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Reinforcing Writing Across The Curriculum

Reinforcing Writing Across The Curriculum

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Reinforcing Writing Across The Curriculum

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  1. Reinforcing Writing Across The Curriculum A guide for teaching staff

  2. Used to retell an event or series of events, in the order in which things happened (chronological order) · Postcard · Newspaper report · Diary or journal · Blog · Biography · Write up of trip or activity Writing a Recount Text • Start by setting the scene, e.g., “what?”, “where?”, “when?”, “how?” • This is followed by a series of events, in the order that they happened • They focus on specific people or events, not general topics • Paragraphs mark change of focus, time or place What language features should be included? Past tense Sequence, casual and contrasting connectives Use of active voice to make it clear who did what.

  3. Writing a Recount

  4. This is a reasoned and detailed response, breaking down a text or issue. • Essays used in different curriculum areas Quotations from the text are very important when analysing! Writing to Analyse • Writing that analyses a topic or question is held together by clear, direct topic sentences (points) at the start of paragraphs and supporting evidence which is used to expand the point. • Uses PEE (point, evidence, explanation) to analyse different aspects of a topic/text • Comes to a conclusion about the topic in question What language features should be included? Past or present tense Comparison, cause and effect, illustration and summary connectives are used. Third person but First person can be used to give your own views

  5. Writing to Analyse Point Evidence Explanation

  6. Used to present arguments and information from differing viewpoints. • Leaflet or article giving a balanced account of an issue • Newspaper editorial • Essay on an issue Writing to Discuss • Starts with a statement of the issue under discussion • Summarises or outlines the main arguments as you see them • Provides arguments to support one side of the case. Give examples and evidence • Provide arguments to support the opposing view. Gives examples and evidence • Comes to a conclusion about which side you agree with What language features should be included? Cause and effect, contrast and comparison, summary connectives used. Present tense Third person used/passive

  7. Writing to Discuss

  8. Records the strengths and weaknesses of a performance or product along with targets for the future (where appropriate) . • Evaluations in Science or Design • Book reviews • Film reviews • Performance reviews in • Drama Writing to Evaluate • Starts with a brief summary of the item/issue • Focuses on positives aspects and negative while finding possible reasons for theseGives examples and evidence for both positive and negative (subheadings can be used) • Comes to conclusions and sums up while also giving recommendations or setting targets What language features should be included? Past tense and future tense for target setting Illustration and cause and effect and summary connectives used. I/We used as well as Third Person

  9. Writing to Evaluate + - Conclusion/Targets

  10. Used to give reasons for a phenomenon, problem, situation or issue • Encyclopaedia entry • Technical manual • Question and Answer’ articles and leaflets • Write up of Science experiments • Geography and Science text books Writing an Explanation text • A general statement to introduce the topic • Paragraphs used to introduce different reasons or show different steps in a process • Impersonal, factual, plain writing to ensure the explanation is clear and concise What language features should be included? Present tense Sequence, cause and effect, contrast and comparison, addition connectives used Third person – active voice

  11. Writing to Explain

  12. Instructions are written to outline how something is done, in a series of sequenced steps • D.I.Y instructions • Non-fiction book • ( e.g. sports skill, art) • Instructions on packaging • Recipe Writing Instructions • Start with an aim or goal – what is to be achieved in the writing • This is followed by a list of what is needed • The steps are written in CHRONOLOGICAL ORDER and the PRESENT TENSE using IMPERATIVE VERBS • Use of bullet points, numbers, letters, headings and subheadings to make sequence of actions clearer What language features should be included? Sequence and addition connectives used Present tense used Reader referred to as ‘you’

  13. Writing to Instruct

  14. Used to organise and record factual information Tourist guide book Information leaflet Magazine article Writing to Inform • Information texts are held together by subheadings and/or clear topic sentences at the start of paragraphs that signal the subject • Presentational devices (e.g. different fonts/sizes, bullet points, boxes) used to guide readers through the text • They use a formal style which is clear and factual What language features should be included? Headings and subheadings used to sort information clearly Contrast/comparison, cause and effect connectives used Sentences tend to be short for clarity’

  15. Writing to Report Main Topic

  16. Used to argue the case for a point of view and to convince the reader to follow advice or take action Advert · Pamphlet from pressure group or political party · Travel brochure · Poster or flier · Book blurb · Letter to the Editor Writing to Persuade • Your view needs to be backed up with supporting evidence such as FACTS and STATISTICS • · You should use emotive language e.g. Wildlife threatened...forests destroyed… . • · Ask rhetorical questions e.g. Would you like to… .? And use REPETITION FOR EMPHASIS • · Appeal to your reader by involving them: ‘We all know that...’ What language features should be included? Emphasis, illustration, summary and sequencing connectives used Present and past tense used. First person can be used

  17. Writing to Persuade Paragraph topics