le b a or em m t ou b a g n ti ri w g in k Lin experiences with different purposes and audiences Anticipating who will be reading what is being written is key to effective writing. It means that the content and shape of writing can be adapted to address the interests of the intended audience. Knowing the audience also helps students to decide on which ‘voice’ to use. The writer's voice encompasses an author’s individual style and also includes how formal or informal the tone of voice should be. Letters or e-mails to personal friends may be written in an informal style, but this would not be appropriate when writing to the local council where a more formal tone would be expected. Providing opportunities to write about a memorable experience for different purposes and audiences is a good way to motivate students to write. Writing for a real audience may also motivate more reluctant writers. The audiences for writing can be based in the school or in the wider community and should include a balance of young people and adults. Audiences can include: • Students in different classes/ age groups
• The school website or blog
• Parents
• Local businesses
• School governors • Authors – contributions to a new book or changes to an existing book • Other schools, both national and international
• Prospective tourists • The local council • Members of Parliament • Venues visited - letters both before and after visits
At one school, the headteacher and governors told the students that the holidays were canceled and the school day would extend until 5pm. Students were energised to write letters to the governors to persuade them to cancel their plans. IPEELL Stage 1: Why write?
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