Writing Discussions at Key Stage 2 Using Sue Palmer's Writing Skeletons Ideas that help pupils plan their writing: based on the 'Igniting Writing' series by Sue Palmer, Pie Corbett and Ann Webley (© Nelson Thornes, 2006)

About discussions All non-fiction text types cover have the same five key issues to look at. These are: Audience Purpose Examples Typical structure Typical language features Discussions put forward both parts of an argument. They are balanced. They are written for anyone who is interested in a subject but wants to know all the facts and opinions.

Discussion Writing The discussion writing skeleton looks like this. Does the Lock Ness monster exist? For Against Sightings and Photos Sightings and Photos Expedition No scientific proof Conditions in Loch Don’t have to see to believe This structure helps to give a balanced argument.

There are lots of different types of discussion writing. A leaflet explaining both sides of an issue A newspaper article Information in non fiction books A write up of a debate

Let’s look at the five key areas of discussion writing: Audience Someone who is interested in an issue Purpose To help someone understand the issue Examples News feature, essay on causes of something e.g. global warming Typical Structure Paragraphs, often a series of contrasting points, logical order Typical language features Present tense, formal and impersonal, logical connectives There are two ‘tool kits’ we need to write explanations The ‘Organisation Toolkit’. The ‘Discussion Language Toolkit’.

Organisation Toolkit Remember to… Write a title that says what you are writing about (e.g. Jet travel: stop it or keep it?) Write an introduction that states what the discussion is about (There are many stories of sightings of a monster in Loch Ness. However, people disagree whether it exists or not) Organise the text in one of two ways: 1. Write all the arguments for the case. Write one paragraph for each point, starting with topic sentences. Then do the same thing for the points against. 2. Present each argument and counter argument in a separate paragraph, which starts with a topic sentence Write a conclusion that sums up the argument and gives a reasoned opinion.

Discussion Language Toolkit Remember to… Write in the present tense Write in the third person Use technical vocabulary (pollution, greenhouse gases, climate change) Use words to show reasons (because, so) Use descriptions to make the facts clearer Use words and phrases to signal both sides of the argument (on the one hand, some people believe, others believe, supporters may say) Use connecting phrases to signal your points (first of all, in addition) Use ‘weasel words’ to help back up a point (probably, perhaps Give examples to back up what you say.

Let’s look at the discussion writing skeleton again Discussion Topic For Against Point 1 Counter point 1 Point 2 Counter point 2 Point 3 Counter Point 3 Now try to use this in your writing.

Ideas based on the 'Igniting Writing' series by Sue Palmer, Pie Corbett and Ann Webley (© Nelson Thornes, 2006) Presentation by Bev Evans, 2008, www.communication4all.co.uk Clip art ©Philip Martin, available from http://www.phillipmartin.info/clipart/homepage.htm