The secure versatile writer has mastered the key aspects of the craft of writing. He or she has confidence in using writing skills and can respond clearly and coherently across the full range of forms that have been encountered, taking account of purpose and audience. He or she performs well in a range of contexts … but recognises that there is much to learn so that … through wider experience of reading and writing, and increasing care and accuracy, their writing will continue to improve.
Who is this a description of? (Correction: as all 11 year olds will know once they’ve studied for the new Grammar Test in 2013, that sentence should read “Of whom is this a description?”) Martin Amis? Ian McEwan? Alan Hollinghurst? Hilary Mantel? Actually, none of these. Rather it describes the “Versatile writer”, one who is “likely to be assessed as … GCSE grade C” according to the English progression map guide: Writing published by the Department for Education in 2009.
Most writers would be proud to be called “versatile”, and even more pleased to know that they had “mastered the key aspects of the craft of writing”. But if this truly describes and represents a grade C at GCSE, generally the minimum grade acceptable for employment or higher education, why do we hear the continual complaint that standards of writing are dropping?
The problem, of course, is that the initial description lacks a context. In the realm of education, teachers will recognise the language of the level or grade descriptor and will set their expectations of the kind of writing they might see at this grade accordingly. This is not a description that would stand up to scrutiny in the real world outside school.
But the professional or indeed the hobbyist writer may be interested to know what the D of E’s targets are for students who have already reached these exalted heights at an early age and want to progress even further. In fact, becoming an even better writer is fairly simple. Apparently, all you need to do is:
choose words wisely and ambitiously;
construct and shape my writing so that the reader responds as I intend.
There: that’s not too hard, is it?