Y07W33PA - Improving the Homework Submission System

This week you'll write a report to your year coordinator about the homework submission system. You'll read a Year 7 sample, then answer questions about what makes transactional writing work. Strong reports are specific, constructive, and built to get action.

Part 1

The Assessor Scorecard for

Transactional – Report

Markers look for writing that gives a reader the facts they need to act. For a problem report, name each issue, show its impact, and suggest a practical fix.

Ideas & Content

Real problems named clearly, not 'the system is bad'. Specific examples — which file types, which students, which steps fail. The impact of each problem on students' work and time. A sense of how serious or urgent each issue is.

  • Specific detail: each problem is named exactly and its impact made plain.

Structure & Cohesion

Opening statement of the issue, then each problem in its own section. Every problem explained with its impact before the fix. Improvements that follow logically from the problems named. Transitions that guide the reader through your thinking.

  • Organisation: each problem stands alone, with its fix linked to it.

Audience & Purpose

Information specific enough for the coordinator to act on. A tone that is constructive and collaborative, not accusing. Respect for what the system does well, alongside its limits. Fixes the reader can picture putting in place.

  • Usefulness: specific information that leads to practical decisions.

Language Choices

Precise terms — 'PDFs upload, image files often fail' beats 'some files don't work'. Facts and impacts, not emotion or blame. Language that invites fixes — 'could', 'would benefit from', 'would help'. Problem-focused wording from start to finish.

  • Clarity: precise, problem-focused language that invites solutions.

Conventions

Correct spelling, punctuation, and grammar throughout. Clear paragraphing so each problem and fix is easy to find. A professional tone that shows respect for the reader. Careful writing that signals you take the issue seriously.

  • Professionalism: conventions and tone that show careful work.

Part 2

Today’s Marking Targets

Task in one sentence

Write a report to your year coordinator naming the homework system's problems, their impact, and practical fixes in a constructive tone.

Let’s Focus

Two strands matter most this week: Language Choices and Structure & Cohesion. Your wording decides whether a fix is clear enough to act on. Your structure decides whether the reader can follow each problem and its solution without getting lost.

Language Choices

Strong writing this week names problems exactly and links each to its impact. Weak writing says 'the system is confusing' — strong writing says 'students who were away can't navigate the system'. Use words that invite fixes — 'could', 'would help' — not blame.

What markers scan for

  • Specific wording about problems and impacts, not vague complaints.
  • Language that invites fixes — 'could', 'would benefit from'.
  • A constructive tone, not an accusing one.
  • Facts and impacts in place of emotion.

Score Bands

  • Basic

    Language is vague or emotional; impacts unclear; tone may accuse rather than help.

  • Strong

    Language is precise about problems and impacts; tone is constructive; fixes follow the problems.

  • Excellent

    Language is finely matched to each problem and fix; impacts are clear; tone is collaborative throughout.

Structure & Cohesion

Strong writing this week gives each problem its own paragraph — problem, impact, then fix. Transitions guide the reader: 'Beyond saving issues, students face confusion about…'. A short closing pulls the key fixes together so the coordinator can act.

What markers scan for

  • Each problem in its own paragraph, not jumbled.
  • Problem, then impact, then fix — in that order.
  • Transitions that signal the next issue.
  • A closing that pulls the key fixes together.

Score Bands

  • Basic

    Problems are listed but not organised; impacts missing; fixes vague or detached from problems.

  • Strong

    Each problem is shown with its impact and fix; structure guides the reader; fixes match problems.

  • Excellent

    Each problem is fully developed with impact and fix; transitions are smooth; the report is easy to act on.

Now read · Student sample

Improving the Homework Submission System

Year 7 sample · \~350 words

Student sample for assessment

Written by a Year 7 student in Thornbury, VIC, Australia.

Dear [Year Coordinator name],

I am writing to report on problems students are experiencing with the new homework submission system. While the system has improved in many ways compared to the previous approach, there are specific issues that are causing students stress and work loss. A few practical improvements would strengthen the system significantly. The most urgent problem is that assignments sometimes do not save correctly. Students report that they upload an assignment, but when they return to check, the file is not there. This happens inconsistently, so students cannot predict when it will occur. The impact is serious: students lose time they spent completing work, and they become anxious about whether to resubmit or rely on the system. This problem is most frustrating because it is not the student's fault. If the system could be programmed to confirm that files have saved successfully-with a clear message like 'your assignment has been submitted and saved'-students would have the confidence they need. A second problem is confusion about deadlines. The system displays a deadline, but some students say it is unclear whether the deadline is when the assignment is due or when the system stops accepting submissions. Some assignments are set to stop accepting submissions one hour after the deadline, which confuses students who submit at the very last moment. Clearer labelling would help-perhaps 'Deadline: [date and time]' and 'Submission stops: [date and time]', with a clearer difference between the two. Additionally, the system could send a reminder to students 24 hours before the deadline. This would reduce the number of students who miss deadlines by accident. A third issue affects students who were absent when the system was introduced. These students did not receive face-to-face explanation of how to use it. They struggle to navigate the system and are embarrassed to ask for help. A simple instruction sheet that covers the basics-how to upload, how to check a deadline, what file types are accepted-would help these students use the system confidently and independently. These improvements are practical and would address the real difficulties students face. The homework system has potential; these changes would help it work well. Respectfully, [Student name]