Y07W18PA - Writing for Different Audiences

This week you wrote an informative piece about adjusting your writing for different audiences. Now you'll read another student's piece and decide how clearly they explain the differences. Looking at someone else's work sharpens what you spot in your own.

Part 1

The Assessor Scorecard for

Informative – Informative piece

Markers look for writing that names specific audiences, shows exactly what changes, and gives concrete examples. Check each strand below to see what strong work looks like.

Ideas & Content

Specific audiences named — teacher, friend, family, stranger. Concrete examples show what actually changes. The "why" behind each choice is explained. No vague claims like "I write differently."

  • Specifics: audiences named clearly; choices shown with examples; reasons are clear.

Structure & Cohesion

Ideas grouped logically — one paragraph per audience, or by comparison. Each idea connects to the next, not just listed. Audience shapes tone; tone shapes word choice. No jumping between unrelated points.

  • Organisation: structure is clear; ideas connect; the reader can follow the explanation.

Audience & Purpose

Written for a younger student who is confused about audience. Tone is clear, direct and encouraging — not bossy. Own experience used as a model, not a rule. No talking down or pure abstract advice.

  • Clarity: explanation is clear and direct; tone suits the younger reader.

Language Choices

Precise words that distinguish different audiences and choices. Exact phrases shown — what you'd actually write or say. Concrete examples, not vague labels like "changes." No broad generalisations without detail.

  • Precision: language is specific and concrete; exact examples are shown.

Conventions

Correct spelling, punctuation and grammar throughout. Errors that block meaning or confuse the advice. No mistakes that pull focus from the content.

  • Technical: spelling, punctuation and grammar are accurate.

Part 2

Today’s Marking Targets

Task in one sentence

Write an informative piece, drawing on your own experience, that explains to a younger student how you adjust your writing for different audiences.

Let’s Focus

Two strands matter most this week: Audience & Purpose and Language Choices. You're writing for a younger student who needs help with this skill. Your explanation must use specific examples and concrete language that shows exactly what changes between audiences.

Audience & Purpose

Strong writing this week explains audience awareness as if teaching a younger student. Share your own experience honestly. Show that this skill is learned, not magical. The reader should think, "Oh, I can do this too." The tone is practical and encouraging.

What markers scan for

  • Explanation pitched at a younger reader.
  • Own experience shared as an example.
  • Encouraging tone — never bossy or abstract.
  • Shows the skill is learnable with practice.

Score Bands

  • Basic

    Explanation is vague; tone talks down or is unclear; examples are missing.

  • Strong

    Explanation is mostly clear; tone is encouraging; relevant example included.

  • Excellent

    Explanation is clear and practical; tone helps the reader feel they can try it.

Language Choices

The strongest pieces show exact phrases — what you'd write for a teacher versus a friend. Rather than "I write more formally," show: "For a teacher I write 'I would argue,' but for a friend I text 'honestly I think.'" Concrete examples make the explanation easy to copy.

What markers scan for

  • Specific phrases shown for each audience.
  • Concrete examples of tone or word shifts.
  • No vague language like "more formal."
  • Exact words a reader could borrow.

Score Bands

  • Basic

    Language is vague; few specific examples; broad statements without detail.

  • Strong

    Some specific phrases included; most audience differences shown clearly.

  • Excellent

    Rich, specific phrases show how language shifts; readers can copy the moves.

Now read · Student sample

Writing for Different Audiences

Year 7 sample · \~600 words

Student sample for assessment

Written by a Year 7 student in Bondi, New South Wales, Australia.

I used to think everyone should write the same way, and I got confused when my teachers said my tone was wrong. I wasn't being rude; I was just writing like me. But I've figured out that I actually do change how I write, without always realising it. And once I started noticing it, I could do it on purpose. So here's what I've learned. For a teacher, I write formally. This is obvious, but it means something specific for me. When I'm emailing a teacher, I write: 'Hi [name], I have a question about the assignment.' I start with a greeting. I use actual punctuation. For a friend in a text, I write: 'yo u know that assignment' and I don't worry about capitals or being perfectly clear because they know me and they'll ask if they don't understand. For a family member, it's somewhere in the middle. I'll text my mum 'Can you pick me up at 3?' but I'll email my aunt 'Hi Aunty, I hope you're well. I was wondering if you might have time to help me with something on the weekend.' The difference isn't that I'm being fake; it's that I'm considering who needs what from me. The thing I've noticed is that tone follows audience, and tone changes what words feel right. For a teacher, if I'm disagreeing with something, I write 'I see that perspective, but I would argue that ...' For a friend, I'd say 'that's a bad take, honestly.' I'm not being rude to my friend; I'm being direct because we can handle directness. A stranger I don't know—like if I'm writing to the council or a business—I use 'I' very carefully, because they don't know me and might judge me faster. So I write 'In my view' or 'It appears that' instead of 'I think.' I also notice I change how much I explain. For a teacher, if I'm writing about a book, I explain my thinking step-by-step: 'The author uses this technique because she wants to show this idea, and that matters because ...' For a friend talking about the same book, I might just say 'it made me feel sad' and they'd get it because they know me. For an unknown reader, I'd be very detailed again, like for a teacher. The biggest thing is: I'm not trying to fool anyone or being two-faced. I'm trying to communicate clearly. A formal email to a teacher works because my teacher is busy and needs to understand my question quickly. A casual text to a friend works because she knows me and we have time to figure things out together. Different audiences need different things from my writing, and learning to give them what they need has made me a better writer and a better communicator. So when your teacher says your tone is wrong, they probably don't mean you're a bad writer. They mean you're writing like you would for a friend, but your teacher needs you to write like you would for a stranger they're just meeting. And that's not a character flaw; that's just a skill you're learning. Once you notice you're doing it, you can control it. And then everything gets easier. I still sometimes slip and email a teacher like I'm texting a friend. But I'm catching it more now. And I think that's the real skill—noticing what audience you're writing for, and then making a choice about what they need from you. You've got this.