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Sequence for teaching writing (detail)
Establish clear aims
Pupils will write more effectively if they understand that their writing has a real purpose.
For example:
The purpose of the writing is to evaluate the project. You will need to assess your product against your success criteria from your design brief.
Provide examples
Showing pupils an example of a successful outcome defines their task more precisely and gives them a model to work towards.
For example:
Pupils need to be taught the principles of evaluations using high quality text that exemplifies the text type at text, sentence and word level.
Explore the features of the text
The features of the example that give it quality and make it effective need to be pointed out as only the more able writers will see for themselves how the writing was done.
For example:
They need to analyse the features with the teacher to develop an understanding of the sentences required to do the job and the kinds of vocabulary which make meaning clear and precise.
Define the conventions
It is useful to summarise the key features of the type of writing so that pupils know what to include.
For example:
A writing frame may be devised as the teaching and learning proceeds.
Demonstrate how it is written/Compose together
These parts of the sequence constitute an activity called shared writing. Pupils will be familiar with this from primary school.
For example:
The teacher will demonstrate to the class how to write a section of the required text type, talking as s/he does it to show the kinds of decisions which writers make as they write.
Pupils write sentences or small sections to share with the class and the teacher for constructive criticism.
Scaffold the first attempts
This is a bridge between shared writing which is teacher led and independent writing. Some pupils need further support to make this step to independence.
For example:
This process can take place as part of the shared writing or by the use of ideas banks, word banks, or writing frames.
Independent writing
This is our main goal: the previous steps are designed to give pupils the confidence to write independently and achieve a successful outcome.
For example:
Pupils work on the writing themselves.
Draw out the key learning
It is important that pupils reflect on the outcome of their work in order to recognise progress and consolidate what has been learnt.
For example:
Remind pupils of the structure, sentences and words they have been using in their writing so they can do it quickly and with less and less support when they meet the text type again.
Draw their attention to how this can be used in other subject areas.
Page Last Updated: 22 October 2003
