Skeleton Frameworks for Writing
Discussion Text
***
***
Discussion textDiscussion text
* presents arguments and information from different viewpoints
* “for and against”
Discussion organisation 1Discussion organisation 1
IntroductionStatement of issue
to be discussed
ConclusionSummary + (perhaps)
recommendation
for against
* point + elaboration
* “
* “
* point + elaboration
* “
* “
Discussion organisation 2Discussion organisation 2
Introduction
Arguments for:
*
*
* etc
Arguments against:
*
*
* etc
Conclusion
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
Introduction
Point 1: for
against
Conclusion
Discussion organisation 3Discussion organisation 3
Point 2: for
against
Point 3: for
against
(including outline of points
to be discussed)
etc., etc
When you have made your grid skeleton, write the introduction.
Then write a paragraph about point one, a paragraph about point two, etc.
Then write your conclusion
Discussion language featuresDiscussion language features* present tense
* abstract nouns
* third person
* logical connectives* discussion conventions (see page 9)* complex sentences
Things that you cannot see or touch
e.gtruthtruth
answeranswerpossibilitpossibilit
yytrusttrust
welfarwelfaree
beliefbelief
justicejustice
concerconcernn
hopehope
reasonreason
despaidespairr
Discussion Discussion conventionsconventions
* Don’t take sides –
say what “people” think
* Keep it balanced, e.g
On the one hand…
On the other hand…
* Don’t be too definite – use conditionals
Some people say…
Others argue…
Smokers would claim that…
Non-smokers reply…
It could be claimed…
This might mean…
possibly perhaps
Discussion textDiscussion text
*
*
*
*
*
*
*
*
For/against speech For/against speech bubblesbubbles
Text
Against zoos For zoos
*
*
*
*
*
Don’t need anymore
originally for people to see animals
now have TV, video
Cruel
catch, transport, cage
zoochosis
just for entertainment
TV not as good as real life
Conservation
Not cruel
zoos educational
increase people’s interest in animals
endangered species breed in zoos
scientists can research in zoos
well planned enclosures
Explanation Text
Explanation textExplanation text
* explains how or why something happens
* cause and effect
* often in time order
(sequential)
Explanation organisation 1Explanation 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 featuresExplanation language features
* present tense (except historical explanations)* causal language* sequential connectives
* impersonal language (see page 8)
* technical vocabulary
whenwhen
becausebecause
The reason The reason thatthat
soso
If…then…If…then…
This results in…This results in…
This This causes…causes…
ThereforeTherefore
impersonal languageimpersonal language
* third person
* passive voice
* usually formal vocabulary
* formal connectives
The motor is The motor is operated by…operated by…
This is known as…This is known as…
The stick The stick was placed was placed in…in…
The sides The sides are covered are covered in…in…
(e.g “placed” as opp “put”, “known as” as opp. “called”)
(e.g Furthermore, However, Therefore, Consequently)
Explanation textExplanation text
CycleCycle
Back to original
Newborn
3 months
6 months
1 year
3½ kg 6 kg 53 cm 60 cm 8 kg 68 cm 72 cm 9½ kg
All different
sizes suck milk
no teeth
can’t chew
tummy stronger
milk + mushy food
sits up, plays
some teeth
some hard food + mush + milk
stands teeth
cut up food
Text
Breathe in air
Breathe out CO
²
O²
capillaries
Air sacs
LUNGS
capillaries
Air sacs
²CO
HEART
capillaries
capillaries
cells
cells
BODY
²
²
²
O
CO
Vein
Vein
Artery
Artery
Contains oxygen (O )
AIR
Instruction Text
Instruction textInstruction text
tells how to do or make something
in time order (sequential/chronological)
Instruction organisationInstruction organisation
Title:what’s to
be achievedMaybe……
labelled diagrams
What you need•------------------•------------------•------------------•------------------
What to do, one step at a time
Instruction language featuresInstruction language featuresMix the flour..
Press button A..
Cut along the line..
Always use the correct
equipment
Feed and exercise your dog..
•Simple clear language
•Imperative verbsSee also third person instructions
•Second person (usually)See also third person instructions
•Necessary detail only
•Number and/or time connectives
Firstly mix the flour……
Next press button A…..
7. Cut along the line …..
Before you start choose the correct equipment
Finally, feed and exercise your dog……
Third person instructionsThird person instructions
When more than one person involved, e.g. a game
third personthird person
present tensepresent tense
provide names or provide names or labels labels
Player APlayer A takes a card…
Team 1Team 1 tries to score
points…
Team 2Team 2 tries to stop them…
The batting side…The batting side…
The fielding side…The fielding side…
*
*
*
Writing InstructionsWriting Instructions
*DoDo the activity ( or act it out).
Make brief notesnotes as you go
*Make *listlist of “What you need”
*flow chartflow chart of what to do
*diagramsdiagrams if necessary
*Turn flow chart into written written instructionsinstructions.
What to do, one step at a timeWhat to do, one step at a time
Persuasion Text
Persuasion textPersuasion text
• makes a case for a particular point of view
• one or more points, perhaps with elaboration
***
Persuasion organisation 1Persuasion organisation 1
point
point
point
elaboration
elaboration
elaboration
…and so on……….
*
**
Persuasion organisation 2Persuasion organisation 2
What? Who? Where? When?Introduction
Point 1
Point 2
Point 3
ConclusionSumming up
When you have planned your
points, you can choose whether
to write one paragraph per point or group them together
*
*
*
Persuasion language featuresPersuasion language features
Present tense
Persuasive devices
Logical connectives
Connectives showing the move from one point to
another
because
consequently
As a result..however
If…then
nevertheless
First of all
secondlynext
finally
then
*
**
*
Elaborating a pointElaborating a pointMake your point clearly, in a sentence.
elaboration would it help to:
point give your reasons for
thinking that?
give examples e.g For example,… For instance,…?
add further detail to make it clear?
*
Persuasive devices Persuasive devices
emotive language
deliberate ambiguity
e.g ‘strong’ adjectives
e.g “probably the best”perhaps, maybe
“dare you to disagree!”
e.g Clearly,.. Surely,.. Obviously,..
Everyone knows that..
*
*
*
Rhetorical question “Are we expected to..?”
“How will..?”
Turning opinion into
truth“The fact is..”
“The real truth is..”
*
*
FACT or OPINION?
Always ask yourself – is it …
Persuasion organisationPersuasion organisation
***
Point + evidence chartPoint + evidence chartpoint evidence
***
Mary is trouble
she has betraye
d 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 P’s puppet
England falls to Spain
Persuasion Text
Recount textRecount text
* retells events
* in time order
(chronological)
Recount organisationRecount organisation
events in time orderwhen? where
?
who?
what?
why was it significant?
introduction conclusion
what happened in the end?
neat last line
When you have made your time-line skeleton, use another colour to chop it into paragraphs.
Recount language featuresRecount language features* past tense
* named people, places, things
* first or third person
* time connectives
Next…Next…
MeanwhileMeanwhile……
Soon afterwards…Soon afterwards…
Within Within hours…hours…
Several weeks Several weeks later…later…
Then…Then…
After a while…After a while…
Finally…Finally…
Look out also for conjunctions like when, while, as, after.
Impersonal recountsImpersonal recounts
* newspaper report
* magazine article
* non-fiction book
* biography
AudienceAudience
general reader with some interest in the subject
PurposePurpose
to inform and entertain
* letter
* diary or journal
* write-up of a trip or activity
AudienceAudience
known reader or self (or posterity)
PurposePurpose
to record, reflect, entertain
Personal recountsPersonal recounts
Lively recount writingLively recount writing
Try using:
* powerful verbs
* quotations
Watch out for these and other recounts in the texts you read
* vary your- sentence length- sentence openings- sentence type(use occasional questions or exclamations)
* try to link your last line back to the introduction.
Recount textRecount text
Recount organisationRecount organisation
Flow chartFlow chart
Cards on a washing lineCards on a washing line
Recount Recount organisationorganisation
age
where she was
family
introduction
name born
St Mary’s Hospital
1 2 3 4 5 6
Baz born
started playgroup – met Hannah
chicken pox
started school – Mrs Robinson
Y1 – Mrs
Bennett
Y2 – Mr Long
Text
who
when
where
intro
what
8.00am
School
arrivebreakfast on journey
Exhibition centre
lunch
trip round
cooler biome
Video ‘Making of Eden’
Talk - cocoa, chocolate
car park
see biomes
trip round
tropical biomereturn journey
shop £2 3.30
home
rubber, bamboo, spices, coconuts, pineapple
oranges, lemons, grapes, olives
(personal)
(impersonal)
Intro
CornwallY5
Last Friday
Eden Project
long bus
journey
arrive at Eden Project
tropical
biome
warm temperate
and outside
afternoon
activities
journey home
lunch
Text
Report Text
Report textReport text
* describes what things are like (or were like)
* not in time order
(non-chronological)
Report organisation 1Report organisation 1
Whe
n?
What? Who?
Whe
re?
More detail if necessary
information organised in categories
Main points in category
Topic
simple reportsimple report
Report organisation 1Report organisation 1
IntroductionWho-What-Where-When
etc.
Paragraph
Section }1}2
Paragraph
Section
When you have made your “spidergram” skeleton, each spider leg gives you one paragraph (or subheaded section) in your writing
Report language featuresReport language features
* present tense (except historical reports)
* ‘general’ nouns (not particular people, animals, things)
* third person
* factual description
* technical words and phrases
* often formal, impersonal language
Planning report textPlanning 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 textReport text
Our School
Intro
fieldplayground
hall
Lee Park Longton, near York
198 pupils 7 classes
built 1967
hopscotch
map
games
infants
quiet area
juniors
netballfootball
summer - play
winter
usually no play
snow - play
assembly, lessons
lunch
dramagym
packed lunch
back
school lunch
front-tables (cupboard)
Spidergram
Butterflies
definition
reproduction
characteristics
feeding
insect
Lepidoptera insect featureswings
scales/veins
don’t need much for short life span
proboscisnectar over-ripe fruit
lifecycle3,000 max eggs
leaves
male/female differences
1/100 survive
coiled proboscis
scaly body/wings