Independent Writing Booklet

8/6/2019 Independent Writing Booklet

1/43

Writing Prompts andTargets to SupportIndependent Writing

Lancashire Primary Strategy: Literacy


2/43


3/43

Phonics and spelling

Handwriting

Style Language effects

Style Sentence construction

Punctuation

Purpose and organisation

Process

Target Statements for WritingColour Key


4/43

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.


5/43

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.


6/43

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.


7/43

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


8/43

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


9/43

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


10/43

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


11/43

Think of a sentence

Say your sentence

Can you add detail?

Write your sentence

Read your sentence


12/43

Think of a sentence

Say your sentence

Does it make sense?

Write your sentence

Read your sentence


13/43

Weuse

capitall

ette

rsfor:

I Names

Startin

gSentences

Daysofthew

eek

Monthsoftheyear


14/43

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


15/43


16/43

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


17/43

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


18/43

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.


19/43

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


20/43

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


21/43

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


22/43

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.


23/43

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..


24/43

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.


25/43

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


26/43

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?


27/43

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!


28/43

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


29/43

Goal

Goal

Usefultips

Whatyou

need

Introduction

Closing

c

omment

Sequencedsteps


30/43

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


31/43

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


32/43

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?


33/43

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


34/43

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


35/43

Persuasion

Persuasion To argue the case for a point of view

*

*

*The issue:

Statements and supporting argument 1



Reiteration and closing statement:

Things to remember:

Present tense

Logical connectives eg, this shows, however, moreover

Make a point then elaborate


36/43

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


37/43

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


38/43

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


39/43

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


40/43

Text-Type Check list Web

Text-Type

PurposeStructure

Language FeaturesWriters Knowledge

PICTURES RELATED

TO TEXT REINFORCE

MESSAGE

PICTURES RELATED

TO TEXT REINFORCE

MESSAGE


41/43


42/43

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


43/43

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

~~~

~~~

~~~

~~~~~

~~~~~

~~~~

~

Documents

Independent Writing Booklet