Writing Boost in action

Follow one student’s story from hand-in to the next lesson: her marks, her feedback, her second draft and her class. You press the buttons.

A guided demo: Mia’s story, from hand-in to her class

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My writingYour score

Swooping SeasonNarrative

It was the first week of spring. I was walking across the oval to the tuckshop. I had two dollars in my pocket for a sausage roll and I was thinking about it the whole way.

Then a magpie swoped at me. I heard its wings snap behind my ear. I ran away.

I ran in a zigzag like Mum told me to but it just kept coming back. My hat flew off and I didn't even stop to get it. Some kids on the play equipment were laughing and Jayden yelled, “It's going to get you!” I was so embarased.

I made it to the tuckshop. Mrs Patel gave me my sausage roll and said, “It's the dads that swoop, love. They're protecting their babies.” After that I felt a bit sorry for him. He was only being a good dad.

When the bell went I had to walk back past the oval to get to class. Someone had hung my hat on the fence. I walked slowly and I didnt run this time. The magpie sat on the fence and looked at me.

181 words

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Your writing

Overall ScoreBeyond orbit

32 / 47

Choose Your Boost Areas

Pick up to 3 areas to boost.

Currently selected: 0 / 3

Audience 4/6

Text structure 3/4

Ideas 3/5

Vocabulary 3/5

Cohesion 3/4

Paragraphing 1/2

Sentence structure 4/6

Punctuation 4/5

Spelling 4/6

Your writing

Swooping Season Revised today · 185 words Narrative

Final draft Track changes Original

AddedRemovedChoose a numbered passage to see what you did well.

It was the first week of spring. I was walking across the oval to the tuckshop. I had two dollars in my pocket for a sausage roll and I was thinking about it the whole way.

Then a magpie swoped at me. ~~I was very scared.~~ ¹I heard its wings snap behind my ear. I ran away.

When the bell went I had to walk back past the oval to get to class. Someone had hung my hat on the fence. I walked slowly and I didnt run this time. The magpie sat on the fence and looked at me.

My classes5BAnalytics New task

Dig into 5B’s numbers.

SnapshotSpreadMastery grid Words

Mastery grid

Teach next Cohesion57% avg · 4 below 50%

OverallAudienceStructureIdeasCharacterVocabCohesionParagraphsSentencesPunct.Spelling

72%58%

72%42%

71%

70%58%

68%58%

Mia J. 68%50%

66%58%

65%58%

63%58%

63%50%

62%58%

60%42%

60%50%

59%50%

59%

59%50%

58%50%

55%

55%50%

52%50%

50%

Smart groups

Grouped by each student’s weakest criterion.

GROUP BYOpportunitiesStrengths

Paragraphing

6 students

Kai H.25%

Jack T.33%

Oscar G.33%

Hamish D.42%

Mia J.50%

Zara K.42%

5 students

4 students

3 students

2 students

That was one piece of writing.

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Mia, her class and their writing are fictional. Screens from Writing Boost, simplified.

What you just saw

Marked on the NAPLAN writing criteria

Mia’s story came back marked on all ten criteria, 32 of 47, within minutes, with feedback that quotes her own words.
How the marking works
Feedback she acts on

Her note on character and setting asked her a question. She answered it with a new sentence, and Writing Boost named what she’d improved. The second draft isn’t re-marked: it’s for learning.
What students get
The class in view

Her teacher sees the whole class on every criterion, what to teach next, and the 6 students who need that lesson, already grouped. Mia is one of them.
What teachers get

Mia, her class and their writing are fictional. Screens from Writing Boost, simplified.

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Writing Boost in action

A guided demo: Mia’s story, from hand-in to her class

That was one piece of writing.

What you just saw

Marked on the NAPLAN writing criteria

Feedback she acts on

The class in view

Give every writer in your school a boost

How Writing Boost works