Skeleton Frameworks for Writing

Discussion Text

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

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

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

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

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

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

Discussion text * * * * * * * *

For/against speech bubbles

* * * * * 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

Explanation Text

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

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

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

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)

Explanation text

Cycle Back to original

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

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 ² ² cells Air sacs HEART AIR BODY LUNGS cells Air sacs Artery CO Vein ² CO ² Breathe out CO capillaries capillaries ² Text

Instruction Text

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

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

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

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…

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.

What to do, one step at a time

Persuasion Text

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

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

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

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

* 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?

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..

Persuasion organisation * * *

Point + evidence chart point evidence

* * * 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

Recount Text

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

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.

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.

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

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

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

Recount text

Recount organisation

Flow chart

Cards on a washing line

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

(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

(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

Report Text

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

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

}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

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

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.

Report text

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

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