A Guide to Teaching Writing

The Federation of Greenways Schools acknowledges that much of this booklet is based upon material from ‘Improving Non-fiction Writing at Key Stages 1 & 2: the Success Approach’ by Alan Peat and Margaret McNeil and ‘Writing Exciting Sentences, age 7 plus’ by Alan Peat. The books are kept in the staff library in the staffroom and are recommended to staff for more detailed reference. Please also refer to the Feedback and Marking Policy and English policies for more information.

Introduction Following recent professional development activities in the teaching of English and particularly writing, this document aims to summarise how we teach writing at Greenways. It is based upon the premise that a consistent approach, particularly in terms of text structures and associated language, is best for developing and consolidating children’s learning. The following areas are covered:     

Presentation Marking Codes Punctuation face Sentence Types Non-fiction text structures

It is essential that when teaching different writing genres, as teachers we are using the same language across the year groups. The pages set out the structure and language we use for the text types. They also include a range of tips (not rules) and notes about features of each text type. These formats are to be used, but can be adapted so that they are age appropriate.

Recommended Reading All these books can be found in the Staff Library in the Staff Room. Staff are free to borrow books and photocopy any relevant parts, but it is essential that they are returned ASAP.

Presentation Guidelines At the Federation of Greenways Schools, our approach to presentation is based upon both pride in our work and clarity in appearance. We encourage the date to be written in full as this ‘indexes’ the work. In some subjects, such as maths, or on occasions where work is continued from the previous day, an abbreviated version is fine. E.g. 01.01.15 New topics require new pages to highlight the new focus, The interior and exterior of books, wall displays and board work should reflect our school values of respect and aspire. It is both the child and teacher’s responsibility to reflect this.

Marking and Feedback codes Please see the marking and feedback policy for full details of our marking codes.  Green is used to highlight/underline something that has been done particularly well  Pink is for think. This is an area that needs to be corrected or improved. 

- verbal feedback

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- co-operative feedback

 Children improve their work using a red pen/pencil of power  Teachers use a purple pen  Learning support assistants use a blue pen  ? meaning unclear  ^ words or letter omitted/insert  // new paragraph  / new line 

Well done.

 Sp spelling mistake  P punctuation error  ABC capital letter mistake

Brilliant!

Punctuation Poster It is expected that all teachers display and refer to the punctuation face in their classrooms so that children have a continuous reminder of the different types of punctuation.  Whole face displayed for aspiration- highlighted/colour coded for days/weeks focuse.g. green to show expected achievements, yellow for target area (See grid below)  As pupils become familiar with use of poster they can progress to individualised learning posters which may be placed inside English books.  Punctuation marks to be displayed in context, not isolation, with examples next to the poster.

Progression in Punctuation Year group Early Years

Skills Progression

Year 1

Capital letters for proper nouns, question marks, exclamation marks

Year 2

Apostrophes for simple contracted forms/omission and singular possessions e.g. don’t, the dog’s tail, Commas in lists- instead of and/or Avoid using conjunctions and full stops together e.g. And then it continued… paragraphs Direct speech, inverted commas speech marks/quotation marks (Single/double “a” ‘a’??)

Year 3

Year 4

Year 5

Year 6

Full stops, capital letters, finger spaces

Commas for fronted adverbials e.g. The weather was horribly wet, dreadfully grim and thoroughly awful. Apostrophes to show plural possession e.g. The boys’ house. Commas for marking off subordinate clauses e.g. That morning, which would be his last, the sun rose in a cloudless sky. Commas to clarify meaning/avoid ambiguity e.g. If you trust my judgement, it’s nonsense. Parenthesis (round brackets) and square brackets- round the source of the information Dashes- dramatic punctuation marks, Hyphen- shorter dash to join compound numbers/ single adjective before a noun e.g. thirty-five, a one-way street. Colons and semi colons,  Bullet points Ellipsis … Forward slash/oblique

Progression in Sentence Type The chart below sets out the sentence types, with examples to be taught to each year group. It is expected that the sentence types will be displayed in the classroom as part of a working wall to refer to on a regular basis. For further details, it is strongly recommended that teachers refer to the ‘Writing Exciting Sentences, age 7 plus’ book by Alan Peat and photocopy the relevant pages. The recommended progression is shown below and on the following pages. All sentence types for each year should be taught and those from previous years referred to. It is important that children are given the opportunity to master the different sentence types in a range of contexts. Children should not therefore be moved on to sentences from higher year groups. Year 2

List It was a dark, long, leafy lane. It was a cold, wet, miserable and misty morning. 2A start with 1 pair(2 pairs of adjectives) He was a tall, awkward man with an old, crimpled jacket. It was an overgrown messy garden with a lifeless, leafless tree. BOYS But, Or, Yet, So He was a friendly man most of the time, but he could become nasty. He could be very friendly, or he could be miserable.

Year 3

1 Pair (see 2 pairs and adapt) Cold and hungry, they did not know how much further they had to go. All Y2 sentences Angry and bewildered, he couldn't believe that this was happening to him. plus… Double –ly ending He swam slowly and falteringly. He rode determinedly and swiftly. Year 4 Simile ...like a … ...as a … All Y2/Y3 The moon hung above us like a patient, pale white face. Although it was August, sentences it was as cold as a late December evening. plus…

Verb, Person Flying, John had always been terrified of it. Walking, he seemed to have been walking for ever. -ing, -ed Walking in the bushes, she stopped at the sight of a crocodile facing her. Running near the beach, he halted as the ground gave way. 2 Pairs (intro. as 1 pair sentences this year) Exhausted and worried, cold and hungry, they did not know how much further they had to go.

Year 5

De:De (description: details) The vampire is a dreadful creature: it kills by sucking all the blood from its victims.

All Y2/Y3/Y4 3 _ed (3 related adjectives) sentences Frightened, terrified, exhausted, they ran from the creature. plus… Ad, same ad He was a fast runner, fast because he needed to be. Emotion word, comma Desperate, she screamed for help.

IMAGINE 3 examples Imagine a time when people were not afraid, when life was much simpler, when everyone helped each other: this is the story of that time. SHORT Then it happened. The more, the more The more upset she was, the more her tears flowed. Personification of weather The rain wept down the window The win screamed through the branches Year 6

.

OI! (outside/inside) He laughed heartily at the joke he has just been told. (At the same time it would be true to say he was quite embarrassed.)

All previous sentences 3 bad- (dash) question? plus… Thirst, heatstroke, exhaustion—which would kill him first? Some; others Some people lover football; others just can’t stand it. Irony Our ‘luxury’ hotel turned out to be a farm building. .

P.C. (paired conjunctions) It was both cold and unpleasant for him to work there. .

If, if, if, then If the alarm had gone off, if the bus had been on time, if the road repairs had been completed, then his life would not have been destroyed. .

Noun, which/who/where Cakes, which taste fantastic, are not so good for your health.

5 Bare Bums on a Rugby Post 5 bare bums on a rugby post makes up the majority of most introductions to non-fiction text types and is something the children tend to remember if you show them this graphic.

O W

W

W

W

W

W

H

H

H

H

H

O

E

E

A

Y

R

N

T

E

Instructions Instructions tell the reader what is needed and the stages to go through in order to complete a task successfully. They are a relatively simple form of nonfiction writing, written in simple sentences using straight forward, direct language so most pupils can usually write instructions for a simple task by the time they leave Key Stage 1.

Parts

Tips

Title

Tell the reader what is to be done in no more than 7 words

Requirements/ Ingredients (What is needed)

Method (How to do/play/ make it)

Concluding paragraph

List what will be needed to carry out the task. Consider using: Numbering (1,2, 3..) Don’t forget to start a new line for each item Tell the reader what to do. Give the steps in order Use imperative (bossy) verbs. Include time connectives Don’t forget to start a new line for each new instruction. Tell the reader how they will know they have been successful.

Features  Short precise sentences  Use of techniques to emphasise words  Sequential connectives  2nd person  Action verbs  Adverbs to increase precision  Commas to separate ideas in lists  Consistent use of the imperative

Recounts (Visits/Trips) Recounts tell the reader past experiences to inform or entertain the reader. They can be written for different audiences which will influence the tone, style and formality of the language used.

Parts

Tips

Title

Tell the reader what the recount is about in no more than 8 words.

 Condensed synopsis at the beginning

Overview paragraph

Write in past tense Tell the reader two or more of the following: When the trip happened Who was involved Where it happened Why it happened What you did

 Time connectives/ phrases to link paragraphs

Event 1

Write briefly in 2-3 sentences Tell the reader of any planning/preparation you did. Think about what will interest the reader

Event 2

Next events Concluding paragraph

Start a new paragraph with a new line What happened when you arrived-is it interesting? Start a new line when you start a new paragraph Start a new paragraph for each new event Describe all the interesting things that followed in Summarise-pick out the main points of the trip. Evaluate-tell the reader what was the most significant or interesting.

Features

 Choice of tone and language appropriate to audience  Use of commas to mark phrases of clauses  Consistent use of the past tense  Consistent use of the 1st or 3rd person

Recounts (Historical) The focus of historical recounts is writing events in sequential order, using the past tense. They are generally written in the third person. The other major difference is the inclusion of cause and effect. In most cases, pupils should be encouraged to explain the result or outcome of the events they are recounting.

Parts

Tips

Title

Tell the reader what the recount is about in no more than 8 words. Write in past tense Tell the reader two or more of the following: When the trip happened Who was involved Where it happened Why it happened What you did

Overview paragraph

Events and their consequences in the order in which they happened Concluding paragraph

Write briefly in 2-3 sentences Tell the reader the first interesting/exciting thing that happened. Tell the reader the next things that happened on the order in which they occurred. Are they interesting? Tell the reader what happened as a consequence of these events.

Concluding paragraph

Start a new paragraph for each new event. What was the end result of all that happened? Indicate whether the end result was positive or negative. Evaluate – tell the reader what was the most significant or interesting event.

Features  Condensed synopsis at the beginning  Time connectives/ phrases to link paragraphs  Choice of tone and language appropriate to audience  Use of commas to mark phrases of clauses  Consistent use of the past tense  Consistent use of the 3rd person

Autobiography/Biography Another type of recount, which requires research, is a biography-an account of a person’s life written by a pupil or pupils. As the children get older, they should start to consider the impact of the person’s life on others or on events. An autobiography, an account of the author’s life, follows the same format.

Parts

Tips

Title

Tell the reader who your biography is about in no more than 8 words Follow this order in your paragraph: Who is it about and what are they known for? When did they live? Where did they live? Why are they important?

Overview paragraph

Childhood events

Early life, events and achievements

Later life, events and achievements.

Concluding paragraph

Answer 2 or more in 1 sentence Include any childhood events and family details that you think are important. Tell the reader the important things that happened in their early life, linking to how these influenced them. What were the important events? List them in chronological order Indicate whether the achievements in later life are more or less important than the earlier ones. Tell the reader the importance or impact of what the person did during his/her life What can we learn from them? How did he/she affect others?

Features  Condensed synopsis at the beginning  Language appropriate to time to link paragraphs  Choice of tone and language appropriate to audience  Time connectives  Use of commas to mark phrases of clauses  Consistent use of the past tense  Consistent use of the 3rd person (biography) or 1st person (autobiography)

Persuasive Argument Persuasive writing is composed of structured arguments for or against a specific point of view. The aim is to encourage the reader to agree with the writer’s point of view. Persuasive writing can take many forms: essays, books, letters, review, adverts. There are 3 models that Alan Peat describes, 2 of which are similar and dovetail into the 3rd to form a progression in writing. Courtroom Model

Aristotelian Model

State position

Statement of position

Back up with evidence

Range of arguments, backed up with evidence

Restate position

Acknowledgement of alternative viewpoints

Problem/Solution Model

Summary and Call to action

Problem Possible Solutions The Solution

The first 2 models feed in to the third as they don’t include an alternative viewpoint that that 3rd does. For the Courtroom model, the same planning format that is detailed below can be followed with the omission of the ‘what other people think’ paragraph. There are several posters that can be displayed and referenced when teaching persuasive writing contained in ‘Teaching Outstanding Persuasive Writing’. All sentence types marked by a coloured number can be found in ‘Teaching Outstanding Persuasive Writing’ with examples.

Parts

Tips

Features

What I think (Statement of opinion)

State point of view clearly in 1st or 1st 2 sentences.

L3: Negative/positive questions 13 1 viewpoint and opposing view 12 Worried about…? 6 Opposite/ridiculous 7 L4: Expert friend 4 Them and US 3 They/We 9 Do not x4, Do x 1 8 Yoked opener 11 L5: Worried about…? No need! However… 5 Multisensory 10 Story with could if… 1 Story + will all change if… 2 Dramatic heightening 2 How would you feel if… 5 Suppose x3 12 Multisensory language 16 I do not want/I only want 8 Named examples 6 Expert Witness 9 Statistics 7 Certainly words 17 We/They 5

L3: Use 1st person L4+ Impersonal language

Why I think it 1 State strongest argument first (First supporting Express in 1-2 sentences reason) Expand by adding detail and examples Use questions to involve reader emotions Why I think it 2 Start a new paragraph (Second State next strongest argument supporting Expand with details/arguments reason) Variety of linking words/phrases to connect ideas Why I think it 3 Another new paragraph (Third Reason stated clearly supporting Expand argument reason) Remember to include details/examples Varied choice of linking words What other Start a new paragraph people think Explain why other people might (opposing disagree/have a different point of argument) view Why I still think Summarise the main reason – no it details or examples (Summary of my Repeat the strongest argument in argument) different words Use appropriate words to show final paragraph

Multi-sensory language 16 Yoked sentences 3 Do we want…? No/yes 4 Surreal similes 11 Time is running out… 10 Puns 19 Contrasting connectives

L3: reiteration of main points 2 L4: Urgent action needed 1 Double bind 4 L5: Anecdote which is opposite to opening 3

Explanation Explanations provide the answers to questions such as how, why, when or where. They say how something works, what causes something to happen or when or when something takes place. They provide reason and analysis and some link cause and effect. Further detail on specific structures can be found in ‘Improving Non-Fiction Writing at Key Stage 1&2: the Success Approach.

Parts

Tips

Features

Title

Tell the reader what the explanation is about Introduce the reader to the subject of the explanation, (perhaps what it is a part of or what it belongs to) Tell the reader the different parts that make up the subjects (OPTIONAL-do not include it if it doesn’t work with your subject) Tell the reader how it worked or what happens

 Sequential language to link paragraphs

General statement (what is the explanation about) Parts (OPTIONAL) This may be linked to the general statement Key points paragraphs

 Organisation devices such as subheadings  Paragraphs to separate key points  Consistent tense use-could be past or present  Use of colon prior to listing  Causal connectives

Select important points Consider using sub-headings or numbering to organise the key points

Summary paragraph

Tell the reader something special or important about the subject

 Subject specific words

Non-chronological Report A non-chronological report is an account of a wide range of natural, cultural or social phenomena, often made as a result of an investigation or research. It is the most common cross-curriculum form of non-fiction writing that children are asked to produce. The key features section will need teacher input to choose appropriate headings depending on the topic of the report.

Parts

Tips

Features

Title

Tell the reader the subject of your report in no more than four words What they are What group they belong to Don’t forget where and when (5 Bare Bums) Decide on the key features of your subject. Write about those which are important

 Based on facts

Classification/ Context statement

Key Features for your subject (e.g. location, appearance, purpose, diet etc.)

Significance/ WOW! (OPTIONAL) Summary statement

Include appropriate vocabulary

 Omission of opinions  Formal and objective  Non-chronological  Paragraphs to separate key points  Use of colon for listing

 Commas to separate items in a list Start a new paragraph for each key feature  Continuous present tense Use subject specific/ technical vocabulary. Tell your reader what makes the subject special Short reminder of main points in different words.

(past if a historical report)  Subject specific words  Language of classification

Compare and Contrast Report 1 Non-chronological reports can also be used to compare and contrast. This simple format is most appropriate for year 2-4.

Parts

Tips

Features

Title

Tell the reader what you comparing and contrasting

Opening paragraph/ context statement

Tell the reader what you are comparing and contrasting and why Select aspects of the two topics that are similar.

    

Similarities

Group them together into 1 paragraph using connectives Chose important/significant similarities. Differences

Select the aspects that are different. Describe what and how they are different

Summary

Sum up: what are the most important things that are different? What are the most important things that are the same?

    

Based on facts Omission of opinions Formal and objective Non-chronological Paragraphs to separate key points Use of colon for listing Commas to separate items in a list Continuous present tense (past if a historical report) Subject specific words Language of classification

Compare and Contrast Report 2 This more advanced format for comparing and contrasting is most appropriate for Years 5 and 6.

Parts

Tips

Features

Title

Tell the reader what you comparing and contrasting

Opening paragraph/ context statement

Tell the reader what you are comparing and contrasting and why

   

Similarity and difference 1

Chose the most important aspect you are comparing and contrasting. Give details of how that aspect is the same and different

   

Similarity and difference 2

Select the next aspect to compare and contrast

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Further similarity and difference paragraphs

Continue with a paragraph for each aspect.

 

Summary statement

Consider ALL the information and tell the reader whether the two things are mainly similar or different.

Based on facts Omission of opinions Formal and objective Use comparing and contrasting connectives Non-chronological Paragraphs to separate key points Use of colon for listing Commas to separate items in a list Continuous present tense (past if a historical report) Subject specific words Language of classification

Journalistic Reports Journalistic writing proves information about a single event or series of events. Their purpose is to inform. A key feature of newspaper reposts is their layout and use of attention grabbing headlines to attract the reader.

Parts

Tips

Headline

Try to use no more than seven words and include the main point.

By-line

Lead paragraph

Body

Features

 Frequent short paragraphs Your name, title and location if the  Use of short sentences story is world news  Factual and to the point  3rd person Include all the 5 Ws and maybe  Past tense, although How? in no more than three there may be a tense sentences change  Use of emotive language Provide details about each of the Ws-remember 1 or 2 will be more to provoke the reader important than others.  Exclamation marks for Write in short paragraphs emphasis (title) Give the information in a balances  Direct speech for quotes and factual way.  Use of causal connectives Keep in mind the audience when writing.  Event specific language

Sources

Include names and titles of people who provided the information used in the article Use both direct and reported speech when quoted what was said.

Illustration and caption

Draw a box to show and illustration and write a brief description of what the picture would be. Add a brief caption beneath the box.

Balanced Arguments Balanced arguments, or discussion texts, present the reader with two or more opposing arguments with equal weight to allow the reader to consider both sides before making a judgement on the topic.

Parts

Tips

Features

Title

Short version of the IFD

Issue for discussion (IFD)

Tell the reader what the issue is about in as few words as possible

   

Sentences stating the 2 different points of view (Can combine 2&3 in the same paragraph) Supporting arguments for viewpoint 1

Cover each point of view Don’t add any supporting details.

Supporting arguments for viewpoints 2

New paragraph for each point Use strongest argument first Use different sentence starters to viewpoint 1 Avoid repeating earlier arguments

Alternative organisation of 4 & 5 (for more advanced writers) Conclusion A, B or C

New paragraph for each point Use strongest argument first Use connectives to explain why people think this Avoid repeating earlier arguments

The argument can be organised by alternating points from each viewpoint (1, 2, 1, 2 etc.) Use Contrasting connectives to link paragraphs A: summarise as strong arguments on both sides but give your point of view B:Summarise and invite the reader to make up their own mind C: Summarise and suggest a compromise

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Present tense Consistent 3rd person Formal and objective Paragraphs to separate viewpoints Use of additive connectives (Furthermore, moreover, in addition) Words and phrase to link alternative viewpoints (On the other hand, however, although) Use of impersonal tone Technical language relating to the issue for discussion Summarising final paragraph

Notes