maureen lewis and david wray writing frames - · pdf filewriting framesmaureen lewis and david...

scaffolding children’s non-fiction writing in a range of genres

writing framesMaureen Lewis and David Wray

917 cover 4 22/11/02 4:31 pm

National Curriculum English documents ( ; f ) have made it clear that childrenshould undertake a wide range ofdifferent types of writing and thatthey should be ‘helped to plan andproduce these types of writing’ –descriptions, explanations, opinions,etc – ‘by being given purposefulopportunities to write their own’. In spite of the many changes to theEnglish orders over the last few years,the emphasis on non-fiction writingremains a recurrent theme �.

The (Exeter ExtendingLiteracy) project attempted to address this issue by developing‘writing frames’ which would act as a kind of scaffolding for children’snon-fiction writing. The frames havebeen trialled with children through-out the country in primary and lowersecondary years and across the fullrange of abilities, including childrenwith special needs.

This publication sets out to:■ explain the history and purposes

of writing frames

■ outline the characteristics of six different non-fiction genres –recount, report, explanation,procedure, persuasion and discussion

■ give examples of how writingframes scaffold children’s writing in each of these genres

■ offer blank templates (see pages‒) which can be used in a rangeof situations.

Introduction

contentsIntroduction

Writing frames

Recount genre frames

Report genre frames

Explanation genre frames

Procedural genre frames

Persuasion genre frames

Discussion genre frames

Photocopiable writing frames

© Maureen Lewis & David Wray – Exeter ExtendingLiteracy project.

‒‒‒

Reset

National Centre forLanguage and Literacy

The University of ReadingBulmershe CourtEarleyReading

This publication was firstproduced as part of the (The Exeter ExtendingLiteracy) project funded bythe Nuffield Foundation.

We would like to thank themany teachers and childrenthroughout the country whohave trialled writing framesin their classrooms. Theirinsights, expertise, sugges-tions and critical supporthave been invaluable.

We would particularlylike to thank the followingDevon teachers who were all members of our GenreGroup and gave freely oftheir time, their ideas andtheir classroom experience:

Carolyn BallardBishopsteignton Primary School

Margaret BirchManor Primary School

Andrea BradshawBere Alston County Primary School

Caroline CoxStoke Hill First

Rosie CulverhouseTavistock Community College

David EdwardsCheriton Bishop Primary School

Jan MarshallHorrabridge County Primary School

Patricia RospigliosiLearning support teacherWest Devon

Chris StrattonAlphington Combined School

� ‘Pupils should be able to … produce a

range of types of non-chronological writing.’

English in the national curriculum

( : , level d)

‘Pupils should … be taught to write in a range

of forms, incorporating some of the different

characteristics of those forms.’

Key stages and of the national curriculum

(f : )

917 pages 12 copy 22/11/02 5:24 pm Page 1

Genre analysis undertaken byAustralian researchers offers anexciting way forward. Six main genreswill be considered in this publication– recount, report, procedure, explana-tion, persuasion and discussion.Analysis of the typical structure ofthese different genres has helped toshape the writing frames developedas part of the project �.

Writing frames are templatesconsisting of starters, connectives andsentence modifiers which offer chil-dren a structure for communicatingwhat they want to say. They help by■ giving experience of a range of

generic structures

■ providing the cohesive links whichallow children to maintain the senseof what they are writing

■ offering a varied vocabulary ofconnectives and sentence begin-nings which allow children to gobeyond the familiar and then…

■ encouraging a personal interpreta-tion of information gatheredthrough the careful use of personalpronouns

■ asking children to select and thinkabout what they have learnt by re-ordering information and demon-strating their understanding, ratherthan just copying out text

■ ensuring some success at writing,a vital ingredient in improving self-esteem and motivation

■ providing an alternative to a blank sheet of paper – a particularlydaunting experience, especially forchildren who find sustained writingdifficult

■ giving children an overview of thewriting task.

A model for teaching The model of teaching upon which we have based the work of the

Project can be summarised in below.

This model arises from Vygotsky’s() ideas on how children learn incollaboration with experts – parentsor teachers. At first they are spectatorsand most of the cognitive work isdone by the expert. As they grow inexperience and capability, the expertpasses over greater and greaterresponsibility but still acts as a guide,assisting the child at problematicpoints. Eventually, the child assumesfull responsibility for the task with the expert still present in the role of a supportive audience �.

This model makes good theoret-ical sense but can be a little difficult to apply in a busy, over-populatedclassroom where children are oftenexpected to move into independentwriting before they are really ready. A ‘scaffolded phase’ is clearly neededto span joint and independent activ-ity, where children are offered strate-gies to aid writing which they can usewithout an adult necessarily beingalongside them. Writing frames areone such strategy. They act both as away of increasing a child’s experienceof a particular type of non-fictionwriting and as a substitute for teacherintervention.

How to use the frames Use of the frame should always beginwith discussion and teacher model-ling before moving on to joint con-struction (teacher plus child/children)and then to independent writingsupported by the frame. This patternof teaching is vital, for it not only

models the generic form and teachesthe words that signal connections andtransitions, but also provides oppor-tunities for developing children’sthinking and oral language. Somechildren, and especially those withlearning difficulties, may need manyoral sessions and sessions where theteacher acts as a scribe before theyattempt their own writing.

‘Big’ versions of the frames can be used in the teacher modelling andjoint construction phases. It is impor-tant that both child and teacherunderstand that the frame should beused as a support for drafting – wordsmay be crossed out or changed, extrasentences may be added and surplusstarters crossed out. The frame shouldnot be treated as a strait-jacket.

When to use the frames Writing in a range of genres is mosteffective if it is located in meaning-ful experiences. For this reason, theframes should always be used as partof class topic work rather than inisolated study skills lessons. Muchprimary school teaching is still largelybased on this model of curriculumplanning and we would argue verystrongly for its potential effectiveness.The frame itself never offers a purposefor writing.

When children do have a reason for writing, there are several situationswhere you may decide it is appropriateto offer a frame:■ when they first attempt indepen-

dent writing in an unfamiliar genre

� For a more detailed explanation of genreanalysis, see Lewis, M. & Wray, D. ()Developing children’s non-fiction writing.Leamington Spa: Scholastic

� Vygotsky, L. () Mind in society: thedevelopment of higher psychological processes.Cambridge Mass: Harvard University Press

Writing frames

teacher modelling/demonstration

joint activity

scaffolded activity

independent activity

The teaching model

Non-fiction writing is generally felt to be more problematic

for children than more familiar narrative texts because of

linguistic features such as the use of specialist vocabulary,

structures and connectives. Consequently, they need more

support to produce their own non-fiction writing.


■ when they appear stuck in a partic-ular mode of writing, eg constantlyusing ‘and then’ … ‘and then’

■ when they wander between genresin a way that demonstrates a lack of understanding, eg proceduraltexts such as recipes may start in asecond person or instructionalmode (First you beat the egg) butthen shift into a recount (Next Istirred in the flour). Mixing genrescan, of course, be a deliberate andcreative decision, and we must takecare to differentiate between thoseoccasions when children purposelymove between genres and thosewhere different genres are confused

■ when they have written somethingin one genre which would be moreappropriate in another genre, egreporting an experiment as apersonal recount.

In all of these situations it is impor-tant to stress that writing frames arejust one of a range of strategies andwriting experiences which teacherswould offer children.

Using the frames with a range of writers The frames are helpful for children of all ages and abilities from ks to ks.However, they are particularly usefulwith children of average writingability and with those who findwriting difficult.

Children already confident andfluent in a particular genre clearlyneed no further scaffolding in thatgenre. However, writing frames can

be used to extend their experience to other genres. While teachers some-times note an initial dip in the qualityof the writing, the new genre and itslanguage features are often added tothe repertoires of confident writersafter only one or two uses of a frame.

Moving from frame toindependent writing As children become familiar with a frame, they should be encouraged to make additions or deletions. Forexample, Robert (aged ) had more tosay than the frame allowed and so hecontinued to add to it (see ).It is noticeable that he continues to use appropriate connectives andmaintains the textual cohesion. Theinitial scaffolding has begun to giveway to independent usage. Thisindicates he is probably ready to moveto the independent phase. The lengthof time that children feel the need touse a frame will, of course, vary fromindividual to individual.

Later, as children begin to showevidence of independent usage, theycan consult copies of the framesplaced in a box of help cards in thewriting area. This form of supportalso encourages them to start makingindependent decisions about theirown learning.

Remember

■ use of the frame should always takethe following sequence• discussion and teacher modelling • joint construction (teacher plus

child/group) • independent writing supported

by the frame

■ not all the children in a class willneed to use a writing frame

■ writing frames should only be usedwhen children have a purpose forwriting

■ children should be encouraged tocross out, amend and add to theframe as suits them

■ frames are only a small part of thevaried and rich writing experienceswe offer children

■ generic structures are not rigid,unchangeable forms

■ the frames in this book are startingpoints which teachers can developfor their own unique classroomcontexts and purposes.

Writing produced by Robert, a Year child: initial draft with independently added connectives underlined.


Recounts usually consist of■ orientation: a ‘scene setting’

opening, eg I went on a visit to themuseum, Our class planted someseeds

■ events: a recount of the events asthey occurred, eg I sat with Sarah on the bus, We put soil in four pots

■ reorientation: a closing statement,eg When we got back from the trip wewrote about it, The seeds with soil,light and water grew best.

Recounts are often written in the past tense, with events presented inchronological order. They focus onindividual participants and use‘doing/action’ clauses.

Recount frames are often the most successful way of introducingthe frames: they clearly direct thechildren’s attention to the topic and,through the use of the personalisedsentence structure, make them activeparticipants, using their own voices(see, for example, ). Writingfrom personal experience is a veryimportant part of children’s writingdevelopment.

Most children already write many

recounts and are very familiar with

this genre. The frames given here may

therefore be most useful in offering

alternative starters and connectives

and encouraging children to write

in different ways. Seven alternative

recount frames are offered:■ prior knowledge and reaction

■ prior knowledge and reaction(visit)

■ prior knowledge and revision

■ prior knowledge and revision (visit)

■ sequential

■ enumeration

■ enumeration (visit).

These photocopiable frames are onpages ‒.

Recount genre framesRecounts inform or entertain their audience –

or even both! – by retelling events.

An example of recount writingproduced by a Year child.

orientation

events

reorientation


Prior knowledge and reaction frame This frame encourages children tobase their accounts on what they havelearnt rather than what they did andoffers them an alternative structure to a chronological recount. Pupils givetheir opinion of the information theywish to recount eg the most interestingthing I learnt (see ).

Prior knowledge and revision frame The prior knowledge plus revisionframe helps children to reflect onanything they have discovered whichconflicts with or supplements whatthey already knew. Getting children to acknowledge and change theirmisconceptions is difficult. They will often ignore information thatcontradicts what they already know.This frame can be used to acknowl-edge such conflicts or to add furtherdetail to existing knowledge (see ).

name

title

date

I also learnt that

Another fact I learnt

However the most interesting thing I learnt was

Although I already knew that

I have learnt some new facts. I learnt that

PR

IOR

KN

OW

LEDG

E AN

D R

EAC

TION

FRA

ME

Recou

nt gen

re

Writing with a prior knowledge andreaction frame by a Year child withspecific learning difficulties, afterwatching a video and group discussion.

Writing produced by a Year child aftercollecting information from books.


Prior knowledge andreaction/revision visit framesAs we can see in , theseframes can transform a ‘bed to bedretelling’ (I got up and had my break-fast … then we ate our sandwiches …then we went back to school…) into a personalised, detailed account ofwhat has been learnt.

Sequential frames Recounts are usually chronological in order, ie they are told in the timesequence in which they took place.This often means that children adoptan ‘and then, and then, and then’mode of writing. The sequentialframe offers more interesting alterna-tives. It also offers a logical structureto help those children who find it hardto hold a sequence. In the example ofchildren’s work shown in

the given frame is underlined.

Writing produced using a priorknowledge and reaction (visit) frame bya Year child after a visit to a museum.

An alternative structure to achronological recount completed by a Year child after previous sharedwriting experiences using sequentialframes.


Enumeration frame Listing is an early genre familiar for most children. The enumerationframe uses this familiar form toenhance recount writing. Mostchildren find this an easily accessibleformat. Many teachers also encouragethe use of this frame to summarise the end of a term’s work, as we see in Hannah’s recount in .

Writing produced by a Year child using an enumeration frame tosummarise and reflect on her work on the Romans.


Reports usually consist of ■ an opening, general classification,

eg Exeter is a city in Devon, Humans are mammals

■ a more technical classification(optional), eg A city holds a RoyalCharter, The scientific name is‘Homo sapiens’

■ a description of the phenomenon in question, eg qualities, parts andtheir function, habits, behaviour oruses. They are usually written in thepresent tense, are non-chronologi-cal, focus on groups of things(generic participants) and use‘being’ and ‘having’ clauses, as wesee in Simon’s report in .

Report genre framesReports describe a range of natural, cultural or social

phenomena.

An example of report writing producedby Simon, a Year child.

description

general classification


Comparison and contrast frames These are more complex versions of reports. An opening statementintroduces the general classification.This is followed by a description of the similarities and differences, eg Although Exeter and London areboth cities, they are different in manyways….

Comparing and contrasting phenomena is a sophisticated skill forwhich most children require support.Before attempting the frame childrenwill need to use some kind of graphicorganiser like the grid provided (see ). This enables them toorganise a mass of information beforethey begin writing. Later, they pro-ceed to use this information in contin-uous writing. , for instance,is an example of independent writingafter experience of using a compari-son frame.

characteristics BAcharacteristics

title

Report gen

re

CO

MPA

RIS

ON

GR

ID

name

date

What to do:■ Write the names of the objects being compared/contrasted in boxes A and B below

– for example A: My house, B: Victorian house.

■ List the characteristics being studied in the boxes in the left hand column – for

example heating, lighting, cooking facilities, building materials.

■ Use the grid to record information before writing a report.

Grid for u

se before writin

g a comparison

and con

trast frames

A comparison grid completed by a Year child before using a writing frame.

Independent writing by a Year child after previous experience of usinga comparison frame. The child firstfilled in a grid. Note how the structureand language of the frame has beenassimilated into her independentwriting.


Explanations usually consist of ■ a general statement to introduce

the topic, eg A butterfly goes through several stages in its life cycle,Computers use a binary numbersystem

■ a series of logical steps explaininghow or why something occurs.These steps continue until the finalstate is produced or the explanationis complete, eg A goes through thisprocess to become B, B then goesthrough this process to become C, etc.

Explanations are often written in the simple present tense, usingtemporal (then, next, after, etc) and/or causal conjunctions (because,therefore, etc), and mainly ‘action’clauses.

Some explanations contain ele-ments of the sequential genre but aredifferentiated from simple sequentialrecounts by the use of causal state-ments. For an example of explanation,see ; and for examples ofwriting with explanation frames, see and .

In the photocopiable pages found at the end of this book, a choice ofexplanation frames is given. The first(page ) is causal. The other two

frames (pages ‒) not only askchildren to explain a phenomenon but also to ascribe value to differingexplanations.

Explanation genre framesThis genre is used to explain natural and social phenomena.

An example of explanation writingproduced by Bill, a Year child.

opening statement

series of stepsexplaining thephenomena


title

Explan

ation gen

re

name

date

I want to explain why

So now you can see why

A further reason is

Another reason is

There are several reasons for this. The chief reason is

EXP

LAN

ATIO

Ntitle

Explan

ation gen

re

name

date

I want to explain why

So now you can see why

A further reason is

Another reason is

There are several reasons for this. The chief reason is

EXP

LAN

ATIO

N

An example of writing with anexplanation frame produced by a Year child receiving individuallanguage support.

An example of a writing with anexplanation frame produced by a Year child.


A procedural text usually consists of■ a statement of what is to be

achieved, eg How to make a cake

■ a list of materials/equipmentneeded to achieve the goal

■ a series of sequenced steps toachieve the goal, eg Cream the sugar and butter

■ in many cases, a diagram or illustration.

It is usually written in the simplepresent tense or using imperatives (do this, do that), is chronological,focuses on generalised human agentsrather than individuals (first you takerather than first I take), and consists of mainly doing/action clauses. For an example of procedural writing, see .

Procedural frames scaffold chil-drens’ writing in the more formalregister of instructions.

The first two procedural frames in the photocopiable section at theend of this book (pages ‒) use the same generic structure but offerdiffering vocabulary and layout.

During the trialling of these frames many children commented on the need for diagrams to clarifytheir instructions. The third frame(page 32) allows for a more visualapproach.

Procedure genre frames

An example of procedural writingproduced by Sarah, a Year child.

Procedures or instructions are written to describe how

something is done in a series of sequenced steps.

goal

materials andequipment

steps to achieve the goal


Persuasive writing usually consists of■ the thesis: an opening statement,

often in the form of position/pre-view, eg Fox hunting is a cruel andbarbaric sport

■ the arguments: often in the form of point plus elaboration, eg Foxesrarely attack domestic animals.Statistics show…

■ reiteration: a summary and restate-ment of the opening position, eg We have seen that… Therefore, allthe evidence points unmistakably tothe conclusion that fox hunting isclearly cruel and unnecessary.

It is usually written in the simplepresent tense, focusing mainly ongeneric human participants and usingmostly logical rather than temporalconjunctions. For an example ofpersuasive writing see ; for an example of writing producedwith a persuasive frame see .

As with all the frames in this publi-cation, discussion, teacher modellingand joint construction of texts arevital first stages. Many children willfind some kind of preliminary organ-ising of their main arguments such asthe ‘protest posters’ frame (see page) a helpful first stage in recordingtheir ideas and information.

An example of persuasive writingproduced by James, a Year child.

Persuasion genre frames Persuasive writing takes many forms from advertising copy to polemical

pamphlets. Its purpose is to promote a particular point of view or argument –

unlike a discussion paper which considers alternative points of view.

thesisposition

reiteration

title

Persuasion

genre

PER

SU

AS

ION

name

date

Although not everybody would agree, I want to argue that

I have several reasons for arguing for this point of view. My first reason is

A further reason is

Furthermore

Therefore, although some people might argue that

I think I have shown that

Writing produced by a Year child using a persuasion frame.

preview

pointelaboration

elaboration

elaboration

point

point

arguments


They usually consist of■ a statement of the issue plus pre-

view of the main arguments, eg Ourschool is trying to decide whether tohave a uniform. Some people think it would improve the school whilstother groups that it is unnecessary

■ arguments for plus supportingevidence, eg Most of the local schoolsalready have a uniform and most ofthe children look very smart

■ arguments against plus supportingevidence, eg Most of the pupils feelvery strongly that not wearinguniform allows them to feel moreindividual and grown-up. (Theorder of arguments for and againstcan, of course, be reversed)

■ recommendation given as a sum-mary and conclusion, eg One groupwants to unify the school whilst theother group claims freedom ofchoice…. I think….

They are usually written in the simplepresent tense using generic human, or non-human participants, ratherthan personal pronouns (except in the conclusion) and use logical con-junctions (therefore, because etc). Anexample of discussion writing can beseen in opposite.

Children are increasingly expected to use this genre as theyprogress through the educationsystem. Although the weighing ofarguments backed by evidence beforereaching a conclusion is used insecondary and higher education for the writing of academic essays,younger pupils often have very littleexperience of this genre.

Writing discussion papers can be anatural extension of the debate whichis a feature of primary classrooms. Apreliminary framework (see

) should be used after or alongsidediscussion. This can then be furtherrefined into a completed piece ofwriting (see, for instance, ).Teachers can make their own giantversions on sugar paper or use an

for the initial teacher modelling/ jointconstruction phase. Gathering theinformation and organising it is a vitalstep before writing. Some teachersmay feel that the preliminary frame-work itself is sufficient scaffold forfurther writing. Others may wish touse a discussion frame.

Discussion genre frames

An example of discussion writingproduced by Laura, a Year child.

Discussion papers are written to present arguments and

information from differing viewpoints.

statement of issue preview

arguments for

arguments against

recommendation


title

Discu

ssion gen

re

DIS

CU

SS

ION

name

date

The issue we are discussing is whether

My conclusion, based on the evidence, is

Make notes in the boxes below listing the arguments for and against. ■ Remember notes are just brief outlines. They don’t have to be in sentences.

Arguments for Arguments against

Now use these notes to help you writea discussion paper on this issue

Writing by a Year child using a discussion frame typed up on the computer after producing a handwritten first draft.

A Year child using the preliminary frame for discussion writing.

Our class have been debating whether football should

only be allowed to be played in the school playground

on Mondays, Wednesdays and Fridays because our

playground is quite small in the winter when we can’t

use the field.

The people who don’t like playing football say it is

unfair that football takes up a lot of space in the

playground. They say they cannot walk around because

they get bumped into and hit with the ball. They also

say it is scarey for little kids.

The footballers say that most people like playing so

they should be allowed to. And if they cannot practice

the school team will get worse and we won’t win many

games. Also they will not enjoy school if they cannot

play with their friends.

I think that football should be allowed everyday

because most people like it and it is good fun.


Photocopiable writing frames

Recount genre frames ‒

Report genre frames ‒

Explanation genre frames ‒

Procedure genre frames ‒

Persuasion genre frames ‒

Discussion genre frames ‒


nam

e

titl

e

date

I als

o le

arnt

that

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fact

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arnt

How

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Alt

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I hav

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arnt

som

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cts.

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arnt

that

PRIOR KNOWLEDGE AND REACTION FRAME

Recount genre


Alt

houg

h I a

lrea

dy k

new

that

I hav

e le

arnt

som

e ne

w fa

cts

from

our

trip

to …

……

……

……

……

……

……

….

I lea

rnt t

hat

titl

e

date

nam

e

Recount genre

PRIOR KNOWLEDGE AND REACTION FRAME (VISIT)

How

ever

the

mos

t int

eres

ting

thin

g I l

earn

t was

Ano

ther

fact

I le

arnt

I als

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arnt

that


titl

e

nam

e

date

Recount genre

PRIOR KNOWLEDGE AND REVISION FRAME

Befo

re I

bega

n th

is to

pic

I tho

ught

that

Fina

lly I

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nt th

at

Furt

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hat

I als

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that

But w

hen

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und

out t

hat


titl

e

Recount genre

PRIOR KNOWLEDGE AND REVISION FRAME (VISIT)

nam

e

date

Befo

re I

wen

t on

the

visi

t to

……

……

……

……

……

……

……

… I

thou

ght t

hat

Fina

lly I

lear

nt th

at

Ano

ther

thin

g I l

earn

t was

that

I als

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arnt

that

But w

hen

I got

ther

e I f

ound

out

that


titl

e

Recount genre

SEQUENTIAL FRAME

nam

e

date

To b

egin

wit

h

Nex

t

Then

Aft

er th

at

Fina

lly

Now


titl

e

Recount genre

ENUMERATION FRAME

nam

e

date

I fou

nd …

……

……

……

……

……

……

……

……

inte

rest

ing

for s

ever

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ason

s.

I dis

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that

As

you

can

see

Fina

lly

It w

as in

tere

stin

g th

at

I als

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arnt


I fou

nd o

ur v

isit

to …

……

……

……

……

……

……

……

……

inte

rest

ing

for

seve

ral r

easo

ns. I

dis

cove

red

that

titl

e

Recount genre

ENUMERATION FRAME (VISIT)

nam

e

date

As

you

can

see

Fina

lly

It w

as in

tere

stin

g th

at

I als

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arnt


char

acte

rist

ics

BA

char

acte

rist

ics

titl

e

Report genre

COMPARISON GRID

nam

e

date

Wha

t to

do■

Wri

te th

e n

ames

of t

he

obje

cts

bein

g co

mpa

red/

con

tras

ted

in b

oxes

A a

nd

B

belo

w –

for

exam

ple

A: M

y ho

use,

B: V

icto

rian

hou

se.

■L

ist t

he

char

acte

rist

ics

bein

g st

udi

ed in

the

boxe

s in

the

left

han

d co

lum

n –

for

exam

ple

heat

ing,

ligh

ting

, coo

king

faci

litie

s, b

uild

ing

mat

eria

ls.

■U

se th

e gr

id to

rec

ord

info

rmat

ion

bef

ore

wri

tin

g a

repo

rt.

Grid for use before writing comparison and contrast reports


titl

e

Alt

houg

h …

……

……

……

……

……

… a

nd …

……

……

……

……

……

… a

re

diff

eren

t ……

……

……

……

……

……

they

are

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e in

som

e in

tere

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g w

ays.

For e

xam

ple

they

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h

Report genre

COMPARISON FRAME

nam

e

date

Fina

lly th

ey b

oth

The

……

……

……

……

……

……

rese

mbl

es

The

……

……

……

……

……

……

is th

e sa

me

as

They

are

als

o si

mila

r in


titl

e

Report genre

CONTRAST FRAME

nam

e

date

Alt

houg

h …

……

……

……

……

……

……

and

……

……

……

……

……

……

are

both

……

……

……

……

……

……

……

… th

ey a

re d

iffer

ent i

n m

any

way

s.

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……

……

……

……

……

……

… h

as …

……

……

……

……

……

……

whi

lst

……

……

……

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……

……

……

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as …

……

……

……

……

……

….…

……

They

are

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at

Ano

ther

way

in w

hich

they

diff

er is

Fina

lly


titl

e

Explanation genre

EXPLANATION

nam

e

date

I wan

t to

expl

ain

how

To b

egin

wit

h/I

t sta

rts

by

And

this

mak

es/m

eans

/cha

nges

Aft

er th

at

And

as

a re

sult

Nex

t

Then

The

final

resu

lt is

that

the


titl

e

Explanation genre

EXPLANATION

nam

e

date

Ther

e ar

e di

ffer

ing

expl

anat

ions

as

to w

hy/h

ow/w

hat/

whe

n

One

exp

lana

tion

is th

at

The

evid

ence

for t

his

is

An

alte

rnat

ive

expl

anat

ion

is

This

exp

lana

tion

is b

ased

on

Of t

he a

lter

nati

ve e

xpla

nati

ons

I thi

nk th

e m

ost l

ikel

y is


titl

e

Explanation genrena

me

date

I wan

t to

expl

ain

why

So n

ow y

ou c

an s

ee w

hy

A fu

rthe

r rea

son

is

Ano

ther

reas

on is

Ther

e ar

e se

vera

l rea

sons

for t

his.

The

chi

ef re

ason

is

EXPLANATION


titl

e

Procedure genre

PROCEDURE

nam

e

date

How

to

You

will

nee

d

1Fi

rst y

ou

2 Th

en y

ou

3N

ext

4 5 6

The

stag

es


PROCEDURE

titl

e

Procedure genrena

me

date

Goa

l

Equi

pmen

t and

mat

eria

ls re

quir

ed

Eval

uati

onH

ow fa

r h

as th

e go

al b

een

ach

ieve

d? A

ny fu

rth

er a

ctio

n to

be

take

n?

Act

ion

plan

■U

se th

e bo

x be

low

to e

xpla

in e

ach

sta

ge –

eg:

1. F

irst

you

…2.

The

n…3.

…4.

…


titl

e

Procedure genre

PROCEDURE

nam

e

date

How

to

You

will

nee

d

Dia

gram

/dra

win

g

The

stag

es

■U

se th

e bo

x be

low

to p

ut a

dra

win

g or

dia

gram

of w

hat

you

are

exp

lain

ing

■U

se th

e bo

x be

low

to e

xpla

in e

ach

sta

ge –

eg

1.Fi

rst y

ou…

2. T

hen…

3. N

ext…

Fina

lly…


titl

e

Persuasion genre

PERSUASION

nam

e

date

Wri

te s

tate

men

ts in

the

‘pro

test

pos

ters

’ to

supp

ort y

our p

oint

of v

iew


titl

e

Persuasion genre

PERSUASION

nam

e

date

Alt

houg

h no

t eve

rybo

dy w

ould

agr

ee, I

wan

t to

argu

e th

at

I hav

e se

vera

l rea

sons

for a

rgui

ng fo

r thi

s po

int o

f vie

w. M

y fir

st re

ason

is

A fu

rthe

r rea

son

is

Furt

herm

ore

Ther

efor

e, a

ltho

ugh

som

e pe

ople

mig

ht a

rgue

that

I thi

nk I

have

sho

wn

that


titl

e

Persuasion genre

PERSUASION

nam

e

date

Thes

e fa

cts/

argu

men

ts/i

deas

sho

w th

at

Mor

eove

r

beca

use

Ano

ther

reas

on is

I thi

nk th

at

beca

use

The

reas

ons

for m

y th

inki

ng th

is a

re, fi

rstl

y

so


Persuasion genre

PERSUASION

nam

e

titl

e

date

I wou

ld li

ke to

per

suad

e yo

u th

at

Ther

e ar

e se

vera

l poi

nts

I wan

t to

mak

e to

sup

port

my

poin

t of v

iew

. Fi

rstl

y

Th

ese

wor

ds a

nd

phra

ses

mig

ht

hel

pyo

u:

beca

use

ther

efor

e

you

can

see

a su

ppor

ting

ar

gum

ent

this

sho

ws

that

anot

her

piec

e of

evid

ence

is


titl

e

Discussion genre

DISCUSSION

nam

e

date

The

issu

e w

e ar

e di

scus

sing

is w

heth

er

My

conc

lusi

on, b

ased

on

the

evid

ence

, is

Mak

e no

tes

in th

e bo

xes

belo

w li

stin

g th

e ar

gum

ents

for a

nd a

gain

st.

■R

emem

ber

not

es a

re ju

st b

rief

ou

tlin

es. T

hey

don

’t h

ave

to b

e in

sen

ten

ces.

Arg

umen

ts fo

rA

rgum

ents

aga

inst

Now

use

thes

e no

tes

to h

elp

you

wri

tea

disc

ussi

on p

aper

on

this

issu

e


titl

e

Discussion genre

DISCUSSION

nam

e

date

Som

e pe

ople

thin

k th

at

beca

use

They

arg

ue th

at

Ano

ther

gro

up w

ho a

gree

wit

h th

is p

oint

of v

iew

are

……

……

……

……

……

…

They

say

that

On

the

othe

r han

d …

……

……

……

……

……

… d

isag

ree

wit

h th

e id

ea th

at

……

……

……

……

……

……

. ……

……

……

……

……

……

……

……

……

…

They

cla

im th

at

They

als

o sa

y

My

opin

ion

is

beca

use


titl

e

Discussion genre

DISCUSSION

nam

e

date

Ther

e is

a lo

t of d

iscu

ssio

n ab

out w

heth

er

The

peop

le w

ho a

gree

wit

h th

is id

ea, s

uch

as …

……

……

……

……

……

… c

laim

that

They

als

o ar

gue

that

A fu

rthe

r poi

nt th

ey m

ake

is

How

ever

ther

e ar

e al

so s

tron

g ar

gum

ents

aga

inst

this

poi

nt o

f vie

w.

……

……

……

……

……

……

bel

ieve

that

They

say

that

Furt

herm

ore

they

cla

im th

at

Aft

er lo

okin

g at

the

diff

eren

t poi

nts

of v

iew

and

the

evid

ence

for t

hem

I th

ink

beca

use


scaffolding children’s non-fiction writing in a range of genres

writing framesMaureen Lewis and David Wray

917 cover 4 22/11/02 4:31 pm Page 1

maureen lewis and david wray writing frames - · pdf filewriting framesmaureen lewis and david...

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