Modality and Objective Language in Formal Reports — Answers
Answer sheet with model answers and success criteria for the Year 9 informative writing worksheet.
Success TutoringWorksheetsAnswer sheetYear 9 · English · Informative WritingModality and Objective Language in Formal Reports — Answers
Part A: How certain does it sound?
Modality is how certain, necessary or obligatory a writer makes something sound. Circle the level of modality for each word or phrase.
- Alow
- Bmedium
- Chigh
Answer: high
'Must' expresses strong obligation or certainty.
- Alow
- Bmedium
- Chigh
Answer: low
'Might' suggests something is possible but uncertain.
- Alow
- Bmedium
- Chigh
Answer: medium
'Should' suggests something is advisable or expected, but not certain.
- Alow
- Bmedium
- Chigh
Answer: high
'Definitely' leaves no room for doubt.
- Alow
- Bmedium
- Chigh
Answer: low
'Perhaps' signals real uncertainty.
- Alow
- Bmedium
- Chigh
Answer: medium
'Probably' means more likely than not, but not certain.
- Alow
- Bmedium
- Chigh
Answer: high
'Will' presents a future event as certain.
- Alow
- Bmedium
- Chigh
Answer: medium
'Is likely to' expresses a reasonable expectation, not a certainty.
Part B: Match certainty to evidence
Good formal writers do not overclaim. The stronger the evidence, the higher the modality they can use.
- ASitting near a window always makes students talk more.
- BStudents near windows will definitely talk more.
- CIn this observation, students near the window appeared to talk more; a larger study might show whether this is a pattern.
- DWindows must be removed from classrooms.
Answer: In this observation, students near the window appeared to talk more; a larger study might show whether this is a pattern.
One lesson is very limited evidence, so low modality ('appeared', 'might') is honest. The other options claim far more than the evidence shows.
- AWater might boil at 100°C at sea level.
- BWater boils at 100°C at sea level.
- CWater perhaps boils at about 100°C.
- DWater should possibly boil at 100°C.
Answer: Water boils at 100°C at sea level.
This is a well-established scientific fact, so a confident, unhedged statement is appropriate.
Answer: For example: 'Eating breakfast may help some students concentrate better in class.'
Answer: 'Students must wear closed shoes in the science lab.'
Part C: Objective or subjective?
Objective language reports facts and evidence without personal feelings. Subjective language expresses the writer's opinions or emotions. Circle one.
- Aobjective
- Bsubjective
Answer: objective
It reports a checkable fact.
- Aobjective
- Bsubjective
Answer: subjective
'Amazing' is the writer's personal reaction, not a fact.
- Aobjective
- Bsubjective
Answer: objective
It reports what was observed and could be checked.
- Aobjective
- Bsubjective
Answer: subjective
'Ugly' is a personal judgement, not a fact.
- Aobjective
- Bsubjective
Answer: objective
It reports what participants said, without the writer judging it.
- Aobjective
- Bsubjective
Answer: subjective
'Obviously' and 'everyone hates' are sweeping, emotional generalisations.
Part D: From personal to objective
- I think
- heaps of
- kids
- really bad
- we found out
- it was found
- significant
- students
- The evidence suggests
- a large number of
Answer: I think → The evidence suggests; heaps of → a large number of; kids → students; really bad → significant; we found out → it was found
Answer: For example: 'A large number of students did not bring water bottles.'
Answer: For example: 'The results showed that the plants placed in sunlight grew taller than those kept in the dark.' (Note: 'proved' and 'love' are replaced; one experiment shows results rather than proof.)
Answer: 'It is recommended that the library opens earlier.'
Part E: Edit a report
Read this draft from a student investigation, then answer the questions.
Draft: Litter in the school grounds after lunch
Honestly, I think the litter problem at our school is totally out of control. Me and my group walked around the sports field and the courtyard after lunch on three days and we found heaps of wrappers, which was so gross. The worst spot was definitely near the back gate because there's no bin there at all. Kids are just lazy and don't care. The school must put in more bins right now or the whole place will be a disaster.
(Draft written for this worksheet.)
Answer: Any four of: 'Honestly, I think', 'totally', 'Me and my group', 'heaps of', 'so gross', 'definitely', 'Kids are just lazy and don't care', 'right now', 'a disaster'.
Answer: It is an unsupported, insulting generalisation. The survey only shows where litter was found, not why it was dropped, so the writer has no evidence about students' attitudes. It also weakens the report by making it sound biased.
Model answer: Litter in the school grounds was surveyed after lunch on three separate days, covering the sports field and the courtyard. A large number of food wrappers were found on each occasion. The greatest amount of litter was recorded near the back gate, where there is currently no bin. This suggests that the lack of a bin in this area may be contributing to the problem. It is therefore recommended that the school consider installing an additional bin near the back gate and review litter levels again after one month.
Success criteria:
- No first-person pronouns or personal opinions
- Emotive and informal words replaced with precise, neutral vocabulary
- Claims are supported by the observations described
- Modality matches the evidence (for example 'suggests', 'may', 'recommended')
- Clear, logical order: what was done, what was found, what it suggests, what is recommended
- Accurate spelling and punctuation
Marking tips
- Give credit for correct method even when the final answer slips — the working shows where the thinking went right.
- For open-ended tasks, use the success criteria as a checklist rather than looking for one "right" answer.
- Celebrate what went well first, then pick one thing to work on next.