Independent Writing Booklet
Transcript of Independent Writing Booklet
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Writing Prompts andTargets to SupportIndependent Writing
Lancashire Primary Strategy: Literacy
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Phonics and spelling
Handwriting
Style Language effects
Style Sentence construction
Punctuation
Purpose and organisation
Process
Target Statements for WritingColour Key
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The
Reception
Writer
Ican...
Begintousestory
languagesuchas
Onceupona
time.
Retellastory
orrecount.
Begintowrite
simplestoriesand
recounts.
Begintou
se
capitallet
ters
andfullst
opsin
sentences
Writemyname
using
acapitalletter
.
Begintowrite
simplese
ntences.
Dictateasimple
sentence.
SpellCVCw
ords.
Thinkaboutwhatto
writebeforeIwrite
it.
Dictateand
inventmyown
stories.
Makesurethatmy
writingmakessense.
Writelettersusing
theright
movements.
SpellwordsforYR
fromlist1inthe
NLSframework.
Begintospellnew
wordsusing
phonemes.
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The
Year1Writer
I
can...
Beginto
use
question
marks.
Usec
apitalletters
andf
ullstopsto
punct
uateasimple
sente
nce.
Write
questionsand
senten
cesatthe
rightt
imes.
Write
simple
senten
cesonmy
own.
Readmysentences
tomakesurethe
y
makesense.S
aymy
sentences
before
writingthem
down.
Spellthe50wordsin
list1oftheNLS
framework.
Knowho
wtospell
themainlongvowel
phonemes.
Useideasfrommy
readingi
nmy
writing.
Write
simple
instru
ctionsin
theright
order.
Writeastor
y,
joining
uptheeventswith
wordsother
thanand.
Writestorieswitha
beginning,middleand
anend.
Writeideas
andstories
thatmake
sense.
Formmy
lowercase
lettersc
orrectlyso
thatthe
ywillbeeasy
tojoinla
ter.
Spellwordswithtwo
consona
ntsnextto
eachot
here.g.
drift.
Spellnew
wordsusing
whatIknowabout
honicsa
nd
rahics.
L
abel
information
c
learly.
UselanguageI
foundinmy
readinginmy
writing.
Begi
ntouse
theright
languagefor
thetext-type.
Collectideas
fro
mmyown
experienceto
use
inmy
writing.
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The
Year2Writer
Ican...
Write
astoryora
recountusing
connectivestosignal
timep
assing.
Begintouse
comma
sinalist.
Usecapitalletters,
fullstopsand
questionm
arksinmy
sentences.
Usesentencesinmy
readingasmodels
formywriting.B
egintouse
conjunctionstowrite
compound
sentences.
Writesimple
sentencesusingsome
reositions.S
aymysent
ences
andimprove
then
beforewritingthem
down.
Spellall
thewords
forY1a
ndY2onList
1inthe
NLS.
Writeastorythat
hassetting
s,plot
andcharactersall
writteninstory
language.
Make
suremywriting
suits
thetext-typee.g
non-c
hronological
repor
ts.
Keeptofirstperson
orthirdperson.
Choosethebestwords
formywriting.
Usenotesand
jottingstoplanmy
writing.
Usethefourbasic
ha
ndwritingjoinsinmy
writing.
Spelltwosyllable
wordsincludingsome
withprefixesand
suffixes.
Spellverbs
thatendin
ed
.
UsedetailImy
writingtointerest
th
ereader.
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The
Ye
ar3Writer
Ican...
...usespeechmarks
toshow
wh
ensomeone
isspeaking
...usefull
stops,
capitalletters,
questionand
exclamation
marks
...usea
varietyof
differen
tsentence
starters
...useif,so,while,
though,sincetowrite
morecomplex
sentences
...writesi
mpleand
compounds
entences
...usetherightterms
foreachtexttype
...uses
pecificnouns;
e.gpoodleratherthan
dog
...useinteresting
verbsandadjectives
...useavar
ietyof
timeconnectives
...use1st or3rdperson
withoutmixingthemup
...usecom
masto
separateit
emsinalist
..
.engagethe
re
aderbyasking
qu
estions
...vary
mystory
openings
...spellwordsusing
phonics
...spellwords
usingspelling
rules
...usedjoined
handwritingkeeping
thelettersandthe
spacesthesamesize
...beginto
usenon-
fictionstructures
...sequencesentences
toextendideas
...planmy
writingusing
different
methods
...makenotesanduse
themw
henIam
writing
..
.matchmywriting
to
theaudience
..
.thinkaboutwhatI
am
goingtowrite
be
foreIwriteit
...edit,reviseand
improvemywriting
...useIT
topresent
mywork
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The
Year4Writer
Ican... .
..usecommast
o
separateitemsin
alist
andseparateclauses
andphrases
...usetheapostrophe
toshow
possession
...punctuatem
ywork
accuratelyusing
the
fullrangeofYe
ar3
punctuation
...se
lectthe
right
language
forth
etexttype
...usefluent,
joined
handwritingor
print
whenneeded
...spellwords
withan
apostrophetor
eplace
missingletters
...useadict
ionaryto
findthespel
lingand
meaningofw
ords
...
tellthedif
ference
betweencomm
on
homo
hones
...usestorystructure
toorganiseevents
...sticktothesame
personandtenseina
pieceofwriting
...use
punctuationfor
effect
...
interest,amuse,
instructandpersuade
thereaderinnon-
fiction
...createsettingsan
d
charactersthat
interestthereader
......spellwordsusing
phonics
......spellwords
usingspellingrulesand
strategies
...spellthewordsin
mediumf
requencylist
...planin
different
ways.
...usea
varietyo
f
adjectivesand
adverbs
...usepowerfulverbs
toshow
char
acterand
addimpact
...writesimpleand
compoundsentencesand
userelativ
eclausesto
show
whoo
rwhich
...varymysente
nces
toaddinteresta
nd
detail.
...
bu
ildsuspense,use
humou
r,
describe
settingsandshow
feelings
...use
pa
ragraphsto
or
ganisemy
writingintokey
id
eas
...orga
nisenon-
fictionwritingusing
therigh
tfeatures
...t
hinkaboutwhatI
amg
oingtowriteand
rereadtocheckfor
sense.
..edit,reviseand
improvemywritingto
suititspurposeand
audience
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TheYear5Writer
I
can...
s
pellY5,List2
wor
ds
and
usethe
apo
strophecorrectly
usewellchosenwords
andphrases
usetherightlanguage
featuresfordifferenttex
t-
types.
usesettingstocreate
andref
lectmood
developcharacters
throughdescription,
action,behaviour,
dra
w
mywritingto
adefiniteconclusion
make
suremynouns
andver
bsagree
writecomplexsentencesusinga
widerangeofsubordinateclauses
toaddinformation,givereasons
andexplain
changeword
orderto
createinteres
t,bemore
precise,makemywritingclear
andbrief
improvemywriting
whenIhavefinished.
punctuate
ofsente
nces
correctly:foreffect,separating
itemsinalist,demarca
ting
clauses,speech,apostr
ophesfor
omissionandpossession
us
econnectivesto
sign
altime,causeand
logic
apply
non-fiction
feature
swhenIwrite
inother
subjects
use
paragraphs
adddetailtothebas
icstructuresof
non-fictiontext-types
tomakemy
writingmoreeffective
useh
umour,detail,suspense,
viewpo
inttointerestthereader
spellwordswith
co
mplexsuffixes
circum-,ir-,im-,
-
-
spell
wordswith
shortv
owelsand
splitdigraphshop,
hope,h
opping,
hoping
usestrategiesto
spellw
ords
contain
ing
unstressedvowels
usedir
ect
andrepo
rted
speech
collectideasfor
writinginajournal
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The
Year6Writer
Ican...
useindependentspelling
strategies
...useparagraphstoshowth
e
structureofdifferenttexts
.,
,usetherightstructures,
st
ylesandlanguagefeaturesfo
r
no
n-fiction
crea
techaracterswhointeractan
d
respon
dthroughspeech,actionand
description
writequickly
whenit
is
rightforthetask
usewell-chosen
phrasessuchas
adverbials,precisevocabulary,
sentencevariation
orfigurative
language
usecomplexsentenc
esand
re-orderthemt
ocreate
differenteffects
usetherightstyleforthe
text-type
useconditionalsenten
cesand
thepassivevoice
usearangeof
connectivesth
atare
rightfordiffe
rent
text-t
es
punctuatemostsentences
correctlyandamb
eginn
ingtouse
semi-colon
usetensesandpronouns
correctlyto
linkmywritingtogether
presenteventslogic
allyand
coherentlytoprovide
good
coverageoftopic
writeinalively,
interestingwayto
informa
ndpersuadethereader
pla
nquicklyandeffectively,
inclu
dingtheconclusion
writesinastyletosuitthe
purposeandaudience
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Think of a sentence
Say your sentence
Can you add detail?
Write your sentence
Read your sentence
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Think of a sentence
Say your sentence
Does it make sense?
Write your sentence
Read your sentence
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Weuse
capitall
ette
rsfor:
I Names
Startin
gSentences
Daysofthew
eek
Monthsoftheyear
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Time
Co
nnectives
th
ataft
ernoon
af
tera
while
soo
n
aft
erward
s
th
e
follo
wingd
ay
eve
ntually
th
en
ne
xt
sec
ondly
aft
er
fina
lly
first
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Paragraphs
Start a new paragraph when there
is:
A change of topicA change of viewpoint or personA jump in timeA change of place
A new speaker
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Connectives
One day Later on After a while Suddenly, without warning That afternoon Tiptoeing, so as not to be heard, Crouching down, so as not to be seen, Although he was afraid, Meanwhile, At dawn Feeling tired, Next
Also Furthermore Moreover However
Nevertheless On the other hand But Instead In contrast Looking at it another way
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The Year 3 writer remembers to:
PUNCTUATION
use full stops, capital letters, question and exclamation marks. use speech marks when writing speech.use commas in a list.
SENTENCES
write simple and compound sentences. useif, so, while, though, sinceto write more complex sentences. write sentences that extend ideas and give more information. use a variety of different sentence starters.
STRUCTURE AND ORGANISATION use time connectives to move a story along. use different story openings speech; description; action or introduce
characters.
write stories with paragraphs for an opening, a build-up, a climax andan ending.
use the right structure for non-fiction writing. e.g. instructions;reports.
address the reader, for instance by using questions in non-fiction. use the right language for the right text-type.
VOCABULARY
use interesting adjectives to put pictures in your readers head. use powerful verbs to show how characters are acting. use specific nouns e.g. macaw not bird. collect suitable words and phrases before writing. use different ways to plan, e.g. charting, mapping, flow charts, simple
storyboards.
make and use notes. match the writing to the reader. rehearse writing, re-read, make changes and corrections.
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How to Improve Your Writing
Vary your sentence and paragraph openings by starting with: The subject of the sentence A connective after a while, the next day, meanwhile, then,
on the other hand, it wasnt long before. Use different sentence types: Questions Imperatives Vary sentence length: Short sentences to build suspense or make things clear; Longer sentences to move the narrative on; Occasionally select the passive voice: To hide the identity of the subject in a story the gun was taken from the
cabinet;
For report writing the solid was dissolved in the water; Use different connectives in sentences: and, then, but, because, so, also, if, however, rather than, although, despite,
while, after;
Use pronouns to avoid repeating names - but make it clear who youare referring to;
Keep to the same tense except in speech; Keep to the same person; 1
st
, 2nd
or 3rd
. Select interesting and powerful words; Use punctuation accurately and effectively; Use the appropriate structure and language features for different
genre;
Make sure your writing is balanced; engage the reader quickly; thecomplicating action should be the longest part; return to place at
which the story began;
Use dialogue to carry the story forward;
Use no more than two or three characters; Do not describe characters appearances and clothes other than to
refer to them as part of the action;
The boy wore a Nike tracksuit and Ellese trainers. Hisred hair stuck upin tufts around his earsX
The boy hurtled down the street as fast as his trainers would take him;his red hair flapping in tufts above his ears
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12 Tips for Writing a Story in a Short Time
Characters: Use only two main characters, one male and onefemale (one he and she so you wont get mixed up). Try
developing a couple of characters you enjoy writing about in
advance and practise putting them in different scenarios.
Plan: Your beginning (characters, setting, some sort ofproblem) and end. Keep it simple.
Beginning: Keep this short. Dont forget the main part of thestory is the middle (the problem and the resolution). Get your
story moving as soon as possible.
Resolution: When you know your ending, find a way of linking itto the beginning to make a good link.
Setting: Keep you reader informed about any changes in thesetting as the story goes on. Tell your reader what is changing.
Characters: Remember to keep mentioning how the characterslook and feel throughout the story.
Speech: Use the speech to carry the story. Make thecharacters talk about what is happening. Remember said can
be boring.
Sentences: Remember to vary your sentence lengths check ifyou have begun them in different ways look out for they
they they.
Last line: Make it count neat and punchy!Check! Leave five minutes to read it through can you add any
description or change any weak words? Pretend you have neverread the story does it need more detail?
Under your breath: Read it aloud use your reading to checkthe punctuation do you need a comma or question mark?
Watch out for direct and indirect speech.
Spelling: Look at the words can you see any spellingmistakes? Make any corrections that you can.
Sue Palmer
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Dont just say SAID!
answered, argued, announced, asserted, acknowledged,admitted, asked, blurted, babbled, blustered, begged,
beseeched, barked, bawled, bellowed, bustled, bragged,
boasted, commented, cried, claimed, confessed, confirmed,
commanded, chortled, chuckled, declared, disclosed, divulged,
demanded, exclaimed, emphasised, entreated, flapped,
flustered, groaned, grumbled, giggled, gasped, growled,
gabbled, gulped, howled, harumphed, haggled, heehawed,insisted, interrogated, inquired, implored, joked, jollied,
jested, laughed, lied, mentioned, moaned, maintained,
mumbled, murmured, muttered, nagged, noted, observed,
ordered, proclaimed, pestered, pronounced,
pointed out, professed, protested, pleaded, prayed,
questioned, queried, roared, replied, retorted, reflected,
responded, revealed, remarked, rejoined, stated, stressed,sighed, sobbed, spluttered, stammered, stuttered, screamed,
shouted, shrieked, snapped, snarled, sneered, sniggered, sang,
thought, tittered, uttered, wailed, whined, whinged, wittered,
wept, wheedled, whimpered, whispered, yelled, yelped
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Part of StoryOpening Beginning,
Scene setting to orientate the reader,
May or may not include characters presented insome way.
Can start with action, dialogue or description or acombination.
Build up Change of normality, Routine disrupted in some way, Expectations changed. Not necessarily bad.
Problem Events arising from the threat. Should include:
characters responses to situation characters actions/reactions interaction between characters dialogue should
only be used to carry the story forward.
events to carry the story forward consequences of characters actionsCould include: dilemmas characters being thwarted in some way
Resolution
How characters extract themselves from a situation
Ending How things work out for everyone. Return to original setting but things/people have
changed/ learned something.
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Purpose:
t
oen
terta
in
an
den
thra
l
Structure:
A
nopen
ing
inc
luding
settingan
dch
arac
ters
A
pro
blemorc
hange
A
serieso
fev
en
ts
A
comp
lica
tion
R
esu
ltingeven
ts
R
eso
lutionand
en
ding
Na
rrative
StoryWriting
Languagefeatures:
W
ritten
in1s
t or
3rd
person
P
asttense
C
hrono
log
ica
l,bu
tmaycon
tainflash
bac
ks
D
istinct
ivec
harac
ters
T
imeconnec
tives
D
ialogue
indifferen
ttenses
P
owerfu
lverbs
for
feelingsan
dac
tions
L
anguageuse
dtocreate
effect
D
ialogue
tomove
thesto
ryforward
WritersKnowledge:
R
ehearseorally
be
forewri
ting
B
ec
leara
bout
keyeven
ts
U
sede
tail
T
rytoseestory
inyour
hea
dasyouwrite
B
ringcharac
te
rsal
ive
by
the
irspeech,
act
ions,respon
ses,
fee
lings
K
nowyourend
ing
U
sequest
ions
todrawreader
intoevents
U
seasmal
lnum
bero
fcharacters
Ma
inc
harac
termakesacommen
ta
tthee
nd
Storyconnectives:
O
ne
day
L
ater
that
day
S
oonaf
terwards
N
otlonga
fterwar
ds
N
ex
t
T
ha
taf
ternoon
M
eanw
hile
E
ven
tua
lly
A
fteraw
hile
A
wee
klater
A
ttha
tverymomen
t
S
udden
ly,
withou
t
warn
ing
E
arlythatmorn
ing
T
ha
tsamen
ight
S
ow
henever
F
oramomen
t
T
hen
A
h!
B
ythe
time
Dontsaysaid!
Rep
lie
d,
bum
bled
,crie
d,
screec
he
d,
laug
he
d,
whittere
d,
whinge
d,
bello
we
d,
whispere
d,
exc
laime
d,
retorte
d,
squea
ke
d..
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Traditional TalesPurpose:
To entertain and pass on traditional cultureStructure:
Opening that includes a setting of place and time and introduces characters A series of events that build up Complications and challenges Resulting events
Resolution and ending
Language features:
Written in the first or third person Written in the past tense Events happen in chronological order Characters are human or animal and some are good and some are bad Often three events/wishes/challenges Youngest character is often the hero Temporal connectives; once upon a time, later that day, long, long ago Dialogue in different tenses Verbs used to describe actions, thoughts and feelings Repetitive events such as huff and puff, three porridges, chairs, bedsWriters knowledge:
Borrow words and phrases to link the tale together Rehearse by constant retelling before writing Be clear about the few key events Use detail but not so much that the reader is distracted from the main events Try to see the story happening in your head as you retell/write the events Use some repetitive lines, e.g Ill huff and Ill puff Keep the main characters consistently good, bad, lazy, silly, etc Re read the story aloud to see if it reads well.
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Recount
Purpose:
To retell events
Structure:
Setting the scene; an opening to orientate the reader Events recount the events as they happened A closing statement to tell the reader what happened in
the end
Language features:
Written in the past tense In chronological order using connectives to signal time;
at first, then, next, after a while, later that day,
after lunch, before long, finally, eventually, in the end
Use I or weWriters knowledge:
Details are important to bring event alive Use specific names of people, places, objects Pick out incidents that will amuse, interest or are
important
Write as if you are telling the story of whathappened
Plan by thinking or noting when? who? where? what?and why? Use a flow chart to plan the sequence
End by commenting on the events
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Recount
Recount retelling events in time order
P1: Introduction telling the reader when, who, where, what.E.g.It was a wet and windy Wednesday morning when Class 6b set out on their annual trip tothe zoo.Finally, we set off . . .Describe the journey make it lively and include an anecdote.
P2: When we arrived . . .
After a while . . .
P3: At lunchtime . . .
P4: Soon afterwards . . .
P5: At the end of the day . . .
Closing comment:
Things to remember:
Time connectives
Past tense
Anecdotes
What was seen
Feelings
A closing comment.
INTRO
Who WhatWhereWhen?
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How to Write instructions and Procedures
Ingredients:
1 goal What is going to be made or done;
A list of ingredients, materials or equipment;
Sequenced steps to achieve the goal;
Diagrams and illustrations to make instructions clear;
Imperative (bossy) verbs;
Chronological order;
Numbers, alphabet or bullet points to signal order;
Generalised humans rather than named individuals; (you).
Method
First, be clear about what is needed and what has to be done in what order. Then, think about your readers. You should be very clear about what to do or
they will be muddled. If they are young you should avoid technical language or
use simple diagrams.
Write a title that explains what the instructions are about use Howto
Sometimes, tell the reader when the instructions may be needed Ifyourcomputer breaks down or who the instructions are for Young children may
enjoy this game
Use bullet points, letters or numbers to help the reader. Always use short, clear sentences so the reader does not become muddled. Make your writing more friendly by using you, or more formal by just giving
orders.
Use adverbs and adjectives only when needed. Tantalise the reader Have you ever been bored? well this game will.. Draw the reader in with some selling points This is a game everyone loves. Make the instructions sound easy You are only four simple steps away.. End with a statement that wraps up the writing think about how useful or how
much fun this will be Amaze your friends with your unique, acrobatic kite!
Finally, ask yourself whether someone who knows nothing about this couldsuccessfully use your instructions.
Have fun writing instructions for all your friends!
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Instruction
Instruction How to do something
Title/aim What is to be done?
Requirements ingredients/resources
Method What will we do?
1.
2.
3.
Things to remember:
Imperative verbs
Chronological order
Ways of ordering, eg. numbers, alphabet, use of time connectives
Diagrams/illustrations where appropriate
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Goal
Goal
Usefultips
Whatyou
need
Introduction
Closing
c
omment
Sequencedsteps
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Non Chronological Report
Non-Chronological
Reports
Purpose: To describe the way
things areStructure:
A general introduction toorientate the reader
Technical classification Description of qualities,
parts, function, habits and
behaviour
Language features:
Present tense (excepthistory)
Non-chronological General points leading to
details
Writers Knowledge:
Plan under paragraph or webheadings
Use a range of resources Use questions Have you ever
wondered why ?
Be clear
Open by explaining very clearlywhat you are writing about
Use tables, pictures, diagrams, Add comments to facts
Armour must have been very hot
and heavy!
End by drawing in the reader
Examples: HISTORY aspects of
daily life in any period
SCIENCE characteristics,general life patterns and
habitats of plants and
animals
GEOGRAPHY descriptionsof localities and
geogra hical features
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Report
Report Describing the way things are
Introduction:
Main idea 1:
Main idea 2:
Main idea 3:
Concluding paragraph/summary
Things to remember:
Describe the way things are
Present tense (except historical, eg Life in Tudor Times)
Non-chronological
Third person
General participants
Provide information clearly and simply
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EXPLANATIONS
Purpose:
To explain the processesinvolved in nature
To explain how somethingworks
To explain the way things are
Structure:
General statement to introduce thetopic In Autumn some birds migrate
Information about the subject A series of logical steps explaining how
or why something works/happens
.because hours of daylight shorten
Steps continue until the explanation iscomplete
Language features:
Present tense Time and sequenceconnectives: first, then,
next, after a while, several
months later, in early
spring, eventually
Causal connectives:because, so, this causes
Writers knowledge:
Decide whether charts,pictures, tables, flow-charts
will help to explain
Question titles are good Whydo flowers have perfume?
Organise the writing to explain Add interesting information Relate subject to reader by
using you. Have you ever
noticed?
Glossary for technical language Ask yourself if it is clear to
anyone who knows nothing
about the subject
Examples:
Life-cycles of frogs and plants What causes the seasons? How did the Romans build their roads? What happens when a volcano erupts?
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Explanation
Explanation How or why things work or happen
Introduction general statement to introduce the topic.
Main idea 1 :
Main idea 2:
Concluding statement
Things to remember:
Use how orwhy in the title
A series of logical steps
Steps continue until the final state is produced or explanation is complete
Simple present tense
Causal connectives eg because, so, this causes,
Time connectives eg then, next, several months later
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Purpose:
Toarguethecase
forapointof
view
Toattemptto
convincethe
reader
Structure:
A
nopeningstat
ement
vegetablesare
goodforyou
A
rgumentsin
theformof
pointswithelab
oration
theycontainvitamins
S
ummaryandrestatement
oftheopeningposition
wehaveseenthatso
Per
suasive
W
riting
Languagefeatures:
Simplepresenttense
Focusmainlyongeneric
participantsvegetables,
not
a
particularvegetable
Logicalconnectivesthis
showshoweverbecause
Movingfrom
thegeneralto
the
specific
WritersKnowledge:
U
segoodreasonsandevidencetoconvinceyourreaders
U
sefactsnotjustpersuasive
comments
Y
oumaywishtocounterpossi
blearguments
T
rytogetthereaderinterestedandonyoursideappear
reasonable
T
antaliseyourreaderssothattheyagreewithyou
U
sestrong,positivelanguage
S
hortsentencescanhelpgive
emphasis
M
akethereaderthinkthateveryoneelsedoesthis,agrees
or
thatitwillmakethem
abette
r,
happierpersoneveryone
agreesthat,weallknowthat
whatdidyoudothisweekend?
D
rawthereaderinatlonglast.W
hatyouhavebeen
waitingfor
B
einformative,persuasiveand
friendly
A
lliterationcanhelpmakeslogansmemorableBuyBritish
Beef
U
sehumourasitcangetpeop
leonyourside
A
picturethattugsatthehea
rtstringscanbemoreeffect
ive
thana1000words
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Persuasion
Persuasion To argue the case for a point of view
*
*
*The issue:
Statements and supporting argument 1
Statements and supporting argument 2
Statements and supporting argument 3
Reiteration and closing statement:
Things to remember:
Present tense
Logical connectives eg, this shows, however, moreover
Make a point then elaborate
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Features of a Discussion Text
Purpose:
To present argument and information from differing viewpoints.
Structure:
Statement of the issue plus a preview of the main arguments Arguments for plus supporting evidence Arguments against plus supporting evidence Recommendation summary and conclusionLanguage Features:
Simple present tense Generic participants people; scientists; smokers Logical connectives; therefore, however Moving from the general to the specific humans agree., Mr. Smith,
who has hunted for many years
Emotive language
Writers Knowledge: Title as a question Introduce reader to the argument and why you are debating the issue To see argument from both sides
Opening
Statement
Conclusion
Argument
Argument
Argument
Argument
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Discussion
Discussion Reasoned argument
For Against
* ** ** *
Opening statement
Arguments forplus supporting evidence
Arguments against plus supporting evidence
Summary and conclusion with recommendation
Things to remember:
Present tense
Logical connectives, therefore, however, on the other hand
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Journalistic Writing
Purpose:
To retell events
Structure:
Headline Byline Columns Subheadings Captions Different typefacesWriters Knowledge: Clipped style Mixture of direct and indirect speech Summary of events in first paragraph when, where, who, what Names, ages, places inside commas Ben Smith 10, from Lancashire. Broad view of the story moving towards the detailsContent:
Details to bring events alive Use specific names of people and places Recount significant events End by commenting upon events Do not refer to yourself It is alleged that .
there has been some speculation
an eye-witness reported that
a spokesman for the family claimed
is currently under investigation
several previous convictions
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The Six Text Types Skeletons for Writing
Recount retelling events in time order
Who? What?
When? Where?
Report Describing the way things are
Instruction How to do something
Explanation How or why things work or happen
Persuasion Why you should think this
*
**Discussion Reasoned argument
For Against
* ** ** *
From Writing Across the Curriculumby Sue Palmer
Arguments given in the form of points withelaboration, explanation and evidence. Firstpoint is the case to be argued; the final point isthe reiteration and conclusion.
Opens with clear statement ofissue;Either argument for +supporting evidence; argumentagainst + supporting evidence;Or argument, counterargument one point at a time.
This skeleton can berearranged to represent acycle, reversible effects ormultiple cause and effects.
Sequenced steps
Spidergram topic in thecentre.Categories at the ends ofthe spiders legs which
could divide into furtherlegs for more detail.
INTRO
Introduction.Sequentialorganisation whathappened intime order.Closingstatement/s
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Text-Type Check list Web
Text-Type
PurposeStructure
Language FeaturesWriters Knowledge
PICTURES RELATED
TO TEXT REINFORCE
MESSAGE
PICTURES RELATED
TO TEXT REINFORCE
MESSAGE
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Strategy
Handwriting
TolearnmywordIcanrememberand
practise
thedirectionandmovementof
mypenc
ilwhenIamw
ritingit.
Strategy
Analogy
TolearnmywordIcanfindthewordroot.I
can
see
whether
the
rooth
as
been
changedwhennew
lettersaread
ded.e.g.
foraprefix,suffixoratensechange.e.g.
smiling
rootsmile+ing;woman
=wo+
men;signal=sign+al
TolearnmywordIcanuse
wordsthatIalreadyknow
to
helpme.e.g.co
uld,would
should
Strategy
Mnemonics
Strategy
Roots
TolearnmywordIcanmake
upasentencetohelpme
rememberit.e.g.couldou
luckyduck;peoplepeopleeat
oran
e
eellikeele
hants.
To
learnmywordIcanlistentohowm
any
syllablestherearesoIcanbreakitinto
sma
llerbitstoremember.ThenIcanidentify
the
phonemesineachsyllable.e.g.S
ep-
tem
-ber.
Strategy
Syllablesand
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nvs
morning
wards
withoutwarnings
&agmn
tthat
believe
rhand
howthat
now
Paga
Newpar
agraphwhen:
t
im
echanges
p
lacechanges
sub
jectchanges
som
eonespeaks
TsWeksGn
~~~~~~~~~~~~~
~~
Faus
Panan
Suu
Lnfau
Wrskwd
~~~
~~~
Aexmothswks
gn(anad
~~~~~~
~~~~~
~
~~~
~~
~~~~~
~~
~~~~
~~~~
~~
~~~
~~~~
~~~~
~~~~
~~~
~~~
~
~~~~~
~~~~
~~~~
nsanfanacpasfmyuran
~~~~
~~~~~
~~~~~
~~~~~
~
~~~
~~
~~
~
~~~~~
~~~~
~~~~
~~~
~~
~~~
~~~~~~
~~~~
~~~~
~~
~~~~~
~~~~~
~~
~~~
~~
~~
~~~~
~~~~~
~~~~~
~~
~~~~~
~~~~~
~~~~
~~~~~
~~~~~
~~~
~~~~~~~~~
~~
~~~
ofsentencesandphrasesfoundinread
ingasmodels
iting)
Sn
~~~~~
~~~~
~~
~~~
~~~~
~~~~
~~~~~~
~~~~~
~~~~~~
~~~
~~~~~
~~
~~~~
~~~~~~~
~~~~
(examplesofauth
ors
techniquesforcreating
settings)
Cason
~~~~
~~~
~~
~~~
~~~~
~~~~~~
~~~~~~~
~~~~~~
~~~~~~
~~~~~~
~~~~
~~~
~~~
~
~~~~
(examplesofauthor
s
techniquesforportr
aying
character)
Tnonan
sun
~~~~~~~~~~
~~~~~~~~
~~~
~
~~~~
~~
~
~~~~~~
~~
~
~~~
(examplesofauthors
techniquesforcreating
tensionandsuspense)
Tswkssn
insgon
Rs
Epon
SnTs
wksbu
~ bvhn
(examplesofcommon
misspellingsandsome
ideasonhowto
rem
emberthem)
Gadaogwd
~~~~~~~~
~~~~
~~~~
~~~~~~
~~~
~~~~~~
~~~~~~
~~~~~~~
~~~~~
(verbs,adverbsand
adverbialphrasesto
indicatethemannerin
whichspeechisspoken)
FnshdOms
mesuggestions
TswksOevs
~~~~~
~~~~
~~~~
~~~~
~~~~~~
~~~
~
~~~~~~
~~~~~
~
Tswkstagsums
~~~
~~~
~~~
~~~~~
~~~~~
~~~~
~