1. Literacy – writing strategies

2. •Write a lively article with the title ‘The Joys of Exercise’ for a
magazine for people of your age.
•Imagine you win two tickets to visit the National Marine Aquarium
Write a letter to a friend persuading him or her to go with you.
•Write a review of a book, film or music CD for a magazine which is
read by people of your age (Your review should include: details about
the book, film or CD you have chosen; comments on its strengths, if
any; comments on its weaknesses, if any; a clear recommendation).
•The Rough guide is a guide-book for tourists which prides itself on
giving frank and honest opinions about places, both the positive and
negative. Write an entry about a place you know well for The Rough
Guide, including details the tourist board would like visitors to see,
but also providing an insider’s view of any less attractive features.
•A local businessman has applied for permission to hold an outdoor
music festival in your area. Write a letter to your local newspaper
either supporting or opposing this idea.

3. TAP
•Type – What form of writing
it is (e.g. a report / leaflet)
•Audience – Who it is written
for
•Purpose – Why is has been
written

4. Using the grid as a starting
point, note down any
instances where you might use
a certain type of writing in
your subject.

5. These are the rules that we
apply in English. How do they
need to be adapted to suit the
needs of your subject?

6. If you want to:
•Be heard
•Get noticed
•Hook your reader
Go through a forest . . .

7. lliteration / anecdote
act
pinion
hetorical questions / repetition
motive language
tatistics and quotes
hree (list of)

8. Teacher Pupil
AF1:
Write imaginative, interesting and
thoughtful texts.
My writing is imaginative, interesting and
thoughtful.
AF2:
Produce texts which are appropriate to
task, reader and purpose.
I am able to write for different purposes
and audiences according to the task set.
AF3:
Organise and present whole texts
effectively, sequencing and structuring
information, ideas and events.
I can plan my writing and produce texts
that sequence ideas, information and
events within an appropriate structure.
AF4:
Construct paragraphs and use cohesion
within and between paragraphs.
I can use topic sentences and linking
sentences to guide my reader through the
text.
AF5:
Vary sentences for clarity, purpose and
effect.
I can use different types of sentences,
simple, compound and complex,
according to purpose and to create
specific effects.
AF6:
Write with technical accuracy of syntax
and punctuation in phrases, clauses and
sentences.
I am able to use different types of
punctuation to make meaning clear to my
reader.
AF7:
Select appropriate and effective
vocabulary.
I can select and use a range of
vocabulary, making choices according to
purpose and audience.
AF8: Use correct spelling. I can spell accurately.
Writing Assessment Focuses

9. Look at the examples of pupil
work. Have writing skills been
explicitly taught? What needs
to be a focus?

10. Look at the strategies for weak
writers. Select the three that
are most applicable to your
subject and briefly discuss
ideas.

11. Look at the strategies for
extending writing. Select the
three that are most applicable
to your subject and briefly
discuss ideas.