The Writing GenreSession 1

Workshop 1 - Objectives

• To reflect on current practice in relation to the teaching of writing

• To introduce and explore a range of writing genres

• To examine a structured approach to the teaching of writing genres

• To illustrate the seven step approach to teaching a writing genre

Key Messages

• The purpose of writing and the audience determine the writing genre

• The purpose for writing needs to be authentic

• Writing needs to be explicitly taught

Brainstorm!

What is our current practice in relation to our teaching of writing?

Oral Language

Instruction

Language Learning

Environment

Listening &

Speaking

Spoken Texts

Vocabulary

Auditory Memory

Free Writing

Wide variety of texts

Attitude/ Motivation

Reading Fluency

ComprehensionVocabulary

Phonics

Free Writing

Components of Writing

Things to try

• Free Writing Pack – letter to explain purpose

• Free Writing Copy – suggested topics and tick for a structure. Remains in school.

• 3/4 days a week – free writing time

• Topic Tree – to help children identify what they can write about

• A-Z of Writing – older pupils list

• Writing Go – see sample

• LEA opportunity – use scheduled/unscheduled events

• Travel journal - children writing a fictional account to a chosen destination

• Postcards - using a blank postcard child creates a picture and writes address and message

• Class news book – each child writes a snippet of news during the week

• Write a caption – provide pictures with blank speech bubbles/blank captions

• Wall stories - provide A3 sheets halving for illustration and text. Each pupil writes a sentence

7

Writing Book-walk

Audience

Each piece of writing should have an intended audience!

authors chair

visitor

publish on website

display

class/teacher/principal

family/friends

Community organisations

Purpose

In order for children to engage in meaningful writing experiences, they need to have an

authentic purpose for writing

Writing needs to be real!

For what reasons do we write?

RecountPersuasive

Procedure Narrative

Report

The Big Seven!Cross-curricular!

A Visit to the Farm

There once was a…Recipe / Experiment/

Instructions

Homework should be banned

Sharks

Audience + Purpose = Genre/Text Form

ExplanationHow a kite works

Writing to SocialiseLetter/Email/Text

Activity

What genre is it?

Identify the structure of the genre!

What are the language features?

In what other curricular areas could this genre be taught?

Forms of writing

• Letters

• Cards

• Poems

• Songs

• Invitations

Capitalise on real opportunities as they arise!

• Post Cards

• Role play writing

• Messages

• Jokes

7. Presentation to audience

6. Independent Writing

5. Guided Writing

4. Shared Writing

3. Modelled Writing

2. Discover a framework

1. Familiarisation with the genre

The writing process is carried out throughout the teaching of each genre

Strand: Writing Strand unit: Receptiveness to Language Infants First and second Third and fourth Fifth and sixth

Experience and enjoy a print-rich

environment

Experience a classroom

environment that encourages

writing

Experience a classroom

environment that

encourages writing

Experience a classroom

environment that encourages

writing

Receive help from the teacher,

who will sometimes act as scribe

to assist with accuracy and

presentation

Observe the teacher as he/she

models writing stories

Observe the teacher

modelling different writing

genres

Observe the teacher model a wide

variety of writing genres

Seek help from the teacher in order

to achieve accuracy and an

appropriate standard presentation

Use personal reading as a

stimulus to writing

Express and communicate

reactions to reading experiences

Experience how a story structure is

organised by reading and listening

to fiction

Write and draw frequently Explore different genres Write stories that explore a

variety of genres

Experience interesting and

relevant writing challenges

.Choose topics to write about Choose both the subject

and form of his/her writing

Read personal writing aloud and

hear it read

Work with other children when

writing

Receive and give positive

responses to writing

Receive and give constructive

responses to writing

Re-read his/her writing for

pleasure

Experience a level of success in

writing that will be an incentive to

continue writing

Write for different audiences Write regularly for different

audiences

Choose the audience for

which to write

Write for an increasingly varied

audience

See personal writing displayed Have writing valued See his/her writing valued See his/her writing valued

Strand: Writing Strand Unit: Developing Competence and confidence and the ability to write

independently

Infants First and second Third and fourth Fifth and sixth

Write and draw Experience an abundance of oral

language activity when preparing

a writing task

Experience varied and consistent

oral language activity as a

preparation for writing

Experience varied and consistent oral

language activity as part of the pre-

writing process

See the teacher model writing

as an enjoyable experience

Confer with the teacher and others

on the quality of presentation

Give sequence to ideas and

events in stories

Observe the teacher improving writing

Choose subjects for drawing

and writing

Choose topics for writing after

conferring with the teacher

Regularly select his/ her own

topics for writing

Write regularly on chosen topics

.

Have regular opportunities to write

for himself/ herself or for others

Learn to use questions as a

mechanism for expanding and

developing a story

Engage with the writing of one

piece over a period

Choose to write for himself /

herself only

Write regularly, and gradually

extend the period over which a

writing effort is sustained

Write for a sustained length of time

Engage in the writing of one piece

over a period

Write, without re-drafting, on a given

or chosen topic within certain time

constraints

Co-operate in writing a record of

class activities

Take part in co-operative writing

activities

Develop an awareness of the

difference between written

language and oral language

Choose a register of language

appropriate to subject and audience

www.pdst.ie

Key Messages

• The purpose of writing and the audience determine the writing genre

• The purpose for writing needs to be authentic

• Writing needs to be explicitly taught