Research Matters

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The data indicates a marked increase in the use of simple sentences, combined with a lower
incidence of multiple sentences.This, alongside less subordination, suggests that students
were using less complex sentence structures.
Students at most levels of attainment in 2014 used more paragraphs than their
predecessors, with an increase in the number of lower attaining students ordering their
paragraphs logically.At all but the lowest levels of attainment there was a very similar
proportion of coherent paragraphs as seen previously in 2004 and 2007.
The incidence of spelling errors changed very little amongst the mid- and higher attaining
students. Further work is needed to establish whether the nature of spelling errors has
changed since 2004.As in previous years, there was almost no evidence of candidates
using ‘text-speak’ words in their work.There was just one instance – ‘OMG’ from a grade E
female candidate.
The sample of writing from 2014 included a higher incidence of proper nouns.The
proportion of candidates correctly capitalising proper nouns was high.At the highest levels
of attainment, this was similar to the proportion seen in 2004 and 2007.At mid- to lowattainment
levels there was a noticeable increase in correct capitalisation in comparison to
previous years.
Once again, Aspects of Writing has provided data from which others can draw evidence over
time of changing patterns of language use.We have deliberately sought to avoid drawing
judgemental conclusions in this report, in order that readers may examine the evidence
through the lens of their own experiences and contexts.
Further research
This report presents the initial, broadest level of analysis of the data we have collected.As in
previous phases of the study, further work will continue to drill down into the data and to
interrogate features more closely.This will include studies focussed on:
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Social media, Non-Standard English and informal language: Given the increasing use of
electronic means of communication by young people, it seems reasonable to hypothesise
that students’ writing may have become more oral and informal.A study is planned which
will make use of some of the findings of the current project to examine whether the level of
formality of the writing of 16-year-olds in the UK has changed over time.
Spelling: A more detailed analysis of the nature of the spelling errors encountered in the
2014 sample is planned.
Gender: Further analysis of the 2014 data for gender effects.
Acknowledgements
We would like to thank our external consultants and coders, who carried out a great deal of
hard work with enormous good humour: Debra Myhill – University of Exeter, Annabel Charles,
Mig Bennett,Tom Johns, and Angela Williams.
RESEARCH MATTERS – SPECIAL ISSUE 4: Aspects of Writing 1980–2014 | 47