Y06W03PA - Writing an Informative Magazine Article

This week you wrote a magazine article explaining something about the world. Now you'll read another student's article and decide how strong it is. Each module sharpens how you spot strong writing — and helps your own.

Part 1

The Assessor Scorecard for

Explanatory – Magazine article

Markers look for articles that explain ideas clearly and keep readers your age interested. Check each strand below to see what strong work looks like.

Ideas & Content

Key ideas are picked out and explained in full. The writer shows how or why something works. Examples and details back up each main point.

  • Explanation, not just description: the writer explains how or why something works, not just what it is.

Structure & Cohesion

Ideas follow a clear order — first this, then that. Each paragraph builds on the one before. No repeated points or random jumps between ideas.

  • Logical progression: ideas follow a clear order that helps the reader understand.

Audience & Purpose

The writer thinks about who is reading. Questions, examples or surprising facts hold attention. The tone fits other students, not adults.

  • Reader engagement: the writer uses techniques that hold interest — questions, examples or surprising details.

Language Choices

Topic-specific words are used and explained. Sentence lengths vary to keep rhythm. No vague phrasing when a precise word would land harder.

  • Technical terms explained clearly: the writer uses precise language and explains it so readers understand.

Conventions

Spelling and punctuation are accurate throughout. Sentences are built carefully so meaning stays clear. Headings or italics, if used, help the reader navigate.

  • Clear punctuation and formatting: spelling and punctuation are accurate, and formatting (such as headings) supports understanding.

Part 2

Today’s Marking Targets

Task in one sentence

Write a magazine article that explains something about the world clearly enough for other students to learn from it and enjoy reading.

Let’s Focus

Two strands matter most this week: Ideas & Content and Audience & Purpose. The ideas you pick decide whether the reader truly understands. The tone you choose decides whether they stay interested.

Ideas & Content

Strong writing this week explains ideas in full. The writer shows how something works or why it matters — not just what it is. Specific examples and details support each point. The reader finishes with real understanding, not scattered facts.

What markers scan for

  • The article explains how or why, not just what.
  • Specific examples back up each main point.
  • Ideas connect to a clear main focus.
  • The reader finishes with real understanding.

Score Bands

  • Basic

    Information appears but explanations are thin; examples are vague; the concept stays unclear.

  • Strong

    Ideas are explained clearly; specific examples support each point; the reader understands the concept.

  • Excellent

    Explanations show deep understanding; examples are well-chosen; the reader gains real insight.

Audience & Purpose

Strong writing this week speaks to other students. Questions, examples and surprising details hold attention. The tone sounds natural — not formal, not lecturing. The writer explains background information when the reader needs it.

What markers scan for

  • Questions, examples or surprising details hold attention.
  • The tone sounds right for peers, not adults.
  • Background is explained when the reader needs it.
  • The writer never talks down to the reader.

Score Bands

  • Basic

    Tone feels off for the audience; engagement techniques are missing; readers lose interest.

  • Strong

    Tone fits peers; questions or examples hold interest; background is explained when needed.

  • Excellent

    Tone feels natural and conversational; engagement is strong throughout; the reader feels understood.

Now read · Student sample

Why Your Body Needs Sleep More Than You Think

Year 6 sample · \~300 words

Student sample for assessment

Written by a Year 6 student in Brunswick, Victoria, Australia.

You probably already know you need sleep. But do you know why? Sleep is not just about resting—your body is actually working hard while you sleep, and missing sleep can really damage your health and how you function at school. When you sleep, your brain is cleaning itself. During the day, your brain creates waste products from all the thinking and learning you do. These waste products build up in your brain like rubbish in a room. Your brain cannot clean itself while you are awake and active. But when you sleep, your brain cells shrink slightly, which creates space between them. This space allows fluid to wash through your brain and carry away all that waste. Scientists call this the glymphatic system. It is like your brain's own cleaning service that only works at night. Sleep is also when your body repairs itself and stores memories. While you sleep, your muscles rebuild after the day's activity, and your immune system works to fight off germs and illness. Your brain also sorts through everything you learned that day—facts, skills, conversations—and files them away into long-term memory. That is why studying just before bed is not as helpful as studying earlier and then getting good sleep. Not getting enough sleep has real effects. When you are sleep-deprived, your brain cannot concentrate as well. You might find it harder to remember things, harder to pay attention in class, and easier to feel moody or upset. Your body also gets weaker at fighting illness. Studies show that teenagers who do not get enough sleep get sick more often and do worse in school. So how much sleep do you actually need? Teenagers should aim for about 8 to 10 hours every night. That might sound like a lot, but your body and brain are growing, and growth requires energy and repair time. The better you sleep, the better you think, learn, and feel. It is that simple.