Why write?

Students need the time and space to understand extended writing as a process. They need opportunities to develop their writing in all subjects through the stages of generating ideas, planning, drafting, revising and publishing.

The National Curriculum Language and Literacy statement proposes that: Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. They should be taught the correct use of grammar. They should build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.

The National Curriculum Key Stage 3 and 4 Framework, December 2014

Main purposes for writing across the curriculum

To entertain To inform To describe To argue To evaluate To analyse

Text types

The main text types that fulfil these purposes are:

Recount Autobigraphical recount Non-chronological report Instructions Explanation: how? Explanation: why? Persuasion

Discussion Comparison Evaluation Narrative Poetry

Forms

Within each text type there are a variety of forms. For example, an explanation text could be:

Attendees explaining how planting trees can have a positive impact on climate change

An article for teachers explaining the advantages and disadvantages of using cloud storage for their lesson plans and resources

The script for a 5K run training podcast, explaining the effect of continuous training on the cardiovascular system Although these are the common text types for extended writing, more advanced writing may include several different text types in one piece. For example, a letter of complaint may include elements of both recount and persuasion. IPEELL can be used to teach all text types across all subjects, except narratives and poetry.

Creating the context for writing

It is important to establish a meaningful context for writing, and this is where memorable experiences can play a significant role. A real situation will help to:

Establish both the purpose and the audience for the writing

Ensure that writers have something to say

Give writers opportunities to develop, sharpen and revise ideas

Encourage collaboration during planning, drafting, proofreading and editing

Provide feedback both during and after writing on the strengths of the piece and how to improve the writing Writers should have the expectation that what they compose will have an effect upon someone else. This gives their writing a clear purpose and aids motivation. Writers also need to have a clear sense of their audience before they start. If they are to develop as writers, they will also need to reflect on whether or not the writing has had the desired effect.