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Figure 18: Correct use of commas 1980-2004 (single sentence method) 6 5 Mean No. 4 3 2 1 0 G F E D C B A A* Grade 1980 1993 1994 2004 Figure 19: Omitted commas 2004-2014 (100-word sample) 6 5 Mean No. 4 3 2 1 0 G F E D C B A A* Grade 2004 2007 2014 Figure 20: Omitted commas 1980-2004 (single sentence method) 6 5 Mean No. 4 3 2 1 0 G F E D C B A A* Grade 1980 1993 1994 2004 30 | RESEARCH MATTERS – SPECIAL ISSUE 4: Aspects of Writing 1980–2014
Figure 21: Incorrect use of commas 6 5 Mean No. 4 3 2 1 0 G F E D C B A A* Grade 2004 2007 2014 There are very few instances of incorrect commas. In 2014, incorrect commas appeared to decrease from the mid- to lower range of attainment compared to 2007 and 2004.This is possibly because these writing samples contained little or no punctuation. Commas used in comma splices were not counted again in this measure. Apostrophes Overall, there was insufficient data on possessive apostrophes from which to draw conclusions. In 2014 there appears to be a slight increase in the correct use of possessive apostrophes at the mid- to high-range (Figure 22) in contrast to the 2007 data. However, incorrect use of possessive apostrophes also showed a slight increase in the mid-range for 2014 compared to 2004 (Figure 23, page 32). In 2014, incorrect use dropped away at the lower attainment levels, perhaps because of punctuation in the writing samples.This is in contrast to 2004 and 2007, where incorrect use increased at lower attainment levels. Occurrences of omitted possessive apostrophes remained low, as in the previous years of the study (Figure 24, page 32). Figure 22: Correct use of apostrophes – possession 1.4 1.2 1.0 Mean No. 0.8 0.6 0.4 0.2 0.0 G F E D C B A A* Grade 2004 2007 2014 RESEARCH MATTERS – SPECIAL ISSUE 4: Aspects of Writing 1980–2014 | 31
Page 1 and 2: Special Issue 4: Aspects of Writing
Page 3: RESEARCH MATTERS: SPECIAL ISSUE 4 V
Page 6 and 7: performance in different elements o
Page 8 and 9: examinations in English/English Lan
Page 10 and 11: As well as these writing-specific d
Page 12 and 13: More generally, these new methods o
Page 14 and 15: Figure 1:The 2014 questions QUESTIO
Page 16 and 17: The coding frames Two coding frames
Page 18 and 19: include some transposition errors (
Page 20 and 21: Table 4: Intra-rater reliability st
Page 22 and 23: Empirical comparisons Average sente
Page 24 and 25: Figure 4: Degree of vocabulary soph
Page 26 and 27: variant of the tense they chose, we
Page 28 and 29: Figure 9: Capital letters used corr
Page 30 and 31: Figure 14: Missing stops 7 6 5 Mean
Page 34 and 35: Figure 23: Incorrect use of apostro
Page 36 and 37: In 2014, detailed data was collecte
Page 38 and 39: Coordination and subordination Figu
Page 40 and 41: Figure 36 shows how appropriately p
Page 42 and 43: Figure 37: Logical ordering of para
Page 44 and 45: Reader-writer relationship Craftedn
Page 46 and 47: Figure 40: How well-paced the piece
Page 48 and 49: Discussion and conclusions This stu
Page 50 and 51: References Baird, J.,Ahmed,A., Hopf
Page 52 and 53: Ofcom. (2014). Children and Parents
Page 54 and 55: Appendix A: Coding frames Aspects o
Page 56 and 57: Aspects of Writing Coding Sheet WHO
Page 58 and 59: Aspects of Writing Coding Sheets Ge
Page 60 and 61: VOCABULARY Sophistication of words
Page 62 and 63: Additional guidance and examples Pu
Page 64 and 65: Spelling • A misspelled word whic
Page 66 and 67: 2007 (A*/A continued) Females Who w
Page 68 and 69: 2014 (C continued) Males I had seen
Page 70 and 71: 2014 (E continued) Males Suddenley!
Page 72 and 73: 2014 (G continued) Males then she o
Page 74 and 75: A 2007 2014 accidently (accidentall
Page 76 and 77: C 2007 2014 a (I) abit (a bit) abso
Page 78 and 79: D 2007 abit (a bit) afterall (after
Page 80 and 81: E 2007 a (and) abit (a bit) absesed
Page 82 and 83:
F 2007 2014 a (I) abit (a bit) abou
Page 84 and 85:
G 2007 2014 acceliration (accelerat
Page 86 and 87:
84 | RESEARCH MATTERS - SPECIAL ISS
Page 88:
Cambridge Assessment 1 Hills Road C
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