GOOD TO OUTSTANDING

GOOD TO OUTSTANDING  TEACHING WRITING  GEOFF BARTON www.geoffbarton.co.uk

TEACHING WRITING How we’ve often (not) taught writing in the past … www.geoffbarton.co.uk

Read this opening from the novel “Bleak House” … h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h Now write your own opening of a novel. TEACHING WRITING www.geoffbarton.co.uk

KS3 tests 2000 Write the opening of a story about a major emergency. ‘Some people waste a lot of time and energy attempting difficult challenges, such as flying around the world in a hot-air balloon. Attempts like these are pointless, and benefit nobody.’ Write an article for your local newspaper arguing for or against this statement. TEACHING WRITING www.geoffbarton.co.uk

To be truth-full I am for the argument about wasting time and money trying to get around the world in a hot air balloon, when this time and money could be spent on working with medical difficulty or people who are homeless. • I feel it is very important to face challenges, as without challenges, the world would be a very dull place. I feel that the earlier challenges appear in a person’s life, the better, as there will undoubtedly be challenges in the workplace or in home life, and so I feel that the people who have faced challenges earlier in life get a head start over people who have not. TEACHING WRITING Level 4 Level 7

You don’t teach writing merely through: • Reading aloud • Showing models • Highlighting genre features • Correcting first drafts • Lots of bullet-points after the task Explore conventions Demonstrate Share composition Scaffold Independent writing Draw out key learning TEACHING WRITING DEPENDENCE www.geoffbarton.co.uk INDEPENDENCE

Explore conventions Demonstrate Share composition Scaffold it Independence Key learning Including ‘bad’ models TEACHING WRITING Show students the process of writing Correct/change/improve www.geoffbarton.co.uk Make it collaborative Move from small to larger sections

WRITING WITH POWER Narrative-based writing

The Set-Up BUILDING SUSPENSE Write the opening of a mystery story. Set it at a funeral in a wintery churchyard. TEACHING WRITING www.geoffbarton.co.uk √ √ √

bad Using models Before …. It was a bitterly cold day. Everyone was in black. The cars were black too. There were people standing around in a group waiting for the coffin. Crows were flying in the sky. It was really eerie. TEACHING WRITING

Using models After …. The undertaker's men were like crows, stiff and black, and the cars were black, lined up beside the path that led to the church; and we, we too were black, as we stood in our pathetic, awkward group waiting for them to lift out the coffin and shoulder it, and for the clergyman to arrange himself; and he was another black crow in his long cloak. And then the real crows rose suddenly from the trees and from the fields, whirled up like scraps of blackened paper from a bonfire, and circled, caw-caw-ing above our heads. TEACHING WRITING Susan Hill

WRITING WITH POWER Factual writing: 5 practical hints

WRITING WITH POWER 1 • See everything from your readers’ viewpoint, including punctuation: what will help them to absorb your ideas as efficiently as possible? • Eg bold, boxes, bullet-points, spacing, sub-headings

WRITING WITH POWER • Be clear about punctuation: •  Full stops to signal the end of a sentence •  Commas to separate items in a list or create islands of words •  Dashes – in pairs – to create emphasis •  Colons: signal something to follow •  Semi-colons allow you to link related ideas; they add balance to a sentence

WRITING WITH POWER 2 • Use short sentences at the start and end of paragraphs: they give the reader clarity …

WRITING WITH POWER • Another concern is cost. Whilst there are many external factors that can affect costs, we do have some control. We should be putting pressure on our suppliers to show greater market awareness, and to engage in a realistic dialogue with us about fair prices. At the moment there is often confusion about costs. It is important to change this.

WRITING WITH POWER 3 Use connectives to signal the direction of your ideas … Therefore In contrast In summary In addition For example Similarly On the other hand Despite this However Also Although

WRITING WITH POWER Firstly …. Ddghdghgdhghgdhghghdghghdgh ghg hgh ghgh ghghg hghg hghg hghg hghg hghgh ghgh ghgh ghghg hgh ghgh ghgh ghg hghgh g Another strong idea is … hghg hghg hghgh ghgh ghgh ghghg hgh ghgh ghgh ghg hghgh g It could also be argued …. hghg hghg hghgh ghgh ghgh ghghg hgh ghgh ghgh ghg hghgh g A different approach is … hghg hghg hghgh ghgh ghgh ghghg hgh ghgh ghgh ghg hghgh g Finally …. hghg hghg hghgh ghgh ghgh ghghg hgh ghgh ghgh ghg hghgh g

WRITING WITH POWER 4 • Avoid clichés (ready-made phrases) • Come on stream (get under way / start) • A hands-on approach (practical) • The jury is still out (is not yet decided) • Meet with (meet) • Put in place (prepare) • Take on board (accept) • User-friendly (easy to use)

WRITING WITH POWER 5 • Avoid unnecessary repetition (tautology): • Absolute certainty (certainty) • Added bonus (bonus) • Added extra (extra) • Quite distinct (distinct) • End result (result) • Past history (history) • Really excellent (excellent) • Revert back (return)

Lessons from working with 500 C/D ‘key marginal’ students in four local authorities this year …

Keep it simple Teach planning Demonstrate ‘interesting’

WRITING WITH POWER SUMMARY

GB’s Final Thoughts • See things as a writer, not just a reader • Explore texts actively - meddling, rewriting, editing • Demonstrate the writing process yourself – including the planning process • Relate everything to effect • Teach ‘interesting’ • Talk about grammar where it helps, not as an end in itself • Start with small units of writing … then build up • Encourage experimentation, risk-taking, creativity • Enjoy! TEACHING WRITING

GOOD TO OUTSTANDING