How does it work?

There should always be a purpose for writing and wherever possible a real audience. This dictates what type of writing we use. It may be that the aim is to persuade the headteacher to purchase outdoor gym equipment for the school, or to write an article for the school blog. Whatever the case, students always need to consider: P Purpose – why am I writing? A Audience – who is going to read my writing? T Type – what is the most appropriate format to use?

When these aspects have been decided, the IPEELL writing strategy is used to help structure the outcome.

Example of student's initial task

Six stages of the IPEELL approach

Stage 1: Why write?

1. 2. 1. 2. 3. 4. 5. 6. 7. 8. 1. Discuss how the chosen text type might be used effectively Set an initial task by asking the pupils to write on a given topic (No formal feedback provided at this stage)

Stage 2: Discuss it

1. Discuss positive attitudes towards writing 2. Read a model text (e.g. from the Text type examples section) in the chosen text type 3. Analyse it in terms of purpose, audience, structure and language features 4. Introduce the mnemonics PAT and IPEELL and link them to the model text 5. Introduce the IPEELL planning frame and show how the model text fits 6. Create a scoring sheet using the model text

Stage 3: Model it

the planning frame Model positive self-talk Model planning and writing using IPEELL and the scoring sheet Score the completed modelled writing using the scoring sheet created in Stage 2 Model goal-setting based on the scoring Score the initial task using the scoring sheet Introduce recording of scores Students record their own scores and set goals Students write a further piece (in the same text type) and mark it using

Stage 4: Embed it

the scoring sheet Use different activities to help students memorise the IPEELL mnemonic

Stage 5: Support it

1. Model writing using a self-instruction checklist 2. Students produce their own self-instruction checklist 3. Extend writing by providing more detailed models, discussing more ambitious links and language features, and using more detailed marking 4. Introduce peer review and scoring 5. Refine goal setting, providing teacher feedback 6. Fade and eventually remove the planning frames

Stage 6: Independent practice

1. Students write independently 2. Students reflect on progress by comparing initial task with independent writing task

Work produced by the same child after following the IPEELL process

IPEELL

Stage 1: Why write?

1. Discuss how the chosen text type might be used effectively

2. Set an initial task by asking the pupils to write on a given topic (No formal feedback provided at this stage)