Interacting with others Early childhood (6 -8 years) Late childhood early adolescence (9 -12 Mid-adolescence (13 -15 years) – years) Mostly first person (I, we) Use of third person more common or Third person more dominant; first person frequent selected for particular genres and disciplines Simple positive or negative attitudes expressed through adjectives (an awful Use of modal verbs (could, should, might, Range of modal verbs, nouns (requirement, person, a dangerous animal) and use of must) necessity), adjectives (possible, necessary) adverbs of intensity (a really awful person, a and adverbs to temper (e.g. surely, very dangerous animal) apparently, perhaps) Expression of attitudes (stating feelings, evaluating the quality of things, judging Use of verbs to express positive or negative human behaviour) more evident through Attitude used selectively and as appropriate emotion or feeling (e.g. liked, laughed, cried, more frequent use and varied range of verbs, (e.g. limited in science texts but more evident hated, loved, enjoyed) adjectives and intensifiers in argument)
Interacting with others Early childhood (6 -8 years) Late childhood – early adolescence (9 -12 years) Mid-adolescence (13 -15 years) Mostly first person (I, we) Simple positive or negative attitudes expressed through adjectives (an awful person, a dangerous animal) and use of adverbs of intensity (a really awful person, a very dangerous animal) Use of verbs to express positive or negative emotion or feeling (e.g. liked, laughed, cried, hated, loved, enjoyed) Use of third person more common or frequent Use of modal verbs (could, should, might, must) Expression of attitudes (stating feelings, evaluating the quality of things, judging human behaviour) more evident through more frequent use and varied range of verbs, adjectives and intensifiers Third person more dominant; first person selected for particular genres and disciplines Range of modal verbs, nouns (requirement, necessity), adjectives (possible, necessary) and adverbs to temper (e.g. surely, apparently, perhaps) Attitude used selectively and as appropriate (e.g. limited in science texts but more evident in argument)
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