1. Skeleton Frameworks for Writing

2. Discussion Text

3. Discussion text
* presents arguments and information from different viewpoints
* “for and against” *

4. Discussion organisation 1
Introduction
Statement of issue
to be discussed
for
against
* point + elaboration
* “
* point + elaboration
* “
Conclusion
Summary + (perhaps) recommendation

5. Discussion organisation 2
When you have made your grid skeleton, write the introduction.
Then write one paragraph ‘for’ (or one paragraph per point ‘for’) and one paragraph ‘against’ (or one paragraph per point ‘against’).
Then write the conclusion
Introduction
Arguments for: *
* etc
Arguments against: *
* etc
Conclusion

6. Discussion organisation 3
(including outline of points
to be discussed)
When you have made your grid skeleton, write the introduction.
Then write a paragraph about point one, a paragraph about point two, etc.
Then write your conclusion
Introduction
Point 1: for
against
Point 2: for
against
Point 3: for
against
etc., etc
Conclusion

7. Discussion language features
* present tense
Things that you cannot see or touch
e.g
* abstract nouns
truth
justice
* third person
answer
possibility
* logical connectives
trust
concern
belief
* discussion conventions (see page 9)
hope
welfare
reason
despair
* complex sentences

8. Discussion conventions
Some people say…
Others argue…
Smokers would claim that…
Non-smokers reply…
* Don’t take sides –
say what “people” think
* Keep it balanced, e.g
On the one hand…
On the other hand…
It could be claimed…
This might mean…
possibly
* Don’t be too definite – use conditionals
perhaps

9. Discussion text * * * * * * * *

10. For/against speech bubbles

11. * * * * * Against zoos For zoos Text
originally for people to see animals
zoos educational
TV not as good as real life *
Don’t need anymore *
now have TV, video
increase people’s interest in animals
catch, transport, cage *
Conservation
endangered species breed in zoos
Cruel *
zoochosis
scientists can research in zoos
just for entertainment
Not cruel *
well planned enclosures
Text

12. Explanation Text

13. Explanation text * explains how or why something happens
* cause and effect
* often in time order
(sequential)

14. Explanation organisation 1
Simple explanation: a series of logical steps
Probably… labelled diagram(s)
This happens
this
this
this
leading to
leading to
leading to
When you have made your flow-chart skeleton, each section of the flow chart can become one paragraph or section of writing.
possibly---other causes or effects at each stage

15. Explanation language features
* present tense (except historical explanations)
If…then…
because
The reason that
* causal language
when so
* sequential connectives
This results in…
* impersonal language (see page 8)
This causes…
Therefore
* technical vocabulary

16. impersonal language * third person The stick was placed in…
* passive voice
* usually formal vocabulary
This is known as…
The motor is operated by…
(e.g “placed” as opp “put”, “known as” as opp. “called”)
* formal connectives
The sides are covered in…
(e.g Furthermore, However, Therefore, Consequently)

17. Explanation text

18. Cycle
Back to original

19. 3 months 6 months 1 year Newborn 3½ kg 53 cm 6 kg 60 cm 8 kg 68 cm
no teeth
suck milk
tummy stronger
some teeth
All different sizes
stands
teeth
sits up, plays
can’t chew
cut up food
some hard food + mush + milk
milk + mushy food

20. O AIR Contains oxygen (O ) ² Breathe in air O ² ² HEART CO ² CO ²
capillaries
Breathe in air
capillaries
Artery O
Vein O
cells
Air sacs
HEART
AIR
BODY
LUNGS
cells
Air sacs
Artery CO
Vein CO
Breathe out CO
capillaries
capillaries
Text

21. Instruction Text

22. Instruction text in time order (sequential/chronological)
tells how to do or make something
in time order (sequential/chronological)

23. Instruction organisation
Title:
what’s to
be achieved
Maybe……
labelled diagrams
What you need
What to do, one step at a time

24. Instruction language features
Mix the flour..
Press button A..
Simple clear language
Imperative verbs
See also third person instructions
Second person (usually)
Necessary detail only
Number and/or time connectives
Cut along the line..
Always use the correct equipment
Feed and exercise your dog..
Firstly mix the flour……
7. Cut along the line …..
Finally, feed and exercise your dog……
Next press button A…..
Before you start choose the correct equipment

25. Third person instructions
When more than one person involved, e.g. a game
third person
present tense
provide names or labels
Player A takes a card…
Team 1 tries to score points… * * *
Team 2 tries to stop them…
The batting side…
The fielding side…

26. Writing Instructions *Do the activity ( or act it out).
Make brief notes as you go
*Make *list of “What you need”
*flow chart of what to do
*diagrams if necessary
*Turn flow chart into written instructions.

27. What to do, one step at a time

28. Persuasion Text

29. * * * Persuasion text makes a case for a particular point of view
one or more points, perhaps with elaboration * * *

30. Persuasion organisation 1
point
elaboration *
point
elaboration *
point
elaboration *
…and so on……….

31. Persuasion organisation 2
Introduction
What? Who? Where? When?
When you have planned your points, you can choose whether to write one paragraph per point or group them together *
Point 1 *
Point 2 *
Point 3
Conclusion
Summing up

32. Persuasion language features
because
nevertheless *
Present tense
consequently *
Persuasive devices
however
As a result..
If…then *
Logical connectives *
Connectives showing the move from one point to another
First of all
then
next
secondly
finally

33. * Elaborating a point point elaboration would it help to:
Make your point clearly, in a sentence.
elaboration would it help to:
give your reasons for thinking that? *
point
give examples e.g For example,… For instance,…?
add further detail to make it clear?

34. Persuasive devices * emotive language * Rhetorical question
e.g ‘strong’ adjectives
“Are we expected to..?”
“How will..?”
deliberate ambiguity *
e.g “probably the best” *
Turning opinion into truth
perhaps, maybe
“The fact is..”
“The real truth is..” *
“dare you to disagree!”
Always ask yourself – is it …
e.g Clearly,.. Surely,.. Obviously,..
FACT or OPINION?
Everyone knows that..

35. Persuasion organisation* * *

36. Point + evidence chart
point
evidence

37. * * * Mary is trouble she has betrayed us
thrown out of Scotland *
Mary is trouble
religious probs, war
forced to abdicate, imprisoned
given home, paid for
she has betrayed us *
not paid back
constantly plotting
claims the crown. Supported by Phillip II
if plots succeed Spain takes over *
would be P’s puppet
England falls to Spain

38. Recount Text

39. Recount text
* retells events
* in time order
(chronological)

40. Recount organisation events in time order when? where?
what happened in the end?
when?
where?
conclusion
introduction
why was it significant?
neat last line
who?
what?
When you have made your time-line skeleton, use another colour to chop it into paragraphs.

41. Recount language features
* past tense
Next…
Then…
* named people, places, things
Meanwhile…
Several weeks later…
* first or third person
Soon afterwards…
Within hours…
* time connectives
After a while…
Finally…
Look out also for conjunctions like when, while, as, after.

42. Impersonal recounts Audience
general reader with some interest in the subject
* newspaper report
* magazine article
* non-fiction book
Purpose
to inform and entertain
* biography

43. Personal recounts Audience * letter
known reader or self (or posterity)
* letter
* diary or journal
* write-up of a trip or activity
Purpose
to record, reflect, entertain

44. Lively recount writing
Try using:
* vary your
* powerful verbs
- sentence length
- sentence openings
- sentence type
(use occasional questions or exclamations)
* quotations
* try to link your last line back to the introduction.
Watch out for these and other recounts in the texts you read

45. Recount text

46. Recount organisation

47. Flow chart

48. Cards on a washing line

49. Recount organisation Text name age born family where she was
Y1 – Mrs Bennett
Baz born
born
chicken pox 1 2 3 4 5 6
introduction
St Mary’s Hospital
started playgroup – met Hannah
Y2 – Mr Long
family
where she was
started school – Mrs Robinson
Text

50. (personal) when what who where arrive intro car park
rubber, bamboo, spices, coconuts, pineapple
trip round
tropical biome
what
who
return journey
Video ‘Making of Eden’
arrive
8.00am
lunch
shop £2
3.30
breakfast on journey
see biomes
intro
Talk - cocoa, chocolate
Exhibition centre
home
School
car park
where
trip round
cooler biome
when
oranges, lemons, grapes, olives

51. (impersonal) Text Cornwall Y5 Intro Eden Project Last Friday
arrive at Eden Project
lunch
long bus
journey
tropical
biome
warm temperate
and outside
afternoon
activities
journey home
Intro
Eden Project
Last Friday
Text

52. Report Text

53. Report text * describes what things are like (or were like)
* not in time order
(non-chronological)

54. Report organisation 1 simple report
information organised in categories
What?
When?
Topic
Who?
Where?
Main points in category
More detail if necessary

55. }1 }2 Report organisation 1 Introduction etc. Paragraph Section
Who-What-Where-When
Paragraph
Section }1
Paragraph
Section }2
etc.
When you have made your “spidergram” skeleton, each spider leg gives you one paragraph (or subheaded section) in your writing

56. Report language features
* present tense (except historical reports)
* factual description
* technical words and phrases
* ‘general’ nouns (not particular people, animals, things)
* often formal, impersonal language
* third person

57. Planning report text
* BRAINSTORM what you know (and find out more if necessary).
* ORGANISE it into categories.
* Make the SPIDERGRAM.
Write the topic in the middle, and one category on each leg.

58. Report text

59. Our School Intro playground field hall Longton, near York Lee Park
hopscotch
map
198 pupils 7 classes
built 1967
games
quiet area
infants
summer - play
Our School
playground
field
winter
juniors
usually no play
snow - play
football
netball
hall
assembly, lessons
lunch
packed lunch
school lunch
gym
drama
front-tables (cupboard)
back

60. Spidergram Butterflies definition characteristics feeding reproduction
coiled proboscis
scales/veins
scaly body/wings
insect features
Lepidoptera
wings
definition
characteristics
insect
don’t need much for short life span
Butterflies
male/female differences
feeding
reproduction
3,000 max eggs
leaves
nectar over-ripe fruit
proboscis
lifecycle
1/100 survive