the room The first description did nothing for character yet the second description allowed the reader to gain a sense that the character is manipulative, cunning, etc. Compare: He had brown hair His oily hair clung to his head like a muddy mop The first description did nothing for character yet the second description allowed the reader to gain a sense that the character was lazy and unkempt.
Dialogue The quickest way to create character through is to get rid of said. This word does nothing to show how the character is feeling. Instead use a synonym: accused chimed marveled explained maintained started acknowledged choked finished reasoned spoke stated addressed chortled fretted mentioned reassured stormed admitted chorused moaned mimicked recalled stuttered advised chuckled gasped reckoned stammered surmised affirmed claimed giggled mumbled related taunted agreed clucked greeted murmured remarked tempted announced coaxed groaned mused remembered uttered answered commanded growled muttered reminded shouted approved commented grumbled repeated suggested wailed argued complained grunted nagged replied smirked asked conceded guessed nodded reported whimpered asserted concluded gulped noted requested whined assured confessed gurgled responded teased whispered
Inner Dialogue Thought and inner dialogue give the reader insight that cannot be gained through the actions or the words that are used. It is good to show: The truth of a characters beliefs: The coach s enthusiasm for his ideas were easy to see. Why would anyone think this was going to help? What an intriguing idea, she said. Tell me more. They reveal emotions: No, don t take it. Don t give in. I put on my best smile. I would love it, I lied. They reveal the heart: I love you, I love you, I love you. Just leave now and never come back.
Setting Pick something that will determine the place of the story. School board, teachers voice, clock on wall Sand, waves, sound of seagulls Show don t tell. Focus on appealing to the senses through imagery. Use figurative language to create a place and reflect the mood of the character (pathetic fallacy). The ha-ha of the gulls filled the air with dreadful laughter, while the each wave, roaring the challenge, slammed itself on the shore. Notice in the above example, that it is clear the character is at the beach without stating it. The reader also knows that the character is scared about going into the water.
Criteria 5: Vocabulary (0-5) Your ability to select effective words with precision, for effect. Your use of figurative language to give creates a sensory experience for the reader. If you use the previous examples in description and setting then you are already doing well. You need to work on building your vocabulary through reading. The more you read, the more words you will encounter. Keep a record of words or descriptions that resonate with you. Get a vocabulary App for your phone and use it everyday, even if it is only for 10 minutes a day. You will see an improvement.
Criteria 6: Cohesion (0-4) An extended, highly cohesive piece of writing showing continuity of ideas and tightly linked sections of text. Does your story make sense? Is it logical? Does it have an order? A story about a person who is nervous about a job interview who then gets abducted by Ronald McDonald and ends up a hostage for aliens IS NOT LOGICAL. Keep your story simple and well written. A story about a person who was scared to tell the truth about breaking an important object, but gains the courage and admits to it can be told beautifully through inner dialogue and description of fear!
Criteria 7: Paragraphing (0-2) The use of correct paragraphing. In narrative, a paragraph can be a single sentence for dramatic effect. Start a new paragraph when: - The setting or time sequence changes - A new idea is introduced - A new character enters the story - A new person is speaking - To make an impact The more you read, the more you will encounter various types of paragraphing and you will be able to use them in your own work. Make the marking of paragraphing easy by leaving a space between paragraph blocks.
Criteria 8: Sentence Structure (0-6) To get full marks, all simple sentences must be written correctly. You will achieve more marks for including at least three correctly structured complex sentences. A complex sentence contains an independent clause and at least one dependent clause. A CLAUSE IS A GROUP OF WORDS THAT HAS A SUBJECT AND A VERB An independent clause can stand alone as a sentence and makes a complete thought. A dependent clause cannot stand alone, even though it has a subject and a verb.
Complex Clauses: Independent clauses are underlined. They can stand alone and do not need the other words in the sentence to make sense. The dependent clause is not underlined. They need the other words in order to make a complete sentence. Because my coffee was too cold, I heated it in the microwave. Though he was very rich, he was very unhappy. When the cost goes up, customers buy less clothing. Wherever you go, you can always find beauty.
Embedded clause An embedded clause is a clause used in the middle of another clause. In other words, an embedded clause is a clause (a group of words that includes a subject and a verb) that is within a main clause, usually marked by commas. Information related to the sentence topic is put into the middle of the sentence to give the reader more information and enhance the sentence. The house, that I grew up in, was brimming with memories. The part within the commas is the embedded clause. This is clear because you can get rid of it and the sentence still makes sense. The house was brimming with memories.
Punctuation The use of correct and appropriate punctuation to aid reading of the text. - Mark points 1-2 are about sentence boundary punctuation. This means that you have a capital letter to begin your sentences and full stops, exclamation marks or question marks to show an end to the sentence. To get a mark of 1: There will be at least 1 sentence with a capital letter and full stop. To get a mark of 2: Some accurately punctuated sentences at least 2, OR one correct sentence and one other appropriate punctuation mark. - Level 3-4 is about handling other punctuation as well as the correct sentence punctuation. Other punctuation include: apostrophe, coma, semi-colon, inverted commas, etc. To get a mark of 3: Sentence level punctuation mostly correct (minimum of 80% of 5 sentences punctuated correctly) AND some other correct punctuation (two or more examples of different types of other punctuation) To get a mark of 4 All capitals and full stops are correct and other punctuation is mostly correct. - Level 5 all applicable punctuation correct.
Criteria 10: Spelling (0-6) The accuracy of your spelling and the difficulty of (spelling) the words used. Spelling Mark 1 Mark 2 Mark 3 Mark 4 Mark 5 Mark 6 Few examples of conventional spelling Correct spelling of most simple words and some common words Correct spelling of most simple words and most common words Correct spelling of simple words, most common words, some difficult words Correct spelling of simple words, most common words, at least 10 difficult Correct spelling of all words, 10+ difficult words and some challenging words Notice that to get 4 marks or above you have to use difficult words. To get 5 marks at least 10 difficult words (if you use only 9 then you will not get a mark of 5) To get 6 marks you need to write more than 10 difficult and some (more than 2) challenging words
Simple words examples: add box dot from he lets am boy drag Fun help long and bring drip get her look are but drop gift here Lot At can drum go him ran bad back ball bark car clap cost cup dull End feel fell going good got hand hot how hunt into rest rid room run bell deep fill harm land best did fit has lay big dog food hat left book doll for have leg
Common word examples: able about above action active added afford afraid after again ages agree almost alone also bigger bike birthday blend block body boost bottom bought brain brand break bullied buy follow forget formal found four frankly free freedom friend fruit full funny fur jacket joke joyful judge rare racist really reason recover refuse regarding sprawl stable staple state stopped underneath understand unfairly want warn waste yardstick your yourself zapped
Difficult word examples: abnormal abolish absolutely accept barrier behaviour benefit bias cheque choice circuit cognitive committed defence demolish depression deprive electronic element emerge emphasis energy engage engine enjoyable favourite feature figure finally focus force gadget general generation genius hilarious history honest hopefully hopscotch ironic irrational issue minute mixture monopoly morally notice nowadays numerous nutrition penalty personal persuade picture platform realise reality receive recent recognise science scissors seize serious service several shoulder valuable value various
Challenging word examples: accumulate dependency manoeuvre sabotage wondrous acquaint desperate mediaeval sanctuary acquire endeavour miniature scintillate acquisition environment obnoxious separate adolescent ethically obscure significance adrenaline euphoric obsesses silhouette advantageous grandeur obsessive temporary belligerence guarantee occasionally therapeutic beneficial guillotine peculiar tournament benefited incorporate pessimistic traumatic benevolent interrogate physically ubiquitous blasé intrigue possess unconscious conscience invulnerable prevalence undoubtedly conscious leisure racquet unethically consequence liquefy rancour unfathomable consequently litigious realistically waive controversial manageable reminiscent wilful