Writing & feedback

Follow one piece, start to finish.

What happens to a piece of writing in Writing Boost: the prompt, the writing, marking on the NAPLAN criteria within minutes, feedback with one next step, and a second draft in the student’s own words.

The writing cycle

One piece of writing, six moments.

Everything in Writing Boost follows a piece of student writing from the first idea to the next lesson. Scroll through it.

  1. 01Before writing

    A prompt worth writing about

    Pick an illustrated prompt or set a task connected to your classroom learning. Talk about audience, purpose and text type before students begin.

    Choose a writing prompt
  2. 02Writing

    Their words, with the tools you choose

    Students plan and write in their own words. The writing tools you switch on for a task help them think, the words stay theirs, and students can’t chat with the AI.

    How the writing tools work
  3. 03On paper

    Handwritten? Still marked.

    Teachers photograph or upload the pages. Each page is read into an editable transcript, mistakes kept as written, and only a teacher can send it for marking.

    Work with handwritten writing
  4. 04Within minutes

    Marked, then explained

    Every NAPLAN writing criterion gets a score and a reason. Then the feedback is written to the student, about their own piece, with one next step.

    Understand writing feedback
  5. 05The second draft

    Better, in their own words

    Students choose one piece of advice and act on it. Track changes shows exactly what changed, and the original keeps its marks.

    Help students improve their next draft
  6. 06Next lesson

    What to teach next

    Patterns across the class point to what to teach explicitly next, with the writing behind every score a click away.

    Find your class’s next teaching focus

Anatomy of a marked piece

Take a marked piece apart.

This is Mia’s story from our guided demo, as she sees it once it’s marked: a mark on every criterion, and feedback on the area she chose to boost, quoting her own words.

Narrative

Swooping Season

Mia · Year 5 · 181 words

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. 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.

The area Mia chose to boost

Character and setting3/4

Glow — What you did well The magpie sat on the fence and looked at me.

What a picture to end on.

Grow — What to improve I was very scared.

Show how it felt instead of naming it.

Give it a go What did you hear?

Each note quotes her own words. Give it a go asks her a question, and the answer is hers, in her own words: her second draft is below.

Mia and her story are fictional: the story from our guided demo, marked against the NAPLAN narrative marking guide. They are not real student results.

The second draft

The joy of a second draft.

Mia had another go at one sentence, in her own words. Switch between her drafts, or show the change.

Swooping SeasonMia · Year 5

The first draft with each change marked: removed words, then the words that replaced them.

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. Removed: I was very scared. Added: 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.

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. 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.

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.

How the marking is built

Built for teachers to trust.

A score is the easy part. What matters is everything around it: what it rests on, how the feedback is written, and who has the final word.

  • Marking first, feedback second

    Every criterion is scored against the marking guide’s descriptions, with a reason. A separate step turns that into feedback, and gives no scores of its own.

  • Only the student’s own words

    Any quote the marker uses is checked against the student’s text, word for word, and dropped if it isn’t there.

  • Pitched to the year level

    Short sentences and everyday words for Years 3 and 4, friendly and direct for Years 5 and 6, more grown-up for Years 7 to 9.

  • Spelling by rule

    Spelling is scored with the marking guide’s word classes and thresholds, applied in code, not by a model’s feel for the piece.

  • Your school decides

    Whether teachers can change a score, whether students see scores, and whether AI runs at all. Every change is logged.

  • Private by design

    Patterned personal details, like full names and email addresses, are replaced before marking, and writing goes only to approved AI services in Australia.

Read how Writing Boost marks writing

Free course

The criteria behind every score.

Inside the marking guide is a free course of eleven short films, one for each NAPLAN writing criterion and one on how the ten add up, each told through the guide’s own sample stories.

Free with your email. The first film is open to everyone; give your email for the other ten. 10 criteria, 47 marks, 63 min in all.

Get free access
30-minute school demo

See your own students’ writing marked.

Bring a writing task you know well. In a 30-minute school demo we’ll show the student, teacher and school views, and answer your questions.

In 30 minutes, you’ll see

  • Writing marked on the NAPLAN criteria, with feedback
  • Smart Groups for teaching, and the leadership view
  • Spelling Boost, in the same school plan
  • Answers on pricing, onboarding and privacy

Scott LettsHosts our school demos

Still need a hand?

Tell us your school name, what you were doing and what you expected to see. Leave passwords and student details out.