Transcript Elements of Writing - Hampshire HIAS English Team

ELEMENTS OF WRITING
Composition and Effect Aspects
- Texts which are Engaging and Appropriate
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
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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
 Pupils' writing communicates meaning in both narrative and non-narrative forms,
using appropriate and interesting vocabulary, and showing some awareness of the
reader.
Level 3
 Pupils' writing is often organised, imaginative and clear. The main features of
different forms of writing are used appropriately, beginning to be adapted to
different readers.
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. Vocabulary choices are often adventurous and words are used for effect.
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.
Vocabulary choices are imaginative and words are used precisely.
Achievement within AF1 and AF2
Level 2
Level 3
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Mostly relevant ideas
with some apt word
choices
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•
Some appropriate
ideas developed with
some attempt made to
elaborate on basic
detail
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Brief comments or
questions suggest
viewpoint
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Some attempt to
adopt viewpoint
though not
maintained or
consistent
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Some basic purpose
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established with some
features of genre used
Purpose generally
•
clear with some genre
specific features used
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Some attempt to
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adopt the appropriate
style
Some attempts at style
•
with attention to
reader
AF1
Strand
9
AF2
Level 4
•
Level 5
Relevant ideas
developed with some
material developed in
detail
•
Relevant ideas
developed and
appropriately shaped
for form with some
imaginative detail
Straightforward
viewpoint generally
established and
maintained
•
Clear viewpoint
established, generally
consistent with some
elaboration
Purpose clear but not •
always maintained with
main genre specific
features used
Style generally
appropriate although
awareness of reader
not always sustained
•
Purpose clear and
consistently maintained
with genre specific
features adapted
Style established and
maintains reader’s
interest
AF1 – Imaginative, interesting and
thoughtful texts - narrative
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Word choice and development of ideas
The man sat at the table and looked
at a book.
The grumpy, old man sat at the table
and peered at a large book.
Scrooge peered, through thin, wireframed spectacles, at the lists of
figures in the thick, leather-bound
ledger set on the desk before him.
AF1 – Imaginative, interesting and
thoughtful texts - narrative
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Word choice and development of ideas
Development of sections of writing
The solitary candle flame flickered, casting long dark
shadows across the pale, tight lipped face of the old
man. He peered, through thin, wire- framed spectacles,
at the lists of figures in the thick leather bound ledger set
on the desk before him. A small smile flickered briefly on
his lips but was quicklyScrooge
extinguished.
Scrooge
peered,Frowning,
through thin,
wireunwound himself fromframed
his accounts
and slowly
stood
spectacles,
at the lists
of to
his feet, each joint in his
agedinspine
popping
and
figures
the thick,
leather-bound
groaning in protest at the
hours
overhim.
the
ledger
set spent
on thehunched
desk before
table. He ignored the complaints. As he ignored
everything and everyone.
AF1 – Imaginative, interesting and
thoughtful texts – non-fiction
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Children need experience of imaginative non-fiction
writing;
 “Base it on your own experience...and then lie.”
Text Structure and Organisation & Sentence
Structure and Punctuation aspects are key.
AF1 – Imaginative, interesting and
thoughtful texts – non-fiction
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Children need to be able to hear the ‘voice’ of the
genre
Reading and ‘talking’ a non-fiction text will help
children to internalise the structures
 ‘Instructions’-speak
 Musicality
 After
of sentences
cutting along the dotted line, carefully fold the shape
in half.
 If you would like a dragon with a longer tail, be sure to
feed it pigs’ feet.
AF2 - Produce texts which are appropriate
to task, reader and purpose
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Purpose
Audience
Layout
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Authentic writing purposes and outcomes
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Carefully scaffolded and sequenced steps in
learning enabling children to achieve expected
outcomes
Consider
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Asking children to write/talk in role more often than
framework indicates if you want them to develop
author’s voice
 First
person narrative to develop language of
‘seeing’ into ‘telling’;
 Third person narrative to develop control and
perspective.
High level writers…
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Can identify the purpose;
Can identify the audience;
Can adopt the appropriate voice in their writing;
Can convey their, or the narrator’s, viewpoint.
Other strategies for developing ideas
and language...
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Video
Drama
 Freeze
frame
 Hotseating
 Rumours
 Roleplay
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An ‘event’
A
visitor
 Something out of the ordinary happening at school etc.
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Talk
Drama and Talk Activities
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Drama activities can be used effectively across the
curriculum to promote high-quality thinking, discussion and
written outcomes.
Drama and talk activities support preparation and
planning for narrative writing by helping to establish the
links between characters and their settings.
Activities that allow children to rehearse two different sides
of an argument or explore different viewpoints are useful
preparation for non-fiction, e.g. discursive writing and
persuasion texts.
• What do they need to know
about Purpose and
Audience?
- Why Info texts are written
- How they are organised / set
out
- How writers inform the reader
• How will they know what a
good example looks /sounds
like?
• What opportunities will they
have to practise the specific
aspects?
- Reading / Being read to
- Oral rehearsal
- Imitation and improvement
What will you need to
model for the children?
What will children write?
Information text
How will they know if
they have achieved a
successful outcome?
The essentials...
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A scaffolded, sequential unit of work, which:
 Has
high expectations of outcomes and achievement;
 Develops necessary skills and understanding to support
intended outcomes – clear LO and SC;
 Enables you to model thinking when reading;
 Enables you to model intentions when writing;
 Supports and challenges children appropriately
through guided work;
 Enables children to independently practise and
develop their learning.