1. Planning an effective piece of writing. - Lynda Zahariev

2. Why plan? Why not just start writing? An effective piece of writing establishes a single focus and sustains that focus throughout the piece. Just as a photographer needs to focus on a particular subject to produce a clear picture, a writer needs to focus on a single topic or main idea to produce an effective piece of writing. But finding a focus means more than just knowing what to photograph or write about. Good photographers also think about what they want their photograph to communicate. This affects their decisions about how to frame their subject in the shot, and whether to zoom in or not. Similarly writers must think about what they want to communicate. For example: a newspaper reporter needs an angle for his story, a perspective from which to tell his story.

3. How do we go about planning an effective piece of writing?

4. Story Discussion Explanation Persuasion Instructions Recount Report There are different types of writing genre.

5. Story Elements Although there are different types of fiction stories they all have the same elements How to plan a story

6. Characters When you are thinking about a character you could use the following ideas. Once you have an idea you should build on it by…

8. Use details to suggest what a character is like, e.g. He paused and stared at his reflection. Everyone said that he looked like his mother’s side of the family. (This suggests that his mother is important to him; that he misses her) Describe them by using a list, e.g. The librarian had curly brown hair, little round glasses and a turned up nose. Use well chosen adjectives and similes, e.g. They looked like crows picking at the sand, caught in the wind’s teeth. Mention a distinctive feature, e.g. She wore a gold ring above her left eyebrow.

9. Show how they feel through what they say. Reflect their personality/feelings, e.g. “Leave me alone!” Use expressions, powerful verbs and adverbs e.g. “There! Now you look like a real pirate,” she laughed, as she gave him the earrings. Add in a supporting action e.g. “We'll need an axe,” said John Cabot, clapping his old friend on the shoulder. Avoid a string of dialogue.

10. Show how they feel by what they do. Reflect the character’s feelings, e.g. In the cold dark of the cave he whispered ‘goodnight’ and crept back under his tarpaulin. Make sure different characters behave in different ways. Use powerful verbs and adverbs, especially for movement (amble, shuffle, dash) and looking (peer, glance, stare, glare).

11. Setting When you are thinking about a setting you need to remember that it must match the type of story you are going to write. It might be helpful to make a list of possible settings and then make the best choice. Once you have an idea you should try to… Picture it :use labelled photos and pictures to help you. Draw it: Draw a landscape or map of your story setting Sense it: Close your eyes and imagine the setting. What can you hear, smell, see and feel? Film it: Imagine you are looking through a camera from different angles at your setting Now you should write it!

12. Choose an interesting name for your setting. Think about details like the time of day and the weather. Show the setting through the main character’s eyes e.g. Zak could see a bright speck in the sky which grew bigger and bigger. What could it be? Use unexpected detail as a ‘hook’ e.g. It was then he noticed it. Something had been crawling in the fine, red dust beneath the largest tower. Zak stooped down and looked at the marks. They were unlike anything he had seen before. Change the setting to create atmosphere e.g. the path grew darker……

13. Have you used… Powerful verbs and adjectives Similes Metaphors. Personification Lists?

16. Before you plan your story, it can be helpful to have a story pattern for your writing. Here are some suggestions Overcoming a problem Quest/Journey Conquer the monster Warning Character flaw Lost/found Suspense Wishing Catastrophe Magical Stories with a moral Changing (sad – happy, poor – rich, weak over strong, good over evil Traditional Pattern

17. Jotting down ideas can help you plan your story. Your plot should be simple and drive towards the ends Here are some ideas to help with your story planning. Flowchart: for planning a play or a story that has a set number of scenes/paragraphs. Timelines: good for planning in chronological order. Storyboards: helps you to visualise each scene. Story picture maps: good for creating the setting and plot together in a visual way. Story mountain: Use a story mountain to build excitement and interest into your storyline.

18. This method is really helpful when you have a set number of scenes or paragraphs and can really assist you when planning a play. You use a circle for each scene or paragraph, like this:

20. This is another method of visualising your story that some people find helpful. The next slide shows a very famous story for young children as a story picture map. This method can work for all types of stories but is particularly good if you are using an unusual setting; like in a science fiction or fantasy story. They can be drawn on an actual map base or as a pictorial flow chart.

24. Plan the story of Cinderella

25. Instructions Instructions tell us how to do or make something. They are written for someone who needs to know how to do or make something.

26. All non-fiction text types cover have the same five key issues to look at. These are: Audience Purpose Examples Typical structure Typical language features

27. The instructions writing skeleton looks like this. Preparation: before take off Procedures for during take off What to do in an emergency It is used for listing facts in a clear and concise way. In some cases (e.g. a set of school rules) the instructions do not have to be in chronological order.

28. There are lots of different types of instructions. A recipe An instruction poster (e.g. instructions on how to make a computer) An instruction leaflet (e.g. how to make something or safety procedures) Instructions for a game Map directions These are ones that do not to be in order: A list of school rules or guidelines A poster showing general advice on an issue (e.g. water safety)

29. Let’s look at the five key areas of instructions We have to look at how to organise the instructions and what language features we need to use.

30. Write a title that sets out the purpose for the instructions (e.g. Safety instructions) If relevant, write an opening sentence or statement directed at the reader (e.g. follow these instructions to ensure safety) Include lists of equipment or ingredients if needed Write the instructions as a sequence of steps Draw diagrams to help explain things clearly Write an ending sentence directed at the reader (e.g. Enjoy your flight) Organisation

31. Language Use imperative verbs (e.g. Put seats into the upright position) Use the present tense or third person for instructions Use some time connectives (e.g. first, next) Use accurate descriptions in order to make the instructions clear (e.g. Fold the smaller piece of paper in half) Use technical language related to the subject (emergency exit, aisle) Where relevant extend the instruction to provide extra advice and explanation (e.g. Insert the metal tab into the buckle)

32. State your purpose Write clear instructions using relevant language Direct your ending to the reader

33. State your purpose Write clear instructions using relevant language Direct your ending to the reader How to make a cup of tea.

34. Writing Persuasion

35. Persuasive writing is for arguing a case or point of view and is intended for anyone who may be interested in the subject but may hold a different point of view.

36. There are lots of different types of persuasive writing. An advertisement A poster or flier A book ‘blurb’ A newspaper or magazine article A leaflet; e.g. from people who want to stop whale hunting A letter; e.g. from someone trying to persuade somebody else to do something

38. Write an eye-catching title that says what you are writing about (e.g. Protect the Dolphin before it is too late) Write an introduction that states the point of view to be argued Write your points in paragraphs starting with topic sentences. These signal the argument to be made in that paragraph. Think about what your opponents might argue and include a counter argument; either in each paragraph or at the end Write an ending that re-states your point of view.

39. Weasel Words Helps, supports, is useful (friendly, but no real value added) Better, improved, gains (does not say how much) Acts, works, effective, efficient (action, but no quantitative value) Seems, appears, looks, is like (gives impression, not real change) Many, most, virtually, almost all ('lots' but no real quantity) Up to, from, at least, as many as (talk about the best case) Zokko toothpaste combats oral bacteria. (combats, but does not necessarily win) I could come with you. (on the other hand, I might not) Books from as little as... (best case description)

40. Let’s look at the persuasive writing skeleton Rhetorical questions

41. Should children wear school uniform.

42. Recounts

43. All non-fiction text types cover have the same five key issues to look at. These are:

44. St. John’s Sunday School group travelled to Israel They returned home safely

46. Introduction

47. Have a go: Recount your journey to school from the minute you woke up.