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
against
* point + elaboration
* point + elaboration
*
“
*
“
*
“
*
“
Conclusion
Summary + (perhaps) recommendation
Discussion organisation 2 Introduction *
When you have made your grid skeleton, write the introduction.
*
Then write one paragraph
Arguments for:
* etc Arguments against: * * * etc Conclusion
„for‟ (or one paragraph per point „for‟) and one paragraph „against‟ (or one
paragraph per point „against‟).
Then write the conclusion
Discussion organisation 3 Introduction
(including outline of points to be discussed)
Point 1: for against
Then write a paragraph about point one, a paragraph about point two, etc.
Point 2: for against
Then write your conclusion
Point 3: for against Conclusion
When you have made your grid skeleton, write the introduction.
etc., etc
Discussion language features * present tense * abstract nouns
Things that you cannot see or touch e.g
* third person * logical connectives
justice
answer trust belief
* discussion conventions (see page 9) * complex sentences
hope despair
Discussion conventions * Don‟t take sides –
Some people say…
say what “people” think
Others argue… Smokers would claim that…
* Keep it balanced, e.g
Non-smokers reply…
On the one hand… On the other hand… * Don‟t be too definite – use conditionals
It could be claimed… This might mean… possibly
perhaps
Discussion text *
*
*
*
*
*
*
*
For/against speech bubbles
Against zoos
Don‟t need
anymore
*
originally for people to see animals
*
TV not as good as real life
zoos educational *
now have TV, video catch, transport, cage
Cruel
For zoos
increase people‟s
interest in animals Conservation
*
zoochosis just for entertainment
endangered species breed in zoos scientists can research in zoos
Not 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
leading to
Probably…
labelled diagram(s)
leading to
possibly---other causes or effects at each stage
leading to
When you have made your flow-chart skeleton, each section of the flow chart can become one paragraph
Explanation language features * present tense (except historical explanations)
If…then…
The reason that
* causal language * sequential connectives * impersonal language (see page 8) * technical vocabulary
when
so
This results in… This causes…
Therefore
impersonal language * third person * passive voice * usually formal vocabulary
This is known as…
(e.g “placed” as opp “put”, “known as” as opp. “called”)
* formal connectives (e.g Furthermore, However, Therefore, Consequently)
The sides are covered in…
Explanation text
Cycle
Back to original
3½ kg
53 cm
Newborn
All different sizes
suck milk
6 kg
60 cm
3 months
no teeth
tummy stronger
8 kg
68 cm
9½ kg
6 months
sits up, plays
72 cm
1 year
some teeth
stands
teeth
can‟t chew
milk + mushy food
some hard food + mush + milk
cut up food
Contains oxygen (O ) ² Breathe in air
O
²
Air sacs LUNGS Air sacs
Breathe out CO ²
capillaries
capillaries
CO ² capillaries
O ²
cells
HEART
BODY cells
CO ²
capillaries
Text
Instruction Text
Instruction text tells how to do or make something in time order (sequential/chronological)
Instruction organisation Title: what‟s to
be achieved
What you need •-----------------•-----------------•-----------------•------------------
Maybe……
labelled diagrams
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
•Necessary detail only •Number and/or time connectives
Feed and exercise exercise your your dog..
Third person instructions When more than one person involved, e.g. a game * *
third person present tense
provide names or labels *
The batting side… The fielding side…
Writing Instructions *Do the activity ( or act it out). Make brief notes as you go *Make *list *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 Introduction What? Who? Where? When? * 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
*
If…then
Connectives showing the move from one point to another finally
Elaborating a point Make your point clearly, in a sentence.
*
point
add further detail to make it clear?
elaboration would it help to: give your reasons for thinking that? 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 perhaps “dare you to disagree!”
e.g Clearly Clearly,.. ,.. Surely Surely,.. ,.. Obviously,.. Obviously ,.. Everyone knows that..
*
Rhetorical question “Are we expected to..? ” “How will..?” Turning opinion into truth “The fact is..” “The real truth is..” Always ask yourself – is it …
FACT or OPINION ?
Persuasion organisation * * *
Point + evidence chart point
evidence
thrown out of Scotland
Mary is trouble she has betrayed us if plots succeed Spain takes over
*
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 P‟s puppet
England falls to Spain
Persuasion Text
Recount text * retells events * in time order
(chronological)
Recount organisation events in time order when?
where?
conclusion
introduction
who?
what happened in the end?
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
Audience
* magazine article
general reader with some interest in the subject
* non-fiction book * biography
Purpose to inform and entertain
Personal recounts * letter * diary or journal * write-up of a trip or activity
Audience known reader or self (or posterity)
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 r ead
Recount text
Recount organisation
Flow chart
Cards on a washing line
Recount organisation name
age
Baz born
born
Y1 – Mrs Bennett
chicken pox 1
2
3
4
5
6
introduction
St Mary‟s Hospital
family where she was
started playgroup – met Hannah
started school – Mrs Robinson
Y2 – Mr Long
(personal) rubber, bamboo, spices, coconuts, pineapple
what
trip round
who
return journey
tropical biome Video
8.00am
arrive
breakfast on see biomes journey
intro
School
where
car park
lunch
„Making of Eden‟
Exhibition centre trip round cooler biome
when oranges, lemons, grapes, olives
shop £2
Talk - cocoa, chocolate
3.30
home
(impersonal)
Cornwall Y5 arrive at Eden Project
Intro
lunch
long bus
tropical
warm temperate afternoon
journey
biome
and outside
journey home
activities
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) * „general‟ nouns (not
* factual description
* technical words and phrases
particular people, animals, things) * third person
* 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
Longton, near York
Lee Park
Intro
hopscotch map games
quiet area
198 pupils 7 classes
built 1967
infants
summer - play
Our School
playground
field winter
juniors football
netball
usually no play
hall assembly, lessons gym
drama
snow - play
lunch packed lunch
school lunch front-tables (cupboard)
Spidergram coiled proboscis
scales/veins
scaly body/wings insect features
Lepidoptera
definition
wings
characteristics
insect
Butterflies
male/female differences
reproduction 3,000 max eggs leaves 1/100 survive
don‟t need much for
lifecycle
short life span
feeding nectar over-ripe fruit
proboscis
