Teaching ideas for Aspects of writing

11th cluster

12th cluster

Writes coherent, structured texts for a range of purposes and contexts. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Shows awareness of accurately acknowledging sources in relevant texts. Renes writing in response to feedback. Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial. Uses topic sentences and appropriately organises main and subordinate ideas. Experiments with using complex punctuation to engage the reader and achieve purpose. Applies knowledge of generalisations, meanings of base words and word parts (prexes and sufxes) to spell new words. Writes uently with appropriate size, slope and spacing. Uses word processing programs condently and accurately, integrating various functions. Plans and designs more complex multi modal texts.

Writes sustained texts for a wide range of purposes. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation. Critically reects on effectiveness of own/others writing and seeks and responds to feedback from others. Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and inuence an audience. Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses. Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses. Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.

Eleventh cluster of markers: Writes coherent, structured texts for a range of purposes and contexts. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Shows awareness of accurately acknowledging sources in relevant texts. Refines writing in response to feedback. Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial. Uses topic sentences and appropriately organises main and subordinate ideas. Experiments with using complex punctuation to engage the reader and achieve purpose. Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. Writes fluently with appropriate size, slope and spacing. Uses word processing programs confidently and accurately, integrating various functions. Plans and designs more complex multi modal texts.

RAFT letter writing

RAFT writing planners provide the opportunity for students to address audience and purpose in a variety of styles. Examine the bicycle safety photo story in the Move ahead with street sense* kit and brainstorm what it takes to look after a bicycle. Introduce the elements of the RAFT and model with a sample text (see below). Role = unwanted bicycle at the tip Audience = young owner Format = farewell letter Topic (purpose and strong verb) = complaint. Dear Alex, Thanks to you Ive been forced to lie in this scrap yard for the past year. Ive had to face the loss of more and more parts until there is almost nothing left of me. Tomorrow, Im scheduled to be compacted, so I have to write this letter urgently. It is hard for me to say this, but I think you have been really mean! You etc.

Page 1

State of New South Wales through the NSW Department of Education and Training, 2011

Teaching ideas for Aspects of writing

Cluster 11

Ask students to add middle and concluding paragraphs, keeping the tone of the writing consistent. Ask students to compose new letters from another unwanted item (perhaps now in a Vinnies store), pleading for better treatment. Note that RAFTs are written: from a viewpoint other than that of a student to an audience other than the teacher in a form other than students would normally compose with words other than write, instead use strong verbs such as plead, persuade, convince, clarify to set the tone of the letter.

RAFT fiction writing

Use shared reading as stimulus for RAFT responding, e.g., the characters page with text taken from Robert Louis Stevensons Treasure Island http://www.ukoln.ac.uk/services/treasure/book/chars.html or a familiar text on the chosen topic. Role: A stow-away on a pirate ship Audience: The captain of the pirate ship Format: Letter Topic: (purpose) Scene: five years later Pair A: Reminisce about the fun you had on board. Scene: ten days before the ship sails Pair B: Convince the captain youd make a good member of the crew. Divide students into pairs and allow them time to plan their responses. NB: Share texts that promote looking through different lenses, some are recommended in the Reading Rockets link on: http://www.readingrockets.org/strategies/raft/

RAFT nonfiction writing

Review a recently studied topic, e.g., National Parks of NSW. Examine one of the maps drawn up by the National Parks and Wildlife Information office, such as: http://www. environment.nsw.gov.au/resources/parks/parkMaps/MutawintjiMap.pdf Assign writing roles and audience roles to students based on the chosen resource, e.g.: RAFT in pairs R: Lost tourist R: Journalist R: Teacher A: Park ranger A: Visitors A: Parents F: Telephone call F: Brochure F: Blog T: Requesting directions T: Warning of regulations T: Persuading them to visit as well

Use the map (see above) and downloaded material from a familiar National Park* to brainstorm what the audience needs to know and what the author wants to convey. Ask students to role play the telephone conversation. Ask students to select one of the RAFT situations in the table above and allow sufficient time for them to plan and execute the task independently.

Page 

State of New South Wales through the NSW Department of Education and Training, 2011

Teaching ideas for Aspects of writing

Cluster 11

Students could review the different tones of the resultant texts as an extension exercise. * NB: additional information may be gained by visiting: http://www.visitnsw.com/area/Broken_Hill_and_ Surrounds.aspx and http://www.environment.nsw.gov.au/parksafety/

Acknowledging sources
Before conducting or discussing research, it is essential that students understand and plan what questions they need answered. Students need to know how to record the specific sections of text that provide the answers to their questions. Provide students with headings that prompt them to record relevant data, such as: Title and author Year of publication Number of page/ paragraph Importance

See http://www.kyvl.org/kids/p3_notes/datasheets.html For research conducted online, students should record: how old the site is the organisation or individual responsible for publishing the information the website address.

One way of students practising this note-taking is to compose busted biographies. Research an online biography of an author/illustrator the students with which students are familiar. Write a busted version of that biography containing approximately 10 errors in at least six of the following areas: 1. authors/illustrators name 2. authors/illustrators birthplace or childhood home 3. the name of at least one book by the author/illustrator 4. current home of the author/illustrator 5. fact about how author/illustrator obtains ideas for books 6. a detail from the authors/illustrators childhood 7. at least three details about the authors/illustrators life now (e.g., pets, hobbies, family members) 8. information about any awards or honours received by the author/illustrator. * NB: Visit: www.memfox.com and www.emmaquay.com

Power planning
It is useful to demonstrate how writers help readers to follow their arguments and determine whats important in a text. Students should have already had practice at highlighting the main ideas with one colour and the secondary or supporting ideas with another. Demonstrate how ideas can be ranked and organised in a Power Chart. Use numbers (as in Powers 14 in the chart below) to signify the relative importance of ideas in the text.

Page 3

State of New South Wales through the NSW Department of Education and Training, 2011

Teaching ideas for Aspects of writing

Cluster 11

Power Chart: Power 1 = Main topic, e.g. Animals that live with us Power 2 = Specific details supporting Power 1, e.g. Domesticated pets Power 3 = Detail or supportive information for Power 2, e.g. first example dogs Power 4 = Detail or supportive information for Power 3, e.g. second example cats Distribute students with the following questions before handing out a text: What is the author trying to tell you? Why is the author telling you that? Does the author say it clearly? How could the author have said things more clearly? What additional information do you need? Divide students into pairs and ask them to read through an informational text, e.g., as found in: http://k6.boardofstudies.nsw.edu.au/files/english/write_k6engsamples_syl.pdf (see page 160 discussion on Irrigation) Provide time for the students to discuss the questions above in relation to the text organisation and/or suggestions for improvement.

Style guides
A selection of learning objects freely available on TaLe allows students to practise writing for a purpose within the context of a game, e.g., for information reports, see Sea Chase at: http://tlf.dlr.det.nsw.edu.au/ learningobjects/Content/L866/object/index.html For explanations, see World Wonders: Thunderstorms http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/ L6194/object/index.html Students are given a selection of options to choose from when constructing a text. The text can be then be printed out. After reviewing the print-outs, ask small pairs to work on different texts using the worksheets below. Reference materials: Recount: http://www.curriculumsupport.education.nsw.gov.au/services/schoolmagazine/assets/pdf/ td_tu6_wksh1a.pdf Procedure: http://www.curriculumsupport.education.nsw.gov.au/services/schoolmagazine/assets/pdf/ td_tu6_wksh1b.pdf Description: http://www.curriculumsupport.education.nsw.gov.au/services/schoolmagazine/assets/ pdf/td_tu6_wksh1c.pdf Ask pairs to form a group of four to review different styles and collaboratively produce a style guide chart listing important aspects of the featured text structures purposes for writing. A teachers guide is available at: http://www.curriculumsupport.education.nsw.gov.au/services/schoolmagazine/assets/pdf/ teachersguide2009part3.pdf For explanations: http://www.curriculumsupport.education.nsw.gov.au/services/schoolmagazine/assets/pdf/td_tu6_ wksh1e.pdf

Page 4

State of New South Wales through the NSW Department of Education and Training, 2011

Teaching ideas for Aspects of writing

Cluster 11

Topic sentences
Choose a topic the students have already dealt with in class, e.g., National Parks of NSW. Print out the text from Staying safe in national parks: http://www.environment.nsw.gov.au/parksafety/GeneralSafetyInformation.htm Reproduce enough copies and divide students into two groups to look at: planning the visit precautions to take while visiting.

NB: Remove the introductory paragraph. Divide the introductory paragraph into separate sentence strips, one per each student in the group (to be issued later). Remove texts and ask students to form pairs and suggest some points that should be covered in a new pamphlet to be created on Safety in national parks. Ask students to arrange the sentences in the best order to introduce the topic. Sentences in correct order: Its great to escape city life and go bushwalking, cycling, picnicking or driving in national parks and reserves. However, these are natural environments so you need to take some precautions. Many parks are remote and rugged places, weather can change quickly, rivers, lakes and the sea may be unpredictable The wildlife in national parks should always be treated with respect and you should avoid approaching or feeding them. When visiting national parks be aware of the risks and take responsibility for your own safety and the safety of any children in your care. Remember to plan ahead, and choose your walks and activities to match your stamina and fitness level. Students should compare and share their work. Print off several of the categories under the General safety information tab and jumble the sentences in the introductory paragraph, as above, and ask students to reconstruct the text. For more information on topic sentences, visit: http://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_pdf/editing_writing.pdf

More complex punctuation

Remind students that some forms of punctuation are considered more complex because they are either more difficult to apply, used infrequently or are used in complex sentences. Students should be encouraged to employ a variety of punctuation marks within sentence boundaries. Provide opportunities for students to read aloud, as in (quietly) rapping, which may help them to understand the need for punctuation at points other than the beginning and end of a sentence. Ask students to confer in small groups when improving their drafts.

Page 5

State of New South Wales through the NSW Department of Education and Training, 2011

Teaching ideas for Aspects of writing

Cluster 11

During the editing process, pairs should read their writing aloud and give feedback on each others writing. Provide checklists, such as: My end of sentence punctuation was looked over by....................................................................................................................... My commas and apostrophes were looked over by............................................................................................................................ I need to double-check........................................................................................................................................................................................... Sample activity: After reading The School Magazine article Greta Bernice: Grammar Police*, students can work in pairs to produce similar signage regarding classroom rules, uniform requirements, sports information, etc. *Visit The School Magazine: http://www.curriculumsupport.education.nsw.gov.au/services/ schoolmagazine/assets/pdf/gretabernice_story_teachingsession.pdf

Editing online
Prepare a Notebook presentation on a current topic that contains inverted commas and apostrophes in both correct and incorrect positions. Review when to use inverted commas and apostrophes for contractions. Organise pairs of students to work together using sheets or on a computer. Instruct one student to read the text out while the other student marks the text with a tick or cross to indicate correct or incorrect punctuation usage.

Words plus
Provide students with an opportunity to work at their own level to create new words or revise some base words taken from recent work. Write up a word bank, such as: appear taste fear colour doubt help care like

Challenge students to create as many words as possible by adding prefixes and suffixes to the base words. Provide time for pairs of students to share their words and reflect on spelling discoveries.

Writing with the computer

Encourage students to use such functions as cut, paste and save when using a computer to compose texts. Establish a buddy system where peer tutors (as computer experts) can assist their partners to use different fonts and word art on posters and signs. Provide time for students to experiment with colour, font size and styles in programs such as PowerPoint. Encourage students to display, share and compare their work.

Page 6

State of New South Wales through the NSW Department of Education and Training, 2011

Teaching ideas for Aspects of writing

Cluster 11

Managing multimodal texts

Select two texts without graphics and remove any organisational features such as headings and captions. Duplicate for students use. Johns report on pigmy possums at: http://www.education.vic.gov.au/studentlearning/teachingresources/ english/literacy/strategies/5tscomplexnoun.htm provides a model to use with students. Cut up the text for ease of placement and model how the layout, punctuation and spelling might be improved. After deciding on the purpose and audience, encourage students to suggest additional graphics and elements of a more appealing layout. Provide pairs with a second cut-up piece of another text. They should then work on re-designing the layout of the text considering: where the text should be positioned where illustrations, diagrams or pictures should be positioned the font, size and position of titles, headings, labels and captions the targeted audience and purpose of the text. Ask students to add any other text features that will enhance the appeal and readability for their audience. Provide time for pairs to share their text in a group of four and ask students to discuss their reasoning for choosing the design features.

Page 7

State of New South Wales through the NSW Department of Education and Training, 2011