AEIS Writing Program – Secondary 1 Level 1
Lesson 1 Writing:
o Introduction to Writing
o Narrative Essay Structure
o Narrative Guided Planning
Lesson 3 Writing:
o Personal Recount Essay Structure
o Personal Recount Guided Planning
Lesson 5 Writing:
o Transitional Phrases
o Order of Events (Writing in Chronological Order)
o Writing a Narrative Essay
Lesson 7 Practice Test 1
Lesson 8 Practice Test 1 Feedback
Lesson 9 Writing:
o Lesson 5 Feedback
o Writing a Personal Recount Essay
Lesson 11 Practice Test 2
Lesson 12 Practice Test 2 Feedback
Introduction to Writing
o During the AEIS test, Secondary 1 students are asked to make one of the following essays:
narrative or personal recount. Students are allowed to choose one from the two given topics,
it is advised to choose a topic that the student is familiar with, and the type of essay that the
student is most confident in writing.
o
o
SECONDARY 1 (LEVEL 1)
LESSON 1 – Narrative Structure & Narrative Planning
SECONDARY 1 (LEVEL 1)
LESSON 3 – Personal Recount Structure & Planning
SECONDARY 1 (LEVEL 1)
LESSON 5 – Transitional Phrases, Order of Events, Narrative Essay Writing
Students should attempt to write a narrative essay in the allotted time (200 to 300
words). If students are unable to finish during the lesson, the essay should be continued
as homework (collected at Lesson 7).
SECONDARY 1 (LEVEL 1)
LESSON 9 – Essay Feedback, Personal Recount Essay Writing
In Lesson 9, students receive feedback on their practice test essay, and the essay
they wrote in Lesson 5.
Students should attempt to write a narrative/recount in the allotted time (200 to
300 words).
Marking Criteria:
Assessment Criterion for Content
Band Marks Band Descriptors for Content
All aspects of the task are
5 9 - 10 fully addressed & developed
in detail
All aspects of the task are
4 7-8 addressed with some
development
Some aspects of the task are
3 5-6 addressed with some
development
Some aspects of the task are
2 3-4
addressed
Some attempts to address the
1 1-2
task
0 0 No creditable response
Assessment Criteria for Language
Organisation of ideas
Clarity of expression
Accuracy of language
Band Marks Band Descriptors for Content
Coherent & cohesive presentation of ideas across the whole
of the response
Effective use of ambitious vocabulary and grammar
5 17 - 20 structures
Complex vocabulary, grammar, punctuation and spelling
used accurately
Coherent presentation of ideas with some cohesion between
paragraphs
Vocabulary and grammar structures are sufficiently varied
4 13 - 16 to convey shades of meaning
Vocabulary, grammar, punctuation and spelling are used
mostly accurately
Most ideas are coherently presented with some cohesion
within paragraphs
Vocabulary and grammar structures sufficiently varied to
3 9 - 12 convey the intended meaning
Vocabulary, grammar, punctuation and spelling are often
used accurately
Some ideas are coherently presented with attempts at
achieving cohesion
Mostly simple vocabulary and grammar structures are used;
2 5-8 the meaning is usually clear
Vocabulary, grammar, punctuation and spelling used with
varying degrees of accuracy
Band Marks Band Descriptors for Content
Ideas presented in isolation
Simple vocabulary and grammar structures used
1 1-4 A few examples of correct use of vocabulary, grammar,
punctuation and spelling
0 0 No credible response