Question 61 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 62 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 63 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 64 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 65 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 66 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
Question 67 Repairing misleading time links · core
After the visitors arrived, we set out the chairs. Before they watched the demonstration, we explained our model at the same time. While they left, we packed everything away after the event.
Repair the connectives in this paragraph. Write a sensible revision and explain why one original connective was misleading.
What to aim for Preparation, demonstration and packing occur in the correct order. The revised connectives match those relationships. Adult checks that the explanation identifies a specific changed meaning. Response or adult observation notes
Question 68 Distinguishing quotation from reported speech · core
The exhibition is ready said Mila. She explained that 'the class had checked every label'. The teacher said that 'families could enter at three o'clock'. Only Mila's first sentence is an exact quotation.
Edit the report so the exact quotation and the reported information are presented differently. Add the needed speech punctuation and remove unnecessary speech marks.
What to aim for Mila's exact words are punctuated as direct speech. The two reported messages do not have speech marks. Adult checks that the original meanings are unchanged. Response or adult observation notes
Question 69 Editing instructions for a new reader · core
Use twelve picture cards in six matching pairs. Whoever has most pairs wins. Play the usual way. Turn over two cards. Keep matching pairs and have another turn. Put non-matches back face down.
Revise the draft note for someone who has never played the game. Add a clear starting instruction, replace 'the usual way' and move the winning rule to the end.
What to aim for The starting layout is clear. The turn rules explain both a match and a non-match. Adult checks that the winning rule follows the play instructions. Response or adult observation notes
Question 70 Applying three purposeful revision strategies · extension
Write a 60–80 word account of a class activity, real or imagined. Make three visible revisions: add helpful information, delete something unnecessary and move a sentence. Explain how each edit helps the reader.
What to aim for Adult sees an addition, deletion and sentence move in the draft or notes. Each change has a reader-focused explanation. The final account is coherent and keeps related ideas together. Response or adult observation notes
