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Writing Prompts and Targets to Support
Independent Writing
Lancashire Primary Strategy: Literacy
Phonics and spelling
Handwriting
Style – Language effects
Style – Sentence construction
Punctuation
Purpose and organisation
Process
Target Statements for Writing Colour Key
The
Re
cept
ion
Write
r ‘I c
an . . .’
Begi
n to
use
sto
ry
lang
uage
suc
h as
‘O
nce
upon
a
tim
e’.
Rete
ll a
stor
y or
rec
ount
.
Begi
n to
wri
te
sim
ple
stor
ies
and
reco
unts
.
Begi
n to
use
ca
pita
l let
ters
an
d fu
ll st
ops
in
sent
ence
s
Wri
te m
y na
me
usin
g a
capi
tal l
ette
r.
Begi
n to
wri
te
sim
ple
sent
ence
s.
Dic
tate
a s
impl
e se
nten
ce.
Spel
l CVC
wor
ds.
Thin
k ab
out
what
to
writ
e be
fore
I w
rite
it.
Dic
tate
and
in
vent
my
own
stor
ies.
Mak
e su
re t
hat
my
writ
ing
mak
es s
ense
.
Wri
te le
tter
s us
ing
the
righ
t m
ovem
ents
.
Spel
l wor
ds f
or Y
R
from
list
1 in
the
N
LS f
ram
ewor
k.
Begi
n to
spe
ll ne
w wo
rds
usin
g ph
onem
es.
The
Ye
ar 1
Write
r ‘I c
an .
. .
’
Begi
n to
use
qu
esti
on
mar
ks.
Use
cap
ital
lett
ers
and
full
stop
s to
pu
nctu
ate
a si
mpl
e se
nten
ce.
Wri
te q
uest
ions
and
se
nten
ces
at t
he
righ
t ti
mes
.
Wri
te s
impl
e se
nten
ces
on m
y ow
n.
Read
my
sent
ence
s to
mak
e su
re t
hey
mak
e se
nse.
Say
my
sent
ence
s be
fore
wri
ting
the
m
down
.
Spel
l the
50
word
s in
lis
t 1
of t
he N
LS
fram
ewor
k.
Know
how
to
spel
l th
e m
ain
long
vow
el
phon
emes
.
Use
idea
s fr
om m
y re
adin
g in
my
writ
ing.
Wri
te s
impl
e in
stru
ctio
ns in
th
e ri
ght
orde
r.
Wri
te a
sto
ry, j
oini
ng
up t
he e
vent
s wi
th
word
s ot
her
than
‘and
.’
Wri
te s
tori
es w
ith
a be
ginn
ing,
mid
dle
and
an e
nd.
Wri
te id
eas
and
stor
ies
that
mak
e se
nse.
Form
my
lowe
r ca
se
lett
ers
corr
ectl
y so
th
at t
hey
will
be e
asy
to jo
in la
ter.
Sp
ell w
ords
wit
h tw
o co
nson
ants
nex
t to
ea
ch o
ther
e.g
. dri
ft.
Spel
l new
wor
ds u
sing
wh
at I
kno
w ab
out
phon
ics
and
grap
hics
.
Labe
l in
form
atio
n cl
earl
y.
Use
lang
uage
I
foun
d in
my
read
ing
in m
y wr
itin
g.
Begi
n to
use
th
e ri
ght
lang
uage
for
th
e te
xt-t
ype.
Colle
ct id
eas
from
my
own
expe
rien
ce t
o us
e in
my
writ
ing.
The
Ye
ar 2
Write
r ‘I c
an .
. .
’
Wri
te a
sto
ry o
r a
reco
unt
usin
g co
nnec
tive
s to
sig
nal
tim
e pa
ssin
g.
Begi
n to
use
co
mm
as in
a li
st.
Use
cap
ital
lett
ers,
fu
ll st
ops
and
ques
tion
mar
ks in
my
sent
ence
s.
Use
sen
tenc
es in
my
read
ing
as m
odel
s fo
r m
y wr
itin
g. Be
gin
to u
se
conj
unct
ions
to
writ
e co
mpo
und
sent
ence
s.
Wri
te s
impl
e se
nten
ces
usin
g so
me
prep
osit
ions
. Say
my
sent
ence
s an
d im
prov
e th
en
befo
re w
riti
ng t
hem
do
wn. Sp
ell a
ll th
e wo
rds
for
Y1 a
nd Y
2 on
Lis
t 1
in t
he N
LS.
Wri
te a
sto
ry t
hat
has
sett
ings
, plo
t an
d ch
arac
ters
all
writ
ten
in s
tory
la
ngua
ge.
Mak
e su
re m
y wr
itin
g su
its
the
text
-typ
e e.
g no
n-ch
rono
logi
cal
repo
rts.
Keep
to
firs
t pe
rson
or
thi
rd p
erso
n.
Choo
se t
he b
est
word
s fo
r m
y wr
itin
g.
Use
not
es a
nd
jott
ings
to
plan
my
writ
ing.
Use
the
fou
r ba
sic
hand
writ
ing
join
s in
my
writ
ing.
Spel
l two
syl
labl
e wo
rds
incl
udin
g so
me
with
pre
fixe
s an
d su
ffix
es.
Spel
l ver
bs
that
end
in
‘ed.’
Use
det
ail I
my
writ
ing
to in
tere
st
the
read
er.
The
Ye
ar 3
Write
r ‘I c
an . .
.’
. . .
use
spee
ch m
arks
to
sho
w wh
en s
omeo
ne
is s
peak
ing
. . .
use
full
stop
s,
capi
tal l
ette
rs,
ques
tion
and
ex
clam
atio
n m
arks
. . .
use
a va
riet
y of
di
ffer
ent
sent
ence
st
arte
rs
. . .
use
if, s
o, w
hile
, th
ough
, sin
ce t
o wr
ite
mor
e co
mpl
ex
sent
ence
s
. . .
writ
e si
mpl
e an
d co
mpo
und
sent
ence
s
. . .
use
the
righ
t te
rms
for
each
tex
t ty
pe
. . .
use
spec
ific
nou
ns;
e.g
pood
le r
athe
r th
an
dog
. . .u
se in
tere
stin
g ve
rbs
and
adje
ctiv
es
. . .
use
a va
riet
y of
ti
me
conn
ecti
ves
. . .
use
1st o
r 3rd
per
son
with
out
mix
ing
them
up
. . .
use
com
mas
to
sepa
rate
item
s in
a li
st
. . .
enga
ge t
he
read
er b
y as
king
qu
esti
ons
. . .
vary
my
stor
y op
enin
gs
. . .s
pell
word
s us
ing
phon
ics
. . .
spel
l wor
ds
usin
g sp
ellin
g ru
les
. . .
used
join
ed
hand
writ
ing
keep
ing
the
lett
ers
and
the
spac
es t
he s
ame
size
. . .
begi
n to
use
non
-fi
ctio
n st
ruct
ures
. . .
sequ
ence
sen
tenc
es
to e
xten
d id
eas
. . .
plan
my
writ
ing
usin
g di
ffer
ent
met
hods
. . .
mak
e no
tes
and
use
them
whe
n I
am
writ
ing
. . .
mat
ch m
y wr
itin
g to
the
aud
ienc
e
. . .t
hink
abo
ut w
hat
I am
goi
ng t
o wr
ite
befo
re I
wri
te it
. . .
edit
, rev
ise
and
impr
ove
my
writ
ing
. . .
use
IT t
o pr
esen
t m
y wo
rk
The
Ye
ar 4
Write
r ‘I c
an .
. .
’ . . .
use
com
mas
to
sepa
rate
item
s in
a li
st
and
sepa
rate
cla
uses
an
d ph
rase
s
. . .
use
the
apos
trop
he
to s
how
poss
essi
on
. . .
punc
tuat
e m
y wo
rk
accu
rate
ly u
sing
the
fu
ll ra
nge
of Y
ear
3 pu
nctu
atio
n
. . .
sele
ct t
he
righ
t la
ngua
ge
for
the
text
typ
e
. . .
use
flue
nt, j
oine
d ha
ndwr
itin
g or
pri
nt
when
nee
ded
. . .
spel
l wor
ds w
ith
an
apos
trop
he t
o re
plac
e m
issi
ng le
tter
s
. . .
use
a di
ctio
nary
to
find
the
spe
lling
and
m
eani
ng o
f wo
rds
. . .
tell
the
diff
eren
ce
betw
een
com
mon
ho
mop
hone
s
. . .
use
stor
y st
ruct
ure
to o
rgan
ise
even
ts
. . .
stic
k to
the
sam
e pe
rson
and
ten
se in
a
piec
e of
wri
ting
. . .
use
punc
tuat
ion
for
effe
ct
. . .
inte
rest
, am
use,
in
stru
ct a
nd p
ersu
ade
the
read
er in
non
-fi
ctio
n
. . .
crea
te s
etti
ngs
and
char
acte
rs t
hat
inte
rest
the
rea
der
. . .
. . .s
pell
word
s us
ing
phon
ics
. . .
. . .
spel
l wor
ds
usin
g sp
ellin
g ru
les
and
stra
tegi
es
. . .
spel
l the
wor
ds in
m
ediu
m f
requ
ency
list
. . .
plan
in
diff
eren
t wa
ys.
. . .
use
a va
riet
y of
ad
ject
ives
and
ad
verb
s
. . .
use
powe
rful
ver
bs
to s
how
char
acte
r an
d ad
d im
pact
. . .
writ
e si
mpl
e an
d co
mpo
und
sent
ence
s an
d us
e re
lati
ve c
laus
es t
o sh
ow w
ho o
r wh
ich
. . .
vary
my
sent
ence
s to
add
inte
rest
and
de
tail.
. . .
build
sus
pens
e, u
se
hum
our,
des
crib
e se
ttin
gs a
nd s
how
feel
ings
. . .
use
para
grap
hs t
o or
gani
se m
y wr
itin
g in
to k
ey
idea
s
. . .
orga
nise
non
-fi
ctio
n wr
itin
g us
ing
the
righ
t fe
atur
es
. . .
thin
k ab
out
what
I
am g
oing
to
writ
e an
d re
read
to
chec
k fo
r se
nse . .
. ed
it, r
evis
e an
d im
prov
e m
y wr
itin
g to
su
it it
s pu
rpos
e an
d au
dien
ce
The
Yea
r 5
Write
r ‘I c
an . . .’
… sp
ell Y
5, L
ist
2 wo
rds
and
use
the
apos
trop
he c
orre
ctly
… us
e we
ll ch
osen
wor
ds
and
phra
ses
…use
the
rig
ht la
ngua
ge
feat
ures
for
dif
fere
nt t
ext-
type
s.
… us
e se
ttin
gs t
o cr
eate
an
d re
flec
t m
ood
… de
velo
p ch
arac
ters
th
roug
h de
scri
ptio
n,
acti
on, b
ehav
iour
, …
draw
my
writ
ing
to
a de
fini
te c
oncl
usio
n
… m
ake
sure
my
noun
s an
d ve
rbs
agre
e
… wr
ite
com
plex
sen
tenc
es u
sing
a
wide
ran
ge o
f su
bord
inat
e cl
ause
s to
add
info
rmat
ion,
giv
e re
ason
s an
d ex
plai
n
… ch
ange
wor
d or
der
to
crea
te in
tere
st, b
e m
ore
prec
ise,
mak
e m
y wr
itin
g cl
ear
and
brie
f
… im
prov
e m
y wr
itin
g wh
en I
hav
e fi
nish
ed.
… pu
nctu
ate
¾ of
sen
tenc
es
corr
ectl
y: f
or e
ffec
t, s
epar
atin
g it
ems
in a
list
, dem
arca
ting
cl
ause
s, s
peec
h, a
post
roph
es f
or
omis
sion
and
pos
sess
ion
… us
e co
nnec
tive
s to
si
gnal
tim
e, c
ause
and
lo
gic
… ap
ply
non-
fict
ion
feat
ures
whe
n I
writ
e in
oth
er s
ubje
cts
… us
e pa
ragr
aphs
… ad
d de
tail
to t
he b
asic
str
uctu
res
of
non-
fict
ion
text
-typ
es t
o m
ake
my
wr
itin
g m
ore
effe
ctiv
e
… us
e hu
mou
r, d
etai
l, su
spen
se,
view
poin
t to
inte
rest
the
rea
der
…spe
ll wo
rds
with
co
mpl
ex s
uffi
xes
– ci
rcum
-, ir
-, im
-, -t
ion
-ci
an
…spe
ll wo
rds
with
sh
ort
vowe
ls a
nd
split
dig
raph
s –
hop,
ho
pe, h
oppi
ng,
hopi
ng
…use
str
ateg
ies
to
spel
l wor
ds
cont
aini
ng
unst
ress
ed v
owel
s
…use
dir
ect
and
repo
rted
sp
eech
…col
lect
idea
s fo
r wr
itin
g in
a jo
urna
l
The
Year
6 W
rite
r ‘I c
an .
. .
’
… us
e in
depe
nden
t sp
ellin
g st
rate
gies
. . .u
se p
arag
raph
s to
sho
w th
e st
ruct
ure
of d
iffe
rent
tex
ts
. , ,u
se t
he r
ight
str
uctu
res,
st
yles
and
lang
uage
fea
ture
s fo
r no
n-fi
ctio
n
… cr
eate
cha
ract
ers
who
inte
ract
and
re
spon
d th
roug
h sp
eech
, act
ion
and
desc
ript
ion
… wr
ite
quic
kly
whe
n it
is
rig
ht f
or t
he t
ask
… us
e we
ll-ch
osen
phr
ases
suc
h as
ad
verb
ials
, pre
cise
voc
abul
ary,
se
nten
ce v
aria
tion
or
figu
rati
ve
lang
uage
… us
e co
mpl
ex s
ente
nces
and
re
-ord
er t
hem
to
crea
te
diff
eren
t ef
fect
s
… us
e th
e ri
ght
styl
e fo
r th
e te
xt-t
ype
… us
e co
ndit
iona
l sen
tenc
es a
nd
the
pass
ive
voic
e
… us
e a
rang
e of
co
nnec
tive
s th
at a
re
righ
t fo
r di
ffer
ent
text
-typ
es
… pu
nctu
ate
mos
t se
nten
ces
corr
ectl
y an
d am
beg
inni
ng t
o us
e se
mi-c
olon
… us
e te
nses
and
pro
noun
s co
rrec
tly
to
link
my
writ
ing
toge
ther
… pr
esen
t ev
ents
logi
cally
and
co
here
ntly
to
prov
ide
good
co
vera
ge o
f to
pic
… wr
ite
in a
live
ly, i
nter
esti
ng w
ay t
o in
form
and
per
suad
e th
e re
ader
… pl
an q
uick
ly a
nd e
ffec
tive
ly,
incl
udin
g th
e co
nclu
sion
… wr
ites
in a
sty
le t
o su
it t
he
purp
ose
and
audi
ence
Think of a sentence
Say your sentence Can you add detail?
Write your sentence
Read your sentence
Think of a sentence
Say your sentence Does it make sense?
Write your sentence
Read your sentence
We
use
capi
tal l
ette
rs f
or:
I Nam
es
Star
ting
Sen
tenc
es
Day
s of
the
wee
k M
onth
s of
the
yea
r
Time
Conn
ective
s
• th
at a
fter
noon
• af
ter
a wh
ile
• so
on a
fter
ward
s • th
e fo
llowi
ng d
ay
• ev
entu
ally
• th
en
• ne
xt
• se
cond
ly
• af
ter
• fina
lly
• firs
t
Paragraphs
Start a new paragraph when there is: • A change of topic • A change of viewpoint or person
• A jump in time
• A change of place
• A new speaker
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
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. use if, so, while, though, since to 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 and
an 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 reader’s 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.
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 wasn’t 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 you
are referring to; • Keep to the same tense except in speech; • Keep to the same person; 1st, 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; the
complicating 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. His red hair stuck up
in 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
12 Tips for Writing a Story in a Short Time
Characters: Use only two main characters, one male and one female (one ‘he’ and ‘she’ so you won’t 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 of problem) and ‘end’. Keep it simple.
Beginning: Keep this short. Don’t forget the main part of the story 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 it to the beginning to make a good link.
Setting: Keep you reader informed about any changes in the setting as the story goes on. Tell your reader what is changing.
Characters: Remember to keep mentioning how the characters look and feel throughout the story.
Speech: Use the speech to carry the story. Make the characters talk about what is happening. Remember ‘said’ can be boring.
Sentences: Remember to vary your sentence lengths – check if you 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 never read the story – does it need more detail?
Under your breath: Read it aloud – use your reading to check the 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 spelling mistakes? Make any corrections that you can.
Sue Palmer
Don’t 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
Part of Story Opening
• Beginning, • Scene setting to orientate the reader, • May or may not include characters presented in
some way. • Can start with action, dialogue or description or a
combination. 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’ actions Could 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.
Pu
rpos
e:
• to
ent
erta
in
and
enth
ral
Stru
ctur
e:
• A
n op
enin
g in
clud
ing
sett
ing
and
char
acte
rs
• A
pro
blem
or
chan
ge
• A
ser
ies
of e
vent
s •
A c
ompl
icat
ion
• Re
sult
ing
even
ts
• Re
solu
tion
and
end
ing
Nar
rative
St
ory
Writing
Lang
uage
fea
ture
s:
• W
ritt
en in
1st
or
3rd p
erso
n •
Past
ten
se
• Ch
rono
logi
cal,
but
may
con
tain
fla
shba
cks
• D
isti
ncti
ve c
hara
cter
s •
Tim
e co
nnec
tive
s •
Dia
logu
e in
dif
fere
nt t
ense
s •
Powe
rful
ver
bs f
or f
eelin
gs a
nd a
ctio
ns
• La
ngua
ge u
sed
to c
reat
e ef
fect
•
Dia
logu
e to
mov
e th
e st
ory
forw
ard
Write
r’s
Know
ledg
e:
• Re
hear
se o
rally
bef
ore
writ
ing
• Be
cle
ar a
bout
key
eve
nts
• U
se d
etai
l •
Try
to s
ee s
tory
in y
our
head
as
you
writ
e •
Brin
g ch
arac
ters
aliv
e by
the
ir s
peec
h,
acti
ons,
res
pons
es, f
eelin
gs
• Kn
ow y
our
endi
ng
• U
se q
uest
ions
to
draw
rea
der
into
eve
nts
• U
se a
sm
all n
umbe
r of
cha
ract
ers
•M
ain
char
acte
r m
akes
a c
omm
ent
at t
he e
nd
Stor
y co
nnec
tive
s:
• O
ne d
ay
• La
ter
that
day
•
Soon
aft
erwa
rds
• N
ot lo
ng a
fter
ward
s •
Nex
t •
That
aft
erno
on
• M
eanw
hile
•
Even
tual
ly
• A
fter
a w
hile
•
A w
eek
late
r •
At
that
ver
y m
omen
t •
Sudd
enly
, wit
hout
wa
rnin
g
• Ea
rly
that
mor
ning
•
That
sam
e ni
ght
• So
whe
neve
r •
For
a m
omen
t •
Then
•
Ah!
•
By t
he t
ime
Don
’t sa
y ‘said’!
Repl
ied,
bum
bled
, cri
ed,
scre
eche
d, la
ughe
d,
whit
tere
d, w
hing
ed, b
ello
wed,
wh
ispe
red,
exc
laim
ed,
reto
rted
, squ
eake
d…..
Traditional Tales Purpose: • To entertain and pass on traditional culture Structure: • 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, beds Writer’s 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 “I’ll huff and I’ll puff…” • Keep the main characters consistently good, bad, lazy, silly, etc • Re read the story aloud to see if it reads well.
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 ‘we’
Writer’s 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 what
happened • 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
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 to the 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 What
Where When?
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 ‘How to…’
• Sometimes, tell the reader when the instructions may be needed – ‘If your computer 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 could
successfully use your instructions.
Have fun writing instructions for all your friends!
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
Goa
l Go
al
Use
ful tips
Wha
t yo
u ne
ed
Intr
oduc
tion
Clos
ing
commen
t
Sequ
ence
d st
eps
Non – Chronological Report
Non-Chronological Reports
Purpose: • To describe the way
things are Structure: • A general introduction to
orientate the reader • Technical classification • Description of qualities,
parts, function, habits and behaviour
Language features: • Present tense (except
history) • Non-chronological • General points leading to
details
Writer’s Knowledge: • Plan under paragraph or web
headings • Use a range of resources • Use questions – ‘Have you ever
wondered why …?’ • Be clear • Open by explaining very clearly
what 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 – descriptions of localities and geographical features
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
EXPLANATIONS
Purpose: • To explain the processes
involved in nature • To explain how something
works • To explain the way things are
Structure: • General statement to introduce the
topic – ‘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 is
complete
Language features: • Present tense • Time and sequence
connectives: first, then, next, after a while, several months later, in early spring, eventually
• Causal connectives: because, so, this causes
Writer’s knowledge: • Decide whether charts,
pictures, tables, flow-charts will help to explain
• Question titles are good – ‘Why do 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?
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 or why 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…
Pu
rpos
e:
• To
arg
ue t
he c
ase
for
a po
int
of
view
•
To a
ttem
pt t
o co
nvin
ce t
he
read
er
Stru
ctur
e:
• A
n op
enin
g st
atem
ent
– ‘ve
geta
bles
are
goo
d fo
r yo
u’ •
Arg
umen
ts –
in t
he f
orm
of
poin
ts w
ith
elab
orat
ion
– ‘th
ey c
onta
in v
itam
ins’
• Su
mm
ary
and
rest
atem
ent
of t
he o
peni
ng p
osit
ion
–
‘
we h
ave
seen
tha
t …
so …
’
Pers
uasive
W
riting
Lang
uage
fea
ture
s:
• Si
mple
pres
ent
tens
e •
Focu
s mainly
on g
ener
ic
part
icipan
ts –
‘veg
etab
les,
not
a
part
icular
veg
etab
le’
• Lo
gica
l con
nect
ives
– ‘t
his
show
s’ ‘h
owev
er’ ‘b
ecau
se’
• M
ovin
g fr
om t
he g
ener
al t
o th
e sp
ecif
ic
Write
r’s
Know
ledg
e:
• U
se g
ood
reas
ons
and
evid
ence
to
conv
ince
you
r re
ader
s •
Use
fac
ts n
ot ju
st p
ersu
asiv
e co
mm
ents
•
You
may
wis
h to
cou
nter
pos
sibl
e ar
gum
ents
•
Try
to g
et t
he r
eade
r in
tere
sted
and
on
your
sid
e –
appe
ar
reas
onab
le
• Ta
ntal
ise
your
rea
ders
so
that
the
y ag
ree
with
you
•
Use
str
ong,
pos
itiv
e la
ngua
ge
• Sh
ort
sent
ence
s ca
n he
lp g
ive
emph
asis
•
Mak
e th
e re
ader
thi
nk t
hat
ever
yone
els
e do
es t
his,
agr
ees
or
that
it w
ill m
ake
them
a b
ette
r, h
appi
er p
erso
n –
‘eve
ryon
e ag
rees
tha
t…, w
e al
l kno
w th
at…w
hat
did
you
do t
his
week
end?
’ •
Dra
w th
e re
ader
in –
‘at
long
last
…. W
hat
you
have
bee
n wa
iting
for
…’
• Be
info
rmat
ive,
per
suas
ive
and
frie
ndly
•
Alli
tera
tion
can
hel
p m
ake
slog
ans
mem
orab
le –
‘Buy
Bri
tish
Be
ef’
• U
se h
umou
r as
it c
an g
et p
eopl
e on
you
r si
de
• A
pic
ture
tha
t tu
gs a
t th
e he
art
stri
ngs
can
be m
ore
effe
ctiv
e th
an a
100
0 wo
rds
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
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 conclusion Language 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 Writer’s 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
Discussion Discussion – Reasoned argument
For Against
* *
* * * * Opening statement Arguments for…plus 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…
Journalistic Writing Purpose: • To retell events Structure: • Headline • Byline • Columns • Subheadings • Captions • Different typefaces Writer’s 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 details Content: • 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 …’
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 Curriculum’ by Sue Palmer
Arguments given in the form of points with elaboration, explanation and evidence. First point is the case to be argued; the final point is the reiteration and conclusion.
Opens with clear statement of issue; Either – argument for + supporting evidence; argument against + supporting evidence; Or – argument, counter argument one point at a time.
This skeleton can be rearranged to represent a cycle, reversible effects or multiple cause and effects.
Sequenced steps
Spidergram – topic in the centre. Categories at the ends of the spider’s legs which could divide into further legs for more detail.
INTRO
Introduction. Sequential organisation – what happened in time order. Closing statement/s
Text-Type Check list Web
Text-Type
Purpose Structure
Language Features Writer’s Knowledge
PICTURES RELATED TO TEXT REINFORCE MESSAGE
PICTURES RELATED TO TEXT REINFORCE MESSAGE
Stra
tegy
Han
dwriting
“To
lear
n m
y w
ord
I can
rem
embe
r and
prac
tise
the
dire
ctio
n an
d m
ovem
ent o
f
my
penc
il w
hen
I am
writ
ing
it.”
Stra
tegy
Ana
logy
“To
lear
n m
y w
ord
I can
find
the
wor
d ro
ot. I
can
see
whe
ther
th
e ro
ot
has
been
chan
ged
whe
n ne
w le
tters
are
add
ed.
e.g.
for
a pr
efix
, su
ffix
or a
ten
se c
hang
e.”
e.g.
smili
ng –
roo
t sm
ile +
ing;
wom
an=
wo
+
men
; sig
nal=
sig
n +
al
“To
lear
n m
y w
ord
I can
use
wor
ds th
at I
alre
ady
know
to
help
me.
” e.g
. cou
ld, w
ould
shou
ld
Stra
tegy
M
nemon
ics
Stra
tegy
Ro
ots
“To
lear
n m
y w
ord
I can
mak
e
up a
sen
tenc
e to
hel
p m
e
rem
embe
r it.”
e.g
. cou
ld –
o u
luck
y du
ck; p
eopl
e –
peop
le e
at
oran
gepe
ellik
eel
epha
nts.
“To
lear
n m
y w
ord
I can
list
en to
how
man
y
sylla
bles
ther
e ar
e so
I ca
n br
eak
it in
to
smal
ler b
its to
rem
embe
r. Th
en I
can
iden
tify
the
phon
emes
in e
ach
sylla
ble.
” e.g
. Sep
-
tem
-ber
.
Stra
tegy
Sy
llables
and
Ph
onem
es
Con
nec
tive
s T
ime:
E
arly
on
e m
orn
ing
S
oon
aft
erw
ard
s S
ud
den
ly. w
itho
ut
war
nin
gs
Eve
ntu
ally
M
ean
whi
le
Seq
uen
ce:
Firs
t of
all
S
econ
dly
N
ext
Fin
ally
D
iscu
ssio
n &
arg
um
ent:
It
is
thou
ght
tha
t S
ome
peop
le b
elie
ve
On
the
oth
er h
and
S
tati
stic
s sh
ow
It i
s ob
viou
s th
at
As
we
all
kn
ow
Par
agra
phs
New
par
agra
ph w
hen
:
• ti
me
chan
ges
• pl
ace
chan
ges
• su
bjec
t ch
ang
es
• so
meo
ne
spea
ks
Thi
s W
eek
’s G
enre
~~~~
~~~~
~~~~
~~~
Feat
ure
s
Pu
rpos
e an
d a
ud
ien
ce
S
tru
ctu
re
Lan
gu
age
feat
ure
s
W
rite
r’s
kn
owle
dg
e
~~~
~~~
An
exa
mpl
e of
thi
s w
eek
’s
gen
re (
ann
otat
ed)
~~~~
~~
~~~~
~ ~
~~~
~~ ~
~~~~
~~
~~~~
~~
~~
~~ ~
~~ ~
~~~
~~~~
~~
~ ~~
~~ ~
~~ ~
~~
~~~
~~~~
~~~
~
Su
per
sen
ten
ces
and
fan
tast
ic p
hras
es f
rom
you
r re
adin
g
~~~~
~ ~~
~~~~
~~~
~~ ~
~~~~
~~~
~~
~~~~
~~~
~ ~~
~ ~~
~~
~ ~~
~~~~
~ ~~
~~~
~~~~
~~~
~ ~~
~ ~~
~~
~~ ~
~~ ~
~~ ~
~~~~
~ ~~
~~ ~
~~~
~~
~~~~
~~~
~~~~
~ ~~
~~~
~~ ~
~~ ~
~ ~~
~~~
~ ~~
~~~
~~~~
~ ~~
~~~~
~~~~
~~~
~~ ~
~~~~
~~~
~ ~~
~~~
~~~~
~ ~~
~ ~~
~~~~
~~~
~~
~~~~
~~~
~~
~~~~
~~ ~
~~~
(c
olle
ctio
n o
f se
nte
nce
s an
d ph
rase
s fo
un
d in
rea
din
g a
s m
odel
s fo
r ow
n w
riti
ng
)
Set
tin
gs
~~~~
~ ~~
~~ ~
~~~~
~~
~~ ~
~~~
~~~~
~~ ~
~~~~
~~~
~~~
~~~
~~~~
~ ~~
~~
~~ ~
~~~~
~ ~~
~~~
(e
xam
ples
of
auth
ors’
te
chn
iqu
es f
or c
reat
ing
se
ttin
gs)
Cha
ract
eris
atio
n
~~~~
~~~
~~
~~~~
~~~
~~~~
~~
~~~~
~~~
~~~~
~~
~~~~
~~ ~
~~~~
~~~
~~
~~~
~~~
~ ~~
~~
(exa
mpl
es o
f au
thor
s’
tech
niq
ues
for
por
tray
ing
ch
arac
ter)
Ten
sion
an
d
susp
ense
~~
~~~~
~~~~
~~
~~~~
~~ ~
~~ ~
~~~
~ ~~
~ ~
~~~~
~ ~~
~ ~
~~
(exa
mpl
es o
f au
thor
s’
tech
niq
ues
for
cre
atin
g
ten
sion
an
d s
usp
ense
)
Thi
s w
eek
’s s
pell
ing
in
vest
igat
ion
Ru
les:
E
xcep
tion
s:
Spe
llin
gs:
Thi
s w
eek
’s b
lun
ders
! ~
~~
~~
~~
~
beli
e ve
has
lie
in i
t!
(exa
mpl
es o
f co
mm
on
mis
spel
lin
gs
and
som
e id
eas
on h
ow t
o re
mem
ber
them
)
Gre
at d
ialo
gu
e w
ords
~~
~~~~
~~ ~
~~~
~~~~
~~
~~~~
~~~
~~~
~~~
~~~~
~~ ~
~~~~
~~ ~
~~~~
(v
erbs
, ad
verb
s an
d
adve
rbia
l ph
rase
s to
in
dic
ate
the
man
ner
in
w
hich
spe
ech
is s
pok
en)
Fin
ishe
d O
utc
omes
*
Som
e su
gg
esti
ons
Thi
s w
eek
’s O
bjec
tive
s:
~~~~
~ ~~
~~ ~
~~~
~~~~
~~~
~~ ~
~~~
~
~~~~
~~ ~
~~~~
~
Thi
s w
eek
’s t
arg
ets/
outc
omes
: ~~
~ ~~
~ ~~
~ ~~
~~~
~~~~
~ ~~
~ ~~