TEEL Paragraph Examples for NAPLAN Writing: Year 3, 5, 7 & 9

One Structure, Four Levels of Sophistication

TEEL (Topic, Explain, Evidence, Link) can provide the same four-part shape at every year level while vocabulary precision, sentence variety, and the depth of the Evidence and Link sentences develop. The independently authored examples below illustrate one possible progression across the NAPLAN writing year levels (3, 5, 7 and 9). TEEL is a classroom planning framework, not a NAPLAN-prescribed structure or year-level standard. All four examples use the same familiar prompt — screen time — so their writing choices are easy to compare side by side. For the full structure breakdown, see the TEEL method guide; for a side-by-side with the other major framework, see CER vs TEEL.

Year 3 Example

Prompt: Should kids be allowed more screen time?

Topic: Kids should not have too much screen time.

Explain: Too much screen time can make it hard to sleep and hard to concentrate at school.

Evidence: For example, kids who watch a screen right before bed often find it harder to fall asleep.

Link: So, screen time should be limited, especially in the evening.

In this Year 3 teaching example, the writer uses a clear topic sentence, one simple reason, and a short concrete example rather than a long paragraph. Simple connectives such as "so" and "for example" keep the reasoning easy to follow. These are illustrative choices, not official year-level requirements.

Year 5 Example

Prompt: Should kids be allowed more screen time?

Topic: Limiting screen time helps students do better at school and get enough sleep.

Explain: When students spend too many hours on devices, they often have less time for homework, reading, and physical activity, all of which support learning.

Evidence: For example, an evening spent entirely on a device leaves less time for reading, active play, and preparing for bed.

Link: For these reasons, schools and families should encourage sensible daily limits on screen time.

In this Year 5 teaching example, sentences are longer and more varied, the Evidence sentence develops the reason with a concrete scenario, and the Link sentence sounds like a recommendation rather than a simple conclusion. This is one possible writing choice, not an official year-level requirement.

Year 7 Example

Prompt: Should schools limit students' screen time during the school day?

Topic: Schools are right to limit recreational screen use during the school day.

Explain: Unstructured phone and device access during lessons and breaks pulls attention away from learning and reduces the face-to-face interaction that helps students build social skills.

Evidence: For example, putting phones away during a group task removes the temptation to check notifications and gives classmates more opportunity to discuss the work face to face.

Link: Although some students argue this removes their independence, a school day with fewer digital distractions ultimately supports both learning and wellbeing.

In this Year 7 teaching example, the Link sentence acknowledges a counter-argument ("although some students argue...") before restating the position — one technique a writer can use to strengthen a persuasive paragraph.

Year 9 Example

Prompt: Should schools limit students' screen time during the school day?

Topic: A school-wide policy limiting recreational screen use is a reasonable and necessary response to a genuine attention and wellbeing problem, not an overreaction.

Explain: Constant access to notifications and social media fragments concentration, and adolescents in particular are still developing the self-regulation needed to manage that distraction independently.

Evidence: For example, a device-free discussion gives students fewer notification prompts to respond to and more reason to engage directly with the classmates in front of them.

Link: Critics who frame this as excessive control overlook that the policy targets recreational use specifically, leaving legitimate educational technology use untouched — a distinction that makes the restriction proportionate rather than punitive.

In this Year 9 teaching example, vocabulary is more precise ("proportionate rather than punitive"), the Evidence sentence develops a specific classroom scenario, and the Link sentence directly rebuts a counter-argument. These are illustrative choices, not prescribed NAPLAN expectations.

How These Examples Develop Across Year Levels

Comparing these four independently authored examples side by side, three writing choices develop while the four-part teaching framework stays consistent:

• Vocabulary precision — from "hard to concentrate" (Year 3) to "fragments concentration" (Year 9).
• Evidence depth — from a single concrete example to evidence that anticipates how a sceptical reader might respond.
• Link sophistication — from a simple "so" conclusion to a sentence that directly answers a counter-argument.

Practise Your Own TEEL Paragraph

The fastest way to internalise the pattern is to write one TEEL paragraph on a familiar topic and get feedback on it. Try the interactive TEEL planner to build a paragraph step by step, or write a full response with our free NAPLAN writing prompts and receive AI-generated practice feedback based on our independently authored explanations of the publicly documented NAPLAN marking criteria. The feedback is not an official NAPLAN score, may not replicate official marking, and should be reviewed with a parent or teacher.

Related Guides

• TEEL Method Guide — the full four-step structure, explained
• CER vs TEEL — which framework fits which task
• NAPLAN Marking Criteria — all 10 criteria explained
• Home Practice Routine — how to fit short writing practice into a normal week