Inspiring writing by lih18327

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									Jacari

Wk 3, HT 2009

Inspiring Writing
What is expected at each key stage in terms of writing skills (more information in the National Curriculum, available on the Jacari website under ‘Resources’ or in hard copy from the Jacari library):  Key stage 1 (age 5-7) Children write to communicate to others (you could think about postcards, thank-you notes, instructions), create imaginary worlds (e.g. writing a poem about a place and the people who live there based on a picture they have seen), explore experience (e.g. writing about a place they have visited, writing captions for photos) and to organise and explain information (e.g. making a list of things to buy for a party). Children should use a clear sequence and structure in their writing and review it (read it through when they have finished writing).  Key stage 2 (age 7-11) Children write to imagine and explore feelings and ideas, thinking about creative use of language and how to interest the reader (e.g. writing a poem or play script based on one they have read). Readers should include other children and adults. Children write reports and explanations in the right amount of detail to explain and inform readers about the subject matter (e.g. writing a report on their local park and what they would like to be added to it). Children can write to persuade, thinking about persuasive providing evidence (e.g. writing a letter to persuade their school uniform). They also write reviews and commentaries have read/ seen/ heard, including their own opinions (e.g. review). language and school to ban on things they writing a book

Children should recognise the difference in style needed between captions, notes for themselves and formal work. When writing, they should plan, draft, revise, proofread and then evaluate their work.  Key stage 3 (age 11-14) and 4 (14-16) Pupils should write with the audience in mind, e.g. specific readers, themselves, a large unknown audience. They can write to imagine, explore, and entertain, using imaginative vocabulary and language structure to make their work interesting (e.g. story, poem, play script, autobiography, diary). Pupils write to inform, explain and describe, comparing information as appropriate and identifying cause and effect. They know when to use impersonal language, include relevant detail and think about layout (e.g. information leaflet, prospectus, summary, plans).

Jacari

Wk 3, HT 2009

Pupils can also write to persuade, argue, and advise, using logical arguments and giving evidence. As well as using appropriate language, they can anticipate the reaction of the reader and include counterarguments (e.g. adverts, letters expressing opinions, campaign literature). Pupils can write to analyse, review and comment, and understand the difference between fact and opinions. They form and express their own opinions (e.g. reviews, magazine articles, reports). For all of these areas, pupils think about how to layout their work to best effect (e.g. fonts, placement of pictures and graphs) and write clearly, conveying information that is relevant to the reader. See resource book in Jacari library. -----------------------------------------------------------------------------------------------------------While it is easy enough to set your pupil some written work, it is important to remember that if the work isn’t engaging, exciting or varied then eventually they may start to lose interest and motivation. A few ideas for motivating various types of writing (obviously these are all ageand ability-dependent):  Ask them to write a summary of a book or other piece of text which they have been reading (or which you have read together) and which they have found interesting, making sure to ask them for specific information, as well as some opinions and thoughts, e.g. most interesting character and why, what they would have done differently if they were in the same position as that character (obviously, exactly what you ask of your pupil for this depends entirely on their ability)  Ask them to write a letter to either a character in a book they have been reading, or someone mentioned in a non-fiction article, in which they express their own views to the character/person on a certain issue facing them, and suggest a course of action.  Ask them to pretend they are a particular character in a book, writing a letter to another character, discussing something that is going on in the story (lots of options here, very context specific).  Ask them to write a newspaper report describing an event which has occurred within a book, presenting the facts, as well as the opinions of those involved where applicable, and quotes where possible. Try to guide the construction of the report along journalistic lines as much as possible, perhaps showing example newspaper reports, asking them to identified and reproduce key elements.

Jacari

Wk 3, HT 2009

 Use newspaper articles (particularly those discussing two sides of a contentious issue) as stimuli: read through, discuss the opinions within the article, ask your pupil’s opinion, then have them write a persuasive letter to the editor on the topic.  Provide your pupil with a list of random-ish words, and ask them to come up with a story including all the words given.  Have your pupil think up and write down a sentence or two introducing someone doing something fairly mundane, e.g. walking around Oxford shopping. Meanwhile, you write a sentence or two describing an incredible, absolutely surreal event occurring to that person. Then, the task for your pupil is to write the story in between their part and your part, telling the story of how the character came to be in the situation which you have put them in, and then how they got out of it.

These are just a few ways of inspiring a variety of different styles of writing in a creative and hopefully quite exciting way. (A quick Google search for ‘creative [or persuasive, or factual, etc.] writing ideas for kids’ brings up loads of pages with countless different ideas and resources for interesting and original writing tasks)

Jacari Teaching Committee: Ros Whiteley & Richard Watts-Huston


								
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