Skeleton Frameworks for Writing

Discussion Text

Discussion text
* presents arguments and information from different viewpoints

* for and against

* * *

* * *

Discussion organisation 1
Introduction
Statement of issue to be discussed

for
* point + elaboration

against
* point + elaboration

*
*

*
*

Summary + (perhaps) recommendation

Conclusion

Discussion organisation 2
Introduction Arguments for: *

When you have made your grid skeleton, write the introduction. Then write one paragraph for (or one paragraph per point for) and one paragraph against (or one paragraph per point against). Then write the conclusion

*
* etc Arguments against:

*
* * etc Conclusion

Discussion organisation 3
Introduction Point 1: for
(including outline of points to be discussed)

When you have made your grid skeleton, write the introduction.
Then write a paragraph about point one, a paragraph about point two, etc.

against
Point 2: for

against
Point 3: for against Conclusion
etc., etc

Then write your conclusion

Discussion language features

* present tense * abstract nouns Things that you cannot see or touch e.g answer

* third person * logical connectives

* discussion conventions (see page 9)

justice

trust belief hope

despair

* complex sentences

Discussion conventions
* Dont take sides say what people think * Keep it balanced, e.g On the one hand Some people say Others argue Smokers would claim that Non-smokers reply

On the other hand

* Dont be too definite use conditionals

It could be claimed This might mean possibly

perhaps

Discussion text
* *

*
* *

*
* *

For/against speech bubbles

Against zoos
originally for people to see animals now have TV, video catch, transport, cage zoochosis just for entertainment Not cruel

For zoos
zoos educational

Dont need anymore

*
*

TV not as good as real life

* * *

increase peoples interest in animals endangered species breed in zoos scientists can research in zoos

Conservation

Cruel

well planned enclosures

Text

Explanation Text

Explanation text
* explains how or why something happens * cause and effect * often in time order

(sequential)

Explanation organisation 1
Simple explanation: a series of logical steps Probably

labelled diagram(s)

leading to

leading to

leading to

possibly---other causes or effects at each stage

When you have made your flow-chart skeleton, each section of the flow chart can become one paragraph or section of writing.

Explanation language features

* present tense (except historical explanations) Ifthen

* causal language
* sequential connectives * impersonal language (see page 8) * technical vocabulary when

The reason that

so

This results in

This causes
Therefore

impersonal language
* third person * passive voice

* usually formal vocabulary

(e.g placed as opp put, known as as opp. called)

This is known as

* formal connectives
(e.g Furthermore, However, Therefore, Consequently)

The sides are covered in

Explanation text

Cycle

Back to original

3 kg

53 cm

6 kg

60 cm

8 kg

68 cm

9 kg

72 cm

Newborn

3 months

6 months

1 year

All different sizes

suck milk

no teeth

tummy stronger

sits up, plays

some teeth

stands

teeth

cant chew
some hard food + mush + milk cut up food

milk + mushy food

Contains oxygen (O ) Breathe in air

capillaries capillaries

Air sacs LUNGS

cells

HEART

BODY cells

Air sacs

Breathe out CO

capillaries

CO

CO

capillaries

Text

Instruction Text

Instruction text
tells how to do or make something
in time order (sequential/chronological)

Instruction organisation
Title: whats to be achieved
Maybe labelled diagrams

What you need ---------------------------------------------------------------------

What to do, one step at a time

Instruction language features

Simple clear language Imperative verbs
See also third person instructions

Second person (usually)

See also third person instructions

Feed and exercise your dog..

Necessary detail only

Number and/or time connectives

Third person instructions

When more than one person involved, e.g. a game

*third person * present tense

labels

* provide names or
The batting side The fielding side

Writing Instructions
*Do the activity ( or act it out).

Make brief notes as you go

*Make *list of What you need *flow chart of what to do *diagrams if necessary *Turn flow chart into written instructions.

What to do, one step at a time

Persuasion Text

Persuasion text
makes

a case for a particular point of view

one

or more points, perhaps with elaboration

* * *

Persuasion organisation 1
point

point

point

* * *

elaboration

elaboration

elaboration

and so on.

Persuasion organisation 2
What? Who? Where? When?

Introduction

* Point 1

* Point 2 * Point 3
Conclusion
Summing up

When you have planned your points, you can choose whether to write one paragraph per point or group them together

Persuasion language features

*
* * *

Present tense

Persuasive devices
Logical connectives Connectives showing the move from one point to another finally Ifthen

Elaborating a point
Make your point clearly, in a sentence.

elaboration would it help to: give your reasons for thinking that?

point

add further detail to make it clear?

give examples e.g For example, For instance,?

Persuasive devices
* emotive language e.g strong adjectives deliberate ambiguity e.g probably the best perhaps, maybe * Rhetorical question Are we expected to..? How will..? * * Turning opinion into truth The fact is.. The real truth is..
Always ask yourself is it

dare you to disagree! e.g Clearly,.. Surely,.. Obviously,.. Everyone knows that..

FACT or OPINION ?

Persuasion organisation

* * *

Point + evidence chart

point evidence

Mary is trouble she has betrayed us if plots succeed Spain takes over

* * *

thrown out of Scotland religious probs, war

forced to abdicate, imprisoned

given home, paid for not paid back

constantly plotting
claims the crown. Supported by Phillip II would be Ps puppet England falls to Spain

Persuasion Text

Recount text
* retells events * in time order

(chronological)

Recount organisation
events in time order
when? where?
what happened in the end?

introduction

conclusion

who?

why was it significant?

what?

neat last line

When you have made your time-line skeleton, use another colour to chop it into paragraphs.

Recount language features

* past tense * named people, places, things * first or third person * time connectives
Look out also for conjunctions like when, while, as, after.

Then

Meanwhile
Several weeks later

Within hours

Impersonal recounts
* newspaper report * magazine article

Audience
general reader with some interest in the subject

* non-fiction book * biography

Purpose
to inform and entertain

Personal recounts
* letter

Audience
known reader or self (or posterity)

* diary or journal
* write-up of a trip or activity

Purpose
to record, reflect, entertain

Lively recount writing

Try using:

* powerful verbs

* vary your - sentence length - sentence openings - sentence type

(use occasional questions or exclamations)

* quotations

* try to link your last line back to the introduction.

Watch out for these and other recounts in the texts you read

Recount text

Recount organisation

Flow chart

Cards on a washing line

Recount organisation
name

age

born
1 2

Baz born

Y1 Mrs Bennett

chicken pox 3 4 5 6
introduction

family where she was

St Marys Hospital

started playgroup met Hannah

Y2 Mr Long

started school Mrs Robinson

Text

(personal)
rubber, bamboo, spices, coconuts, pineapple

what

who
8.00am

trip round tropical biome Video Making of Eden

return journey shop 2 3.30

arrive
see biomes

intro

breakfast on journey

lunch

School

car park

Exhibition centre

Talk - cocoa, chocolate

home

where
when

trip round
cooler biome

oranges, lemons, grapes, olives

(impersonal)

Cornwall Y5
arrive at Eden Project lunch warm temperate afternoon and outside activities journey home

Intro

long bus journey

tropical biome

Eden Project

Last Friday

Text

Report Text

Report text
* describes what things are like (or were like)

* not in time order

(non-chronological)

Report organisation 1
simple report

information organised in categories

Topic

Main points in category

More detail if necessary

Report organisation 1
Introduction
Who-What-Where-When

Paragraph Section Paragraph Section

}1 }2

etc.
When you have made your spidergram skeleton, each spider leg gives you one paragraph (or subheaded section) in your writing

Report language features

* present tense (except historical reports) * factual description

* general nouns (not particular people, animals, things) * third person

* technical words and phrases

* often formal, impersonal language

Planning report text

* BRAINSTORM what you know

(and find out more if necessary).

* ORGANISE it into categories. * Make the SPIDERGRAM.

Write the topic in the middle, and one category on each leg.

Report text

Lee Park hopscotch map games quiet area 198 pupils 7 classes

Longton, near York

Intro
built 1967 summer - play

infants

playground
juniors football netball

Our School

field
winter usually no play snow - play

hall
assembly, lessons gym drama lunch packed lunch

school lunch front-tables (cupboard)

back

Spidergram
coiled proboscis Lepidoptera scaly body/wings insect features scales/veins wings

definition
insect

characteristics
dont need much for short life span

male/female differences

Butterflies
reproduction

feeding
nectar over-ripe fruit proboscis

3,000 max eggs leaves 1/100 survive

lifecycle