BOOK+REPORT+CRITERIA

**__ Non-chronological report: describes the ways things are __**
 * __ Success Criteria __**
 * pupil  ||   Objective   ||   teacher   ||
 * || I have started with an introduction which describes the purpose of the report ||  ||
 * || I have organised my writing into sections (paragraphs) ||  ||
 * || My ideas link together well within each paragraph ||  ||
 * || I have used headings, sub headings ||  ||
 * || I have used bullet points ||  ||
 * || I have used the present tense ||  ||
 * || I have written in the third person ||  ||
 * || I have used factual language including technical language to add detail ||  ||
 * || My report ends with a conclusion ||  ||

**__ Additional features to enhance the quality of writing __**
 * Introductory information gives brief outline giving information on the who, what, when, where?
 * Include a question in the title to draw the reader in e.g. School uniform – is it really necessary
 * Use tables, diagrams, pictures to add more information
 * Although reports are factual you could add comments or use questions to draw in the reader
 * Use factual adjectives – add detail
 * Use a range of connectives e.g. however, therefore, as a result, in fact, consequently
 * Use a range of conjunctions e.g when, while, because, although, but
 * Use commas brackets, hyphens, colons and semi colons


 * Useful planning structure **
 * Spidergram
 * Plan under paragraph headings in note form


 * Always teach students how to use the plan to support with the writing – expanding notes in the plan by; **
 * 1) Make the point as it is in the plan
 * 2) Add more detail, explain it and elaborate
 * 3) Give a further example or interesting connected fact
 * 4) Re-read as if you know nothing about the subject; is all the information there?

**__ Success Criteria __** **__ Recount writing: tells you about something that has happened __** **__ Additional features to enhance the quality of writing __**
 * Common forms **
 * Leaflets, projects, guidebooks, magazine article, non-fiction book, letter, encyclopedia entry etc
 * pupil  ||   objectives   ||   teacher   ||
 * || My introduction sets the scene – Who? What? When? Where? ||  ||
 * || I have used the past tense ||  ||
 * || I have written events in time order ||  ||
 * || I have used sequential connectives (First of all, Next…, After a while, Later…Finally….when…..as…..next…….at first……eventually….until….immediately…..meanwhile……..already) ||  ||
 * || I have used proper names ||  ||
 * || I have used paragraphs to organise my writing ||  ||
 * || My recount has a closing statement ||  ||
 * Use specific names of people, places, objects etc
 * Include incidents that will amuse or interest people
 * You can write as if you were ‘telling the story’ of what happened
 * End by commenting on the events
 * Vary sentence openings
 * Use a range of complex sentences
 * Use adjectives and adverbs to add detail to events described.
 * Give examples; There were a wide range of animals including tigers and lions.


 * Useful planning structure **
 * Timeline

2. Add more detail, explain it and elaborate 3.Give a further example or interesting connected fact
 * Always teach students how to use the plan to support with the writing – expanding notes in the plan by; **
 * 1. ** Make the point as it is in the plan – state the event


 * Common forms **
 * Letter, report for a newsletter, biography/autobiography, diary, journal, news report

**__ Success criteria __** **__ Instruction writing: tells you how to do or make something __** **__ Additional features to enhance the quality of teaching __** Recipes, manuals, rules, posters and notices, handbooks
 * pupil  ||   objective   ||   teacher   ||
 * || I have written a title explaining what the instructions are about ||  ||
 * || I have listed all the items needed ||  ||
 * || I have used a diagram or picture ||  ||
 * || I have used the present tense ||  ||
 * || I have written my instructions in a clear sequential order (First…Next…After…Finally…) ||  ||
 * || I have used imperative (bossy) verbs ||  ||
 * || I have used a range of ways to organise my writing e.g. bullets points, numbers, letters ||  ||
 * || I have used ‘if’ and ‘when’ to join my ideas together ||  ||
 * Think about your readers. You will have to be very clear about what to do and how to do it or they will be muddled
 * The title should explain what the instructions are about
 * Say what the instructions are about, when they might be needed, and who they will be good for
 * Use bullet points
 * Use adjectives and adverbs to enable the reader to understand e.g gradually add…….stir until ……….the paper should be stiff and firm……
 * Make your writing more friendly by using ‘you’
 * Tantalise the reader, e.g. have you ever been bored – well try this game…
 * Draw the reader in with some ‘selling points’ e.g. this is a game everyone loves…
 * Make the instructions sound easy e.g. all you need to do is….
 * Finally – if you knew nothing about this could you understand your instructions!
 * Useful planning structure **
 * Flow chart
 * Always teach students how to use the plan to support with the writing – expanding notes in the plan by; **
 * 1) Select the best verb to use for each step in the plan
 * 2) Add appropriate adjectives and adverbs to make the instruction precise and clear.
 * Common forms **

**__ Success Criteria __** **__ Explanation writing: tells how or why something happened __** **__ Explanation writing covers a variety of forms. This may require use of different tenses and a range of different sorts of connectives. Your success criteria should draw on the audience, purpose and form of the explanations being written. __**   **__ Additional features to enhance the quality of writing __**
 * pupil  ||   Objective   ||   teacher   ||
 * || I have used a general statement to introduce the topic ||  ||
 * || My writing explains how one thing leads to another ||  ||
 * || I have used diagrams where appropriate ||  ||
 * || I have used technical language ||  ||
 * || I have used words/ phrases to make sequential links (while….during…..after) ||  ||
 * || I have used connectives that show cause and effect e.g. because, due to, if, so, this makes…. this causes……. ||  ||
 * || I have used a conclusion at the end of my writing ||  ||
 * || I have organised my writing into paragraphs, they may have headings or subheadings ||  ||
 * Use, charts, illustrations or a flow chart if you think it would help
 * Use a title that indicates what you are writing about – using how or why in the title helps
 * Try to make the title intrigue the writer e.g. Why do flying fish fly?
 * Use the first paragraph to introduce the subject to the reader
 * Organise your writing and illustrations to explain: what you need, how it works, why it works, when and where it works, and what it is used for
 * Add in interesting, extra information
 * Interest the reader with exclamation e.g. Beware – this creature bites! Or use questions e.g. did you know that?
 * Draw the reader in e.g. strange as it may seem… not many people know that….
 * Reread your explanation, pretending to know nothing about the subject – is it clear?
 * Useful planning structure **
 * Flowchart
 * Flowchart


 * Always teach students how to use the plan to support with the writing – expanding notes in the plan by; **
 * 1) using a range of sentence conjunctions – because, when, despite, as, which
 * 2) using a range of connectives – therefore, consequently, as a result, however
 * 3) using a range of sentence openings; The reason….is that….; This results in……;This causes….;Despite the….the……
 * 4) using paragraphs drawn from the plan.

Text book, encyclopaedia, manual, articles, science write up, explanation of a task, letter
 * Common forms **