Literacy Program Aspects of Writing

Grammar & Punc

STAGE 3 Grammar & Punctuation

Learning Intentions

T1 T2 T3 T4
Grammar Identify and use expanded noun groups

word level
including adjectival phrases and adjectival
clauses.
Identify and use verbs with correct tense.
Identify and use adverbials including: adverbs,
adverbial phrases and adverbial clauses.
Understand noun/verb agreement
Use knowledge of synonyms and antonyms
to enhance writing.
Understand nominalization (making a noun
from a verb) eg. pollute - pollution
Use interesting conjunctions to link
independent clauses
Use a range of text connectives to link ideas
in a text eg. time connectives, cause and effect
connectives
Use complex sentences to enhance writing
sentence level

including and understanding of main &

subordinate clauses
Use active & passive voice for a particular
purpose
Use aspects of modality for a particular
purpose eg. modal verbs, nouns, adjectives and
adverbs
Use emphasis for a particular purpose in
writing eg.repetition
Understand and use a range of devices to
enhance imagery eg. personification, simile,
metaphor and idiom
Use objective & subjective language where
appropriate

Centre for Excellence

National Partnership on Improving
Teaching Quality
Literacy Program Aspects of Writing
Grammar & Punc

Use different types of sentences for effect eg.

short to build tension
Punctuation Use apostrophes to indicate possession for plurals
and words ending in s
Use colons and semi colons to organise and clarify
writing
Use brackets and parentheses to enclose extra
information eg. Sir Donald George Bradman (1908-2001)
was a famous Australian cricketer. In an earlier section
(Chapter 3),
Use speech marks for a range of purposes eg.direct
speech, to indicate titles of books, plays, songs &
movies
Use commas to indicate pace and for clarity
(delineating) to avoid confusion eg. At eighteen, people
are considered to be young adults.
Use commas to demarcate the subordinate clause eg.
Martin & Jess, who finished early, went home.

Learning intentions have been drawn from the following sources: New Syllabus, Literacy Continuum, NAPLAN question
descriptors, various school programs and teacher knowledge

Centre for Excellence

National Partnership on Improving
Teaching Quality