Reinforcing Writing Across The Curriculum

A guide for teaching staff

Used to retell an event or series of events, in the order in which things happened (chronological order)

Postcard Newspaper article Diary or journal Blog Biography Write up of trip or activity

Writing a Recount Text

What language features should be included?
Past tense
Sequence, casual and contrasting connectives

Start by setting the scene, e.g., what?, where?, when?, how? This is followed by a series of events, in the order that they happened They focus on specific people or events, not general topics Paragraphs mark change of focus, time or place

Use of active voice to make it clear who did what.

Writing a Recount

This is a reasoned and detailed response, breaking down a text or issue.

Essays used in different curriculum areas

Quotations from the text are very important when analysing!

Writing to Analyse

What language features should be included?

Past or present tense
Comparison, cause and effect, illustration and summary connectives are used.

Writing that analyses a topic or question is held together by clear, direct topic sentences (points) at the start of paragraphs and supporting evidence which is used to expand the point. Uses PEE (point, evidence, explanation) to analyse different aspects of a topic/text Comes to a conclusion about the topic in question

Third person but First person can be used to give your own views

Writing to Analyse

Point

Evidence

Explanation

Used to present arguments and information from differing viewpoints.

Leaflet or article giving a balanced account of an issue Newspaper editorial Essay on an issue

Writing to Discuss

What language features should be included?

Present tense
Cause and effect, contrast and comparison, summary connectives used. Third person used/passive

Starts with a statement of the issue under discussion Summarises or outlines the main arguments as you see them Provides arguments to support one side of the case. Give examples and evidence Provide arguments to support the opposing view. Gives examples and evidence Comes to a conclusion about which side you agree with

Writing to Discuss

Records the strengths and weaknesses of a performance or product along with targets for the future (where appropriate)

Evaluations in Science or Design Book reviews Film reviews Performance reviews in Drama

Writing to Evaluate

What language features should be included?

Past tense and future tense for target setting
Illustration and cause and effect and summary connectives used.

Starts with a brief summary of the item/issue Focuses on positives aspects and negative while finding possible reasons for these Gives examples and evidence for both positive and negative (subheadings can be used) Comes to conclusions and sums up while also giving recommendations or setting targets

I/We used as well as Third Person

Writing to Evaluate

Conclusion/Targets

Used to give reasons for a phenomenon, problem, situation or issue

Encyclopaedia entry Technical manual Question and Answer articles and leaflets Write up of Science experiments Geography and Science text books

Writing an Explanation text

What language features should be included?
Present tense
Sequence, cause and effect, contrast and comparison, addition connectives used

A general statement to introduce the topic Paragraphs used to introduce different reasons or show different steps in a process Impersonal, factual, plain writing to ensure the explanation is clear and concise

Third person active voice

Writing to Explain

Instructions are written to outline how something is done, in a series of sequenced steps

D.I.Y instructions Non-fiction book ( e.g. sports skill, art) Instructions on packaging Recipe

Writing Instructions

What language features should be included?

Sequence and addition connectives used Present tense used
Reader referred to as you

Start with an aim or goal what is to be achieved in the writing This is followed by a list of what is needed The steps are written in CHRONOLOGICAL ORDER and the PRESENT TENSE using IMPERATIVE VERBS Use of bullet points, numbers, letters, headings and subheadings to make sequence of actions clearer

Writing to Instruct

Used to organise and record factual information

Tourist guide book Information leaflet Magazine article

Writing to Inform/Report

What language features should be included?

Headings and subheadings used to sort information clearly
Contrast/comparison, cause and effect connectives used Sentences tend to be short for clarity

Information texts are held together by subheadings and/or clear topic sentences at the start of paragraphs that signal the subject Presentational devices (e.g. different fonts/sizes, bullet points, boxes) used to guide readers through the text They use a formal style which is clear and factual

Writing to Inform/Report

Main Topic

Used to argue the case for a point of view and to convince the reader to follow advice or take action

Advert Pamphlet from pressure group or political party Travel brochure Poster or flier Book blurb Letter to the Editor

Writing to Persuade

What language features should be included?

Emphasis, illustration, summary and sequencing connectives used
First person can be used

Present and past tense used.

Your view needs to be backed up with supporting evidence such as FACTS and STATISTICS You should use emotive language e.g. Wildlife threatened...forests destroyed . Ask rhetorical questions e.g. Would you like to .? And use REPETITION FOR EMPHASIS Appeal to your reader by involving them: We all know that...

Paragraph topics

Writing to Persuade

CONNECTIVES ACROSS THE CURRICULUM

LITERACY