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Establishing Purpose for Writing/Document: Difference between revisions
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Establishing Purpose for Writing/Document (view source)
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SimonKnight (talk | contribs) (Created page with "=Establishing a purpose for writing= Pupils need to know what they are writing and who they are writing for. It helps if you can define this with them. Purposes for writing ar...") |
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{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Text types in your subject''' | | style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Text types in your subject''' | ||
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| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| With your colleague, decide what text types are required in your subject. | | style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| With your colleague, decide what text types are required in your subject. | ||
Reflect on how explicit you are about those types when asking pupils to complete a writing task. | Reflect on how explicit you are about those types when asking pupils to complete a writing task. | ||
|} | |} | ||
As pupils move through Key Stages 3 and 4, the text types tend to become blurred. Pupils will need to explain/inform to persuade; they will need to use information to support discussion and explain points of view, but explicit knowledge about the various types helps them combine them effectively. | As pupils move through Key Stages 3 and 4, the text types tend to become blurred. Pupils will need to explain/inform to persuade; they will need to use information to support discussion and explain points of view, but explicit knowledge about the various types helps them combine them effectively. | ||
'''Creating a context for writing''' | '''Creating a context for writing''' | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
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| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 9Produce a script for a three-minute national TV news story describing the | | style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 9Produce a script for a three-minute national TV news story describing the causes and effects of the Bangladesh floods. | ||
causes and effects of the Bangladesh floods. | |||
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | | style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | ||
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | | style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | ||
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| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 11 Write a booklet for Year 5 pupils | | style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 11 Write a booklet for Year 5 pupils explaining the origins of the English language. | ||
explaining the origins of the English language. | |||
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | | style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | ||
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | | style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| | ||
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| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Read the ''Creating a context for writing ''grid above and identify whether each task is helpful, partly helpful or unhelpful to the pupils. The more explicit the task, the more helpful it is to the pupils. | | style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Read the ''Creating a context for writing ''grid above and identify whether each task is helpful, partly helpful or unhelpful to the pupils. The more explicit the task, the more helpful it is to the pupils. | ||
Match your thinking to some recent tasks you have set. Are there some you could have clarified? | Match your thinking to some recent tasks you have set. Are there some you could have clarified? | ||
|} | |} | ||
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| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Think about the next writing task you are going to set. Plan to ensure that it is helpful to your pupils. | | style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Think about the next writing task you are going to set. Plan to ensure that it is helpful to your pupils. | ||
Plan to be explicit about the text type required and its key features at text, sentence and word level. | Plan to be explicit about the text type required and its key features at text, sentence and word level. | ||
Evaluate the effect of what you did. Ask the pupils for feedback about whether it made writing easier for them. | Evaluate the effect of what you did. Ask the pupils for feedback about whether it made writing easier for them. | ||
|} | |} | ||
