WRITING by shuifanglj



   Curriculum Evening
Thursday 10th March 2011
“You’ve had
the idea, now
just write it
If only it were that
   Many children find
  it difficult to
  translate the ideas
  which are buzzing
  around in their
  heads into written
  language, and it
  isn’t that easy!
  Writing is a
  complex process
  that requires three
  distinct, but         Composition
  different elements:
                             Editing/proof reading.
   Composition – what’s involved?
• Thinking, imagining,   • Thinking
  remembering,             about the audience
  predicting,              – who the writing is
  empathising.......       for
• Planning the basic     • Using the accepted
  structure or outline     conventions of
• Knowing what the         written language
  task is and how to     • Engaging and
  achieve it               holding the reader’s
• Concentrating and
  keeping focus
                   And there’s more.....
• Following guidelines        • Referring to other
• Creating well constructed     texts/sources of
• Using interesting word        information
  choices                     • Holding a train of
• Making sure it makes          thought – sometimes
                                over several days
• Making sure the grammar
  is correct                  • Re-reading often to
• Developing an idea            ensure all the
  logically                     requirements are met
                              • Revising and adapting
(still on composition!)
                                ideas – sometimes
                                starting again
     Secretarial – What’s involved?
• Handwriting              • Joining letter strings
• Letter formation
                           • Making handwriting
• Keeping in line with
                             flow (be fluent)
• Word spacing             • Punctuation!!!
• Resting words on a       • Possibly using a
  line                       keyboard
• Writing clear            • Meeting time
  ascenders and
• Keeping an even letter
• Children do not naturally re-read their work,
  and they need to be shown how to do it, it is
  often better to do this at a different time from
  when the actual composition took place.
Editing can be related to composition
           and can involve:
•   Re reading alone
•   Re reading to a response partner
•   Checking that the message is clear
•   Making sure that the content of the writing fits
    the purpose
•   Making sure the sequence of ideas is logical
•   Improving word choices
•   Making additions to improve clarity
•   Taking things out to make the message more
      Editing can be related to the
           secretarial process:
• Checking punctuation
• Checking for sentences
• Identifying spelling errors
• Trying to correct the spelling errors!
  Using spelling aids.
• Reproducing the work in the required
  way to suit the audience eg letter
This can be
overwhelming for
the writer – it‟s
not „just writing it
                       Barriers to Writing
Sometimes, we as adults cause the problems, not deliberately, but
because we haven‟t thought about the process. Some of the things we
might do include:
 A blank page (this can be really daunting!)
                                                         Too much attention
   Not                           Time pressures          to the secretarial
   recognising                                           aspect
   the effort and        Not helping
   content               the planning
                                                  Not providing a model
                                                  of the writing
      Not enough             Forgetting to make the task expectations
      opportunity to
                             really clear
      think and talk
                                                                 Needing to
                                      Not making the
Not making the audience clear                                    give positive
                                      purpose clear
 Being over-zealous for a perfect piece of work
Sometimes the barriers are generated
           by the child
Too much effort is put into planning and they become
„burnt out‟
They may be unable to read well enough
Handwriting problems
Spelling problems - unwilling to try
Past negative experiences
Lack of self esteem
Overwhelmed by all the demands
Peer pressure (real or imagined)
A difficulty keeping sentences in working memory
Sometimes a child can believe that the less they
write, the less mistakes they‟ll make
A child may be preoccupied with something that
affects their ability to concentrate on the writing task
An over-zealous desire to produce perfection!
                  So what can we do??
     A purpose and an audience – who for, what for!

A culture where risk       Models of the type of      Frequent,
taking is encouraged –     writing required, to       positive
don’t be scared to         inspire and give           feedback
have a go!                 support
                                                       To be helped to
                                                       understand that
 Realistic expecations
                                                       making mistakes
 – what is a
                                                       is part of the
 challenging, but fair
                                                       normal learning
 target? 3 sentences
 are better than none!
      A response to the message that
                                           Developing confident writers
      they have tried to record in their
                                           needs sensitivity, patience and
      writing – marking verbal or
Pupils Working Within        Pupils Working Above
National Expectations        National Expectations
 Year 1 are expected to       Year 1 are expected to
       reach 1A                     reach 2C+
Year 2 are expected to     Year 2 are expected to reach
       reach 2B                         3C
  Year 3 are expected to      Year 3 are expected to
     reach 2A/3C                    reach 3B/A
Year 4 are expected to     Year 4 are expected to reach
       reach 3B                         4C
  Year 5 are expected to      Year 5 are expected to
     reach 3A/4C                    reach 4B/A
Year 6 are expected to     Year 6 are expected to reach
       reach 4B                         5C
Children can self-check their
Written work for punctuation
using the punctuation pyramid.    Use of Punctuation
                            .     Level 1

                          . ?     Level 2

                                  Level 3
                      . ? , !

                 . ? , ! … “ ”    Level 4

           . ? , ! … “ ”: ; ( )   Level 5
     A       Writing Level 2C/2B borderline             Compound
 Conveys     Belinda‟s work                             sentence
  simple     There once were two children and           Correctly
 ideas in    they were called Jim and Milly. Jim        punctuated
structured   was 8 and Milly was 4. Jim had             Appropriate
   form      Brown straight hair and brown eyes         use of
 Spelling    and Milly had blonde hair and Blue         speech
 accurate    eyes. Milly wanted to go to the woods      marks,
             and Jim said “Yes lets go,” and a they     exclamation
             went and it took them ten mins and         marks, full
             then they were in the woods. And Jim       stops and
             said lets play hulahoop and Milly said     commas
             Yes lets do it and they did it all night
             and Jim said we are lost!
     B         Writing Level 2B                                       Uses
 Detail to     Hannah‟s work                                          preposition
  interest     To write a Story.                                      al phrases
   reader      One snowy day there was a girl called Amy and Amy      to add
  Spelling     work up and got out of bed and went down sters and     interest
 generally     saw all the snow Show she bilt a Snowman with eyes     (over)
phonetically   and ears and nose and mouts and then he came a life     Adverbial
 accurate      and he went to the chirc and over house over clouds    phrase
               and he went with Amy. Amy was exited. In a half an     Repetition
               awer to ge back. To go to bed to sleep because she     for effect.
               was very very very tierd. She cudunt get to sleep so   and links
               she went down sters and she Show that her snowman      sentences
               was melted.                                            so used as
      C       Writing Level 2B                                                 ! ? “” .
Structured    Luke‟s work                                                      variety of
(has two      To write a story.                                                punctuation
endings)      on one winters night a little boy woke up. Hes name was Fred.    Some
              He went out Side! He got hes clodes on an he put hes hat         evidence he
Some detail gloves and ksarf on. And then he opend the front door! and it      can write in
to interest   was Snowing!! he ran out Side. He rold a big Snow ball For the   sentences
reader        Snowmans body. Then he rold a medyom Sidesd ball he put a        Reported an
Time          carut for hes nose the man came to life! “hello” Said the        direct
connectives Snowman next the boy take the snowman in Side. The Fire            speech
(next, after, waS Still on they had to Get out. The Snowman aSkt if he woul
and then)     like to go and fly? He said yes they went to africer maxiko.
make link     coventy and lotS of oFer Places. To they Flow back home.
ideas         After he taked him into his bed and the Snowman went back
Spelling      out side the next day he looked out oF the window and the
mainly        Snow man was Still ther he went out Side and the snow man
accurate      came to liFe agen! They went all over the wild again. They
              came back home redy forty.
     D       Writing Level 2B+
  Slightly   Sarah‟s work                                                   Preposition
 muddled     To write a story.                                              al phrase
 in places   One day ther was a little gile. Her name was Sophie She        No speech
  Overall    went to bed one night. In the moning She got up and            or reported
   simple    looked out of the window it is snoing! She sied She rant       speech
 structure   out side as qwiqley as she cud. when She got to the door       Connectives
is evident   and side I will make a Snoman. First she got a bit over        : First, next,
  Spelling   snowe and rooled it up and up and up in till it was So big.    after used
    poor     Next she rooled a little ball then she got a hat and scarfer
             and After She got Sum Stons and put them on it. That
             night She went to bed at 1 o‟clok Sophie went down
             sters and open the door the Snoman was wurking to
             Sophie. Sophie Side AAAAAar! the Snownam waS wirt
             with a bow. She graed hie hand thay flow over a tempul,
             over the oshan and a howe then we went down and down
             and far far the chrismas thay had a party when the party
             Stoped thay went home. The end
       E      Jack Level 3B+ Recount                                         Powerful
Detail to     Chaos in Kelvedon                                              choice of
interest      It was a normal day at Kelvedon Hatch on Friday 13th.          precise
reader        Everyone was totally unaware of the events about to            vocab.
Additional    happen, somehow, we still don‟t know how, a pig managed        feasting on
information   to escape from old Macdonalds farm. The pig was quite          tender
              unaware about the events about to happen if he would go        young
Some          into the community primary school as he wandered through       carrots/spott
confusion in  the playground he spotted Mrs Grants gardening clubs           ed
the middle    carrots, whiles feasting on the tendor young carrots, he       Use of past
Writing shows was seen by year one who all screamed and made a dash          tense
evidence of   for the door dining room as plates, food and drinks were       Time
organisation  knocked everywhere. The dining room was in a big mess          connectives:
and clarity   and it took ages to tidy up, so Miss Jenkins took the pupils   finally
No            of Kelvedon Hach to Burger King on two double decker           Limited
paragraphs    buses, while the teachers tried to catch the pig. The farmer   punctuation
Pace is good who owned the pig came and helped the teachers, finally         Spelling
              they called the caretaker and together they cornered the       accurate
              pig in the playground. The pig was quickly returned to his
              sty but the school took a great deal longer to to tidy up.
              By Jack
              County Council
           F          Jamila Level 4B Narrative (type written)
Good understanding    Building Up Suspense                                                                        Over use of said
    of the genre –    Something silent inside seemed to call me.                                                  ?did she use
   creates tension    I grabbed hold of the handle and gave it a hard pull. I wondered if I should open it.       thesaurus to
Beginning is strong   Should I? I walked over to my bedroom door and closed it silently. I could hear             use interesting
     but tails off    banging coming from the cupboard. Every minute there was a bang the banging got             word but is
Structured but poor   louder and louder. I put my fingers in my ears. “Stop, stop, stop” I shouted                inaccurate.
linkage between 3rd   desperately. “What do you want from me?” I shouted understandably. The banging              Trying to use
  and 4th paragraph   got louder and louder deeper and deeper. The sound waves got too loud for my ears           figurative
                      to handle. My head was pounding in full force. My heart was now pounding so fast it         language for
                      felt like it had ripped a hole all the way through my body.                                 effect
                      “I‟m going to open it, no I shouldn‟t” I said with a nervous tone. There was a bang.        Mixture of
                      “MUM!, DAD!, WHERE ARE YOU?” I screamed louder than I had ever screamed                     sentence length
                      before. My mum and dad came rushing up the stairs.                                          for effect
                      “What is it?” they said together.                                                           Use of
                      “Mum, dad there‟s something in there that‟s trying to escape” I said.                       possessive
                      “Don‟t be silly” my mum said.                                                               apostrophe
                      “I‟m not being silly theres something in there really” I said. There was another loud       Range of
                      bang.                                                                                       punctuation -
                      BANG!                                                                                       commas not
                      “I told you there was something in there didn‟t I” I said. What could it be” my dad said.   used in speech
                      “I‟ve lived in this room for nineteen years there has never been a single bang all the
                      time I‟ve been here.
                      “I‟m not sleeping in this room because there is something in there I will sleep on the
                      couch down stairs” I said bossily. I had one last look at my room before I went down
                      stairs. I was wondering all night what was in the cupboard. What did the thing want?.
                      I was going to find out what was in there. I lay on the couch in the dark. I closed my
                      eyes. My mind wandered off into a magnificent dream.
      I        Explanation Level 5
  Control of   Portraits in History                                                         Variety of
explanation    In Tudor and Stuart times, the rich people (Fig 1) wanted to make an         sentence
    genre      impression on the poor people (Fig 2). To do this, they had a portrait       starters
   evident     (Fig 3) painted. Lots of decisions had to be made when they were             Use of the
     Very      planning the portrait (Fig 4) such as where to have it, what to wear, who    conditional
informative    should be in it, etc. If they had rare pets they might have included them    Sophisticated
 Lively and    to show how rich they were. (Fig 5)                                          sentence
 interesting   Similarly, any expensive fruits etc. they may have had might have been
    facts      included as well. They would probably have been trying to create the
   Spelling    impression that they were very rich and powerful compared to the poor
  excellent    people (Fig 2) however, more subtley than in Fig 6. They usually looked
               serious, because people wouldn‟t think much of them if they looked like
               Fig 7. They usually looked straight at the viewer to give the impression
               that they were a straight and honest person.
               It is a common error to think that the artist was painting the person as
               they appeared. What the artist was really doing was painting the person
               without all their warts, moles, scars etc.
               The cost of portraits varied with the colours used. If you had your
               portrait done while you were wearing red it would be much cheaper than
               if you had been wearing blue. (Fig 8) The reason for this is that paints
               had to be natural, so while to get red they just had to squash a few
               beetles, blue required that they grind up a particular blue stone. (Fig 9)
               Portraits can tell us things. They can tell us about the past. They can
               tell us about people. I‟ve enjoyed working on portraits.
For detailed information about the necessary content for each
level please refer to:

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