Question 11 Editing an interrupted spoken sentence · extension
if we leave now said Mina we will reach the oval before the bell I'll carry the cones replied Joel
Edit the dialogue so it is punctuated clearly. Keep the reporting clause between the two parts of the speaker's sentence.
What to aim for The reporting clause remains between the two parts of Mina's sentence. Adult checks the commas, speech marks and lower-case continuation. Joel's reply is on a new line with clear punctuation. Response or adult observation notes
Question 12 Changing direct speech to reported speech · core
Ms Patel said, 'Our class is ready for the exhibition.' She added, 'The students have worked carefully on their models.'
Turn the direct speech into two reported-speech sentences for a newsletter. Keep the meaning, but do not use speech marks.
What to aim for Both messages are retained. Speech marks are removed and references/tense suit the report. Adult checks the report does not add a new opinion. Response or adult observation notes
Question 13 Composing direct speech from a report · core
Alex said that they could bring two spare rulers the next day.
Rewrite the reported message as possible direct speech. Include a reporting clause and speech punctuation. Explain why you cannot know the exact original words.
What to aim for The possible speech preserves the offer and timing. Adult checks speech marks and punctuation. The learner recognises that the original wording is unknown. Response or adult observation notes
Question 14 Editing informal language for an adult audience · core
Hey! When do you open? Where do we find the guide? Got somewhere for lunch? Tell us soon.
Rewrite the message as a polite email to a museum educator. Keep the three information requests and give a suitable greeting and closing.
What to aim for All three questions remain clear. The tone suits an adult outside school. Adult checks that greeting and closing match the request. Response or adult observation notes
Question 15 Adapting formal writing for a peer · core
You are hereby advised that the group will convene adjacent to the library entrance during Monday's lunch interval. Participants are requested to supply their design sketches.
Rewrite this formal notice as a friendly message to a classmate who missed the meeting. Keep the important information without copying the stiff wording.
What to aim for Place, time and required item are all retained. The message sounds friendly and natural. Adult checks that clarity has not been lost when shortening the notice. Response or adult observation notes
Question 16 Reorganising a report by topic · core
Snails are small animals found in our school garden. They move slowly across damp surfaces. They have soft bodies and carry shells. During dry weather, they shelter in protected places. Their feelers help them sense their surroundings.
Reorganise the report into an opening and two headed sections. Move sentences so related facts are grouped together. Do not add facts.
What to aim for The opening identifies the subject. The two headings accurately describe their sections. Adult checks that all original facts are included without unsupported additions. Response or adult observation notes
Question 17 Repairing unclear references · core
Place the tray beside the box on the table. Put it in there so it will not roll off. Leave it there for the next group. Intended meaning: glue bottle in box; tray stays on table.
Edit the instructions so a reader knows what 'it' and 'there' refer to. Replace unclear references with specific words and explain one change.
What to aim for The position of each object is clear. Ambiguous references are replaced where needed. Adult checks that the explanation identifies a genuine ambiguity. Response or adult observation notes
Question 18 Strengthening a narrative resolution · core
The model bridge sagged and dropped all its blocks. Then everything was suddenly fine. Hana and Callum won and went home.
Improve the story ending by adding two actions that explain how the characters solve the problem. Keep the successful outcome, but remove the sudden unexplained solution.
What to aim for The solution addresses the sagging bridge. At least two purposeful actions explain the success. Adult checks that the ending follows from the problem rather than coincidence. Response or adult observation notes
Question 19 Editing for concision · core
There is a reading area which is an area for reading. It has soft cushions on the floor that are soft to sit on. There is also a low shelf with books, and the books are easy to reach. Another thing it has is a lamp for days when it is cloudy and the room is dim.
Cut this description to 35–45 words while keeping the three useful features of the reading area. Remove filler and repetition rather than essential facts.
What to aim for The three features remain: cushions, low shelf and lamp. The revision is approximately 35–45 words. Adult checks that repeated or empty wording has been removed. Response or adult observation notes
Question 20 Reordering a persuasive paragraph · support
Let's test them on three tubs for a month. They also reduce the need to print new labels each time. Our class should try reusable labels for storage tubs. They can be changed when the contents change.
Improve the order of this persuasive text. Put the main opinion first, group the reasons together and finish with the suggested action. Write the revised text.
What to aim for The opinion comes before supporting reasons. Both reasons remain together. Adult checks that the final sentence proposes the trial. Response or adult observation notes
