Wt/L2.3

Present information and ideas in a logical or persuasive sequence, using paragraphs where appropriate (a) Understand that how material is best sequenced will depend on the type of content and the purpose of writing, for example (i) in explanation or description, the writer should consider whether the reader needs to understand certain points before they can understand others, e.g. how a car engine works (ii) in persuasive texts, the writer needs to sequence information and ideas in the way most likely to convince the reader, e.g. to use public transport in favour of cars (iii) some writing needs to combine both techniques, e.g. an account of how a piece of medical equipment works, together with a request for money to buy one

Creative writing prompts

Submitted by Fiona Campbell B on Sat, 2011-04-16 16:56

Literacy: Wt/L1.1, Wt/L1.3, Wt/L2.1, Wt/L2.3, Wt/L2.6

Resource type: Writing prompts

Level: L1, L2

Four completely different ideas to fire your students’ imaginations and put pens to paper.

Music video and lyrics task sheet

Submitted by Fiona Campbell B on Sat, 2011-04-16 14:35

Literacy: Wt/E3.1, Wt/E3.2, Wt/E3.4, Wt/L1.1, Wt/L1.3, Wt/L1.6, Wt/L2.1, Wt/L2.3, Wt/L2.7, Functional English - writing

ICT: Finding and selecting information

Context: Art Film Media Music TV

Resource type: ICT task sheet, Writing prompts

Level: E3, L1, L2

Writing and ICT task sheet designed to get reluctant writers to put pen to paper. Ideal for teenagers or anyone with an interest in music/video. Mapped to Functional English / ICT.

Natural signs that show spring comes earlier

Submitted by Nick Jackson on Fri, 2011-04-08 10:03

Literacy: Rt/L2.1, Rt/L2.2, Rw/L2.1, Rw/L2.2, Wt/L2.3

Free tags: Spring

Context: Science & Nature

Level: L2

Resource type: Reading comprehension, Worksheet or assignment, Writing prompts

A topical Level 2 reading and writing assignment based on an article from the from the Observer. Ideal for early spring / late winter but can be used any time of year. Covers comprehension, purpose of text, apostrophes, vocabulary and dictionary work, and writing. Includes differentiation and extension ideas.

Paragraphing

Submitted by Ginny Anderson on Thu, 2011-03-10 13:04

Literacy: Wt/L1.3, Wt/L2.3, Functional English - writing

Context: Art Film Media Music TV

Level: L1, L2

Resource type: Handout or guide, Worksheet or assignment

This activity introduce the concepts of paragraphing, the key features of a paragraph and then allows the learner to have a go at paragraphing a piece of text. The text is a challenging extract from Grand Designs magazine. Answer sheet included.

Unusual football injuries

Submitted by Janet Wilkins on Tue, 2008-02-26 16:53

Literacy: Wt/E3.1, Wt/L1.1, Wt/L1.3, Wt/L2.1, Wt/L2.3, Wt/L2.5

Context: Sport

Level: E3, L1, L2

Resource type: Writing prompts

Unusual football injuries is an interesting and fun writing task that also helps with reading skills, using language fit for purpose and logical structure.

Weird food

Submitted by Janet Wilkins on Mon, 2008-02-25 16:53

Literacy: Wt/E3.1, Wt/L1.1, Wt/L1.4, Wt/L2.1, Wt/L2.3, Wt/L2.5

Context: Catering Food Nutrition

Level: E3, L1, L2

Resource type: Writing prompts

Weird Food is another interesting and fun writing task that also helps with research skills and using language fit for purpose.

Be my Valentine

Submitted by Margaret Lagoyianni on Mon, 2008-02-04 16:53

Literacy: Rt/E3.1, Rt/E3.2, Rt/E3.7, Rt/L1.1, Rw/L1.2, SLc/L1.1, Wt/E3.1, Wt/L1.1, Wt/L1.3, Wt/L2.1, Wt/L2.3, Poetry

Free tags: Valentine's Day, Equality and Diversity

Context: History

Level: E3, L1, L2

Resource type: Discussion points, Reading comprehension, Shared text, Writing prompts

A brilliant resource – especially for younger, teenage students. Includes an original poem, discussion of slang, background info on Valentine’s Day, writing and speaking ideas.

What is a paragraph? (Visual metaphor)

Submitted by Sharon Mason on Mon, 2008-02-04 11:50

Literacy: Wt/E3.2, Wt/L1.3, Wt/L2.3

Resource type: Informative presentation

Level: E3, L1, L2

Cleverly uses bricks as a visual extended metaphor to explain the rules of paragraphing. I.e. brick = paragraph, pile of bricks = paragraphs that are related but have no cohesive devices to link them, brick wall with cement = cohesive devices and finally, whole house = well structured text.

Writing paragraphs

Submitted by Gill Gallagher on Thu, 2007-10-11 17:18

Literacy: Wt/E3.2, Wt/L1.3, Wt/L2.3

Resource type: Informative presentation

Level: E3, L1, L2

Writing paragraphs explains all about topic, supporting and ending sentences with good, clear examples.

Writing a recount

Submitted by Anne Hodgson on Sun, 2007-02-18 17:19

Literacy: Wt/E3.1, Wt/E3.2, Wt/E3.3, Wt/L1.1, Wt/L1.3, Wt/L2.1, Wt/L2.3

General: Autistic spectrum support

Level: E3, L1, L2

Resource type: Writing prompts

Writing a recount task sheet with definitions, notes on purpose, and planning steps.
Written for learners on the autistic spectrum (who often find it particularly difficult to infer meaning that is not explicitly stated) but suitable for all.

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