Elements of Writing - Hampshire HIAS English Team

Report
ELEMENTS OF WRITING
L2 – L5 Text Structure and Organisation Aspects
Making Hampshire a better place for children and young people where all of them,
including those who are vulnerable and/or disadvantaged, have the best possible
start in life and are supported by the whole community to reach their potential.
Aims of each session




To provide you with an opportunity for supportive,
professional dialogue with colleagues;
To develop a further understanding of the element
of writing in focus;
To leave with one or two new activities, ideas or
approaches to try in class;
To realise that you are not alone!
Nb
All of tonight’s materials are available on the
English Moodle: hias.hants.gov.uk/english
The relative relation of Writing AFs
NC Level Descriptors - Writing
Level 2
Ideas are developed in a sequence of sentences, sometimes demarcated by capital
letters and full stops.
Level 3
Pupils' writing is often organised, imaginative and clear. Sequences of sentences
extend ideas logically and words are chosen for variety and interest.
Level 4
Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained
and developed in interesting ways and organised appropriately for the purpose of
the reader.
Level 5
Pupils' writing is varied and interesting, conveying meaning clearly in a range of
forms for different readers, using a more formal style where appropriate. Simple
and complex sentences are organised into paragraphs.
Text Structure and Organisation
Activity

How many genres can you name?
 How
do they differ...
 in Purpose?
 in Audience?
 in Layout?
 How
might this affect the planning?
Text-types - Narrative
Fairy Tales
Non-Fiction
Achievement within AF3 and AF4
Level 2
Level 3

Ideas organised in a
basic way with
openings and/or
closings sometimes
signalled

Some basic sequencing 
used
AF3
Strand
10


Level 5
Some attempt to
organise ideas with
openings and closings
usually signalled

Ideas organised by

clustering related
points or by time with
fitting openings and
closings
Some attempt to
sequence material
logically

Ideas generally
logically organised but 
direction of writing not
always clear
Movement between
paragraphs/sections
sometimes abrupt or
disjointed
Some internal
structure within
sections with some
links made between
sentences

Ideas are clearly
structured into
appropriate
paragraphs with
material effectively
managed
What is the key thing that will
support
Being able
children
to plan
to effectively
be able to
write effectively organised texts?
Ideas in sections
grouped by content


AF4
Level 4

Some simple links
between paragraphs
made

Paragraphs/sections
help to organise
content with a limited 
range of connections
between sentences
Direction of text
supported by clear
links between
paragraphs
Links between
paragraphs/sections
generally maintained
across whole text
Paragraphs clearly
structure main ideas
and support purpose
Getting Writing Right – Non-Fiction

Instructions

Recount

Non-Chronological Report
(Taken from Sue Palmer’s Big Books)
Getting Writing Right – Non-Fiction

Discussion

Explanation

Persuasion
(Taken from Sue Palmer’s Big Books)
Teaching Planning
Key Skills and Knowledge for Children
 Using/devising a planning format that mirrors the
text structure – PAL and PEE
 Using bullet points;
 Writing in note form;
 Using diagrams to save time;

Expanding on notes in written work.
Text Structure and Organisation

Children must be able to:
 Organise
their thoughts
 Develop their ideas
 Be aware of the purpose for their writing
 Be aware of the audience of their writing

More able writers (L4-L5) can achieve these with
increasing control.
Getting Writing Right – Non-Fiction
Key Skills and Knowledge for Teachers
 Need to know the structure and organisation of the
writing genre;
 Ability to ‘deconstruct’ the text:
 Organisation;
 Language;
 Knowledge

for the Writer;
Need to be clear about what the children need to
know next before you teach it.
The role of Speaking and Listening


Drama and Roleplay
Talk for Writing
 Writer Talk
 Oral rehearsal
 Boxing Up
 Tell me more about...how...why...when...where...?
Reading as a Writer


'Reading as a writer' is most helpful when focused
on the purpose and audience of a piece of writing;
understanding what response the writer wishes to
elicit in the reader and how he/she achieves this. It
will often correctly consider choices made at word
and sentence level, although these always need to
be seen in their text-level context.
This leads to...
Writing as a Reader

'Writing as a reader' involves applying the same
understanding when making choices about planning,
creating and improving one's own writing;
understanding what response you, as a writer, wish
to elicit in the reader and how you can achieve this.
Reading as a Writer – Text Structure and Organisation

How has the author organised their writing?

Why do you think that they put this section first?

How do we manage to find out so much about...?

What has the author used to make it easier for us to
find our way around the text?
Supporting Non-Fiction Text Planning

Use Talk for Writing:
 ‘Story’ telling and ‘mapping’;
 Boxing Up of quality texts;
 What would our persuasive paragraph look like
when boxed up?
 Imitation of key phrases, sentence starters and
types;
 What would you want to model to your children?
Persuasive writing
Spiders are born
with an instinct
for weaving
Spiders are the most amazing creatures.
webs.
They are born with an innate instinct for
weaving the most delicate and intricate webs,
which can be admired in most gardens. In
particular, they look stunning in the winter
time, when the frost highlights their beautiful
diamond structure and causes the webs to
glisten and sparkle. They should be
examined and admired by any human being.
Reading as a Writer – Text Structure and Organisation
Consider:
 Differentiation –If sharing ideas as a whole class,
‘more able’ groups/children share ideas last and
don’t repeat?

How will children record their ideas?
 Writing/Planning
frames
 Pictorial
 Simple
planning formats
Hybrid Texts


Children need to be able to apply word and
sentence knowledge – e.g. How to be persuasive –
within the structure and organisation of a specific
genre – e.g. A playscript.
Use ‘site of instruction’ and ‘site of application’ to
support children with this.
The role of Assessment for Learning


Working walls
AfL Strategies
 Stepping
stones to success
 Self and peer assessment
 Generating own success criteria
 Desperate dialogue
Stepping Stones to Success
I
can…
I
can..
I
can...
I can…
To get
here!
Desperate Dialogue - after teaching
Pupils scribble
down all the
concepts they
recall
Swap papers
in pairs/small
groups and
teach back
Compare each
other’s tech
sets and muse

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