Success Criteria Non-chronological report: describes the ways things are

pupil Objective teacherI have included an introduction which describes the purpose of the reportI have organised my writing into sections ( paragraphs) and my ideas link together wellI have used headings, sub headings and bullet pointsI have used the present tenseI have written in the third personI have used factual language, including technical language, where appropriateMy report ends with a conclusion

Additional features to enhance the quality of writing

Plan under paragraph headings in note form Select facts from a range of sources to interest the reader e.g. books, CD roms, interviews Include a question in the title to draw the reader in e.g. School uniform – is it really

necessary? Be clear, so that you do not muddle the reader Be very clear in your opening paragraph Use tables, diagrams, pictures to add more information Although reports are factual you could add comments or use questions to draw in the

reader Reread as if you know nothing about the subject – is all the information in there?

Common forms Leaflets, projects, guidebooks, magazine article, non-fiction book, letter, encyclopedia entry etc

Success criteria Recount writing: tells you about something that has happened

pupil objectives teacher

My introduction sets the scene – who? What? When? Where?I have used the past tenseI have written events in time order ( First of all, Next…, After a while, Later…FinallyI have covered all of the events in an engaging styleI have written with a consistent viewpointI have written in the first personI have used complex sentences using ‘when, ‘if’ ‘because’ to join my ideasI have used paragraphs to organise my eventsI have sequenced my paragraphs logicallyMy recount has a closing statement

Additional features to enhance the quality of writing

Plan by thinking, noting or drawing – When? Who? Where? What? and Why? Extra details are vital to bring writing alive Use specific names of people , places, objects etc Include incidents that will amuse or interest people You can write as if you were ‘telling the story’ of what happened End by commenting on the events

Common forms Letter, report for a newsletter, biography/autobiography, diary, journal, news report

Success criteria Instruction writing: tells you how to do or make something

pupil objective teacherI have clearly described the purpose of my instructionsI have organised my instructions using headings, and written in the correct orderI have included information and advice in my instructionsI have grouped similar points togetherI have used ‘if’, ‘when’ ‘because’ to join my ideas together

I have used commas within my sentences to mark phrases and clausesI have used bullet points, line breaks or numbering to punctuate my instructionsI have written in the present tense and used imperative verbs

Additional features to enhance the quality of teaching

Think about your readers. You will have to be very clear about what to do and how to do it or they will be muddled

The title should explain what the instructions are about Say what the instructions are about, when they might be needed, and who they will be

good for Use bullet points Use short, clear sentences so the reader will not be muddled Make your writing more friendly by using ‘you’ Tantalise the reader, e.g. have you ever been bored – well try this game… Draw the reader in with some ‘selling points’ e.g. this is a game everyone loves… Make the instructions sound easy e.g. all you need to do is…. Finally – if you knew nothing about this could you understand your instructions!

Common formsRecipes, manuals, rules, posters and notices, handbooks

Success criteria Explanation writing: tells how or why something happened

pupil Objective teacherI have used a general statement to introduce the topicMy writing explains how one thing leads to another I have used diagramsI have used the present tenseI have used time connectives e.g. First…next… to show the order of the processI have linked together two or three sentences to show cause and effect ( So…If…This causes…This makes…becauseI have organised my text using paragraphs, headings, sub headingsI have used technical vocabularyI have joined my ideas with ‘and’, ‘but’, ‘or’

Additional features to enhance the quality of writing

Use , charts, illustrations or a flow chart if you think it would help Use a title that indicates what you are writing about – using how or why in the title helps Try to make the title intrigue the writer e.g. Why do flying fish fly? Use the first paragraph to introduce the subject to the reader Organise your writing and illustrations to explain: what you need, how it works, why it

works, when and where it works, and what it is used for Add in interesting, extra information Interest the reader with exclamation e.g. Beware – this creature bites! Or use questions

e.g. did you know that? Draw the reader in e.g. strange as it may seem… not many people know that…. Reread your explanation, pretending to know nothing about the subject – is it clear?

Common formsText book, encyclopaedia, manual, articles, science write up, explanation of a task, letter

Success criteriaPersuasion: argues the case for a point of view

pupils Objective teachersI have used an opening statement about the issue to be arguedI have given background information so that the reader can understand the issueI have stated each argument clearly with a paragraph for each argumentI have used the present tenseI have used logical language (This shows…However…Because…)I have written a series of persuasive points (Surely…Everyone knows that…)I have used sentences using a variety of connectives e.g. ‘and’, ‘but, ‘or’ and conjunctions e.g. ‘which’, ‘also’, I have written a concluding paragraph with a summary of the points

Additional features to enhance the quality of writing

Use good reasons and evidence to convince your readers Use facts rather than just persuasive comments Try to get the reader interested and on your side – appear reasonable

Work on your readers so that they will agree with you e.g. is that not right? Wouldn’t you like to do that?

Use strong and positive language e.g. it will ruin the environment if… you must try this before any others…

Make the reader think that everyone else does this or thinks that it will make them a better and happier person!

Draw the reader in e.g. At long last, the very thing you have been waiting for… Be informative, persuasive and sound friendly Use alliteration to make slogans memorable e.g. buy beautiful bangles because…. Use humour –it appeals to people and gets them on your side Reread and decide whether you would be persuaded

Common formsAdverts, travel brochures, pamphlets, newspaper article, poster, letters

Success criteria Discussion: presents arguments and information from different viewpoints

pupils Objectives teacherMy opening paragraph begins with a clear statement about the issue under discussionI have given the arguments for and supported my argumentI have given the arguments against and supported my argumentI have written in the present tenseI have used the third person in a formal style (Some people claim…It is argued that….)I have used logical language (Therefore…. However…)I have used adjectives to give more information to my discussionI have used connectives to improve my sentencesI have given a summary of the points for and against in my conclusion

Additional features to enhance the quality of writing

You can turn the title into a question to draw in the reader e.g. should jewellery be banned in schools?

Open by introducing the reader to the discussion – you may need to add why you are debating the issue

Try to see the argument from both sides Support your views with reasons and evidence In your conclusion you must give a reason for what you decide If you are trying to present an balanced viewpoint, check you have been fair to both sides

Common forms Pamphlets, newspaper article, debate, letters, speeches, leaflets

Success criteria Retelling traditional tales: entertains and passes on traditional cultures

pupil ObjectivesMy story has an opening, problem, build up, complication, resolution and endingMy opening includes a setting and introduces the charactersI have used the first or third personI have written in the past tenseI have used dialogue in differing tensesI have used verbs to describe actions, thoughts and feelingsI have used connectives that signal time e.g. early that morning… later on….all at once…I have used language effects to create an impact e.g. metaphors, similes, adverbs, expressive verbs etc.I have used a mixture of simple and complex sentences

Additional features to enhance the quality of writing

Rehearse by constant retelling before writing Be clear about the key events Add in detail to embellish – but not too much or the reader will be distracted from the main

events Use some repetitive lines for effect e.g. run, run as fast as you can…. Keep the main characters distinctly good, bad, lazy, silly etc You can alter the setting and many details but the main events in the plot have to stay e.g.

Snow White in New York Reread the tale aloud to see if it sounds right. Try it out on your friends!

Success criteria Narrative : entertains and enthrals and allows us to escape from reality

pupil Objectives teacherMy story has an opening, problem, build up, complication and resolution I have organised my story into paragraphs I have developed all parts of my story equallyMy opening includes a setting and introduces the charactersI have used a series of ‘cliffhangers’ to ‘hook’ my readerI have used the first or third personI have written in the past tense and used the present tense for dialogueI have used connectives that:Signal time e.g. first thing…later that day…Inject suspense e.g. suddenly…without warning…from out of nowhere…Shift attention e.g. meanwhile…at that very moment…I have used verbs to describe actions, thoughts and feelingsI have used language effects to create an impact e.g. adverbs, adjectives, precise nouns, powerful verbs etc.I have used a mixture of simple and complex sentences to change the pace of my story

Additional features to enhance the quality of writing

Avoid telling the reader what to feel e.g. it was scary, but make the reader feel it through description e.g. His hand gripped the banister till his knuckles turned white

Avoid telling the reader what a character feels e.g. she was sad, but show how characters feel through what they say or do e.g. her lip trembled

Have your ending planned so that you can stay focussed on it and avoid irrelevant details or ramblings

Do not plan too many characters or you may lose control of them Give your main character some sort of flaw to make him or her more interesting, e.g. afraid of

the dark, Keep thinking as you write ‘what would this person do or say’ Plan in some details about the character that tells the reader something about their personality Include the weather, season and time of day as part of creating the setting To create suspense, lull the reader into a false sense of security – get the characters doing

something pleasant and then introduce a dilemma Use explanation marks for impact e.g. help! Use questions to draw the reader in e.g. where should they look now?

Useful planning structure Timeline