ESOL Wt/L1.5a Select format and appropriate structure for different purposes and genres

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Wt/L1.5a: Select format and appropriate structure for different purposes and genres 

• Use appropriate format and accompanying features of layout for different text types, e.g. paragraphing, listing, columns, line breaks, use of headings, numbering, bullet points, graphics
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• Use diagrams, sketches or drawings alongside writing where appropriate, to make meaning clearer, e.g. instructions 
• Make use of pre-set and outline formats, where appropriate, e.g. time sheets, accident report forms, email headings

Related Adult Literacy link: Wt/L1.4 Use language suitable for purpose and audience
Related Functional Skills English link: FE L1.24 Use format, structure and language appropriate for audience and purpose

Example of application and level

• Select the best format and structure for a particular purpose in learners' own writing, e.g. writing minutes of a meeting, or producing PowerPoint slides for a presentation to the class. Example: 
  FAX
  For the attention of: Phil Turner From: Goran Simcovic Fax no: 0173 984 215 Re: Estimate for repairs 
  Thank you for your letter of 9 July. We would like to accept your estimate for repair to our garage and would like you to proceed with the work a.s.a.p. Please ring to arrange a suitable time to pick up the keys. 

Sample activities

• Working from a range of texts with different formats – including some that are pre-set (e.g. time sheets, memos, faxes) and some that have graphics – learners note in a table, for each text type, the possible format(s) and the accompanying features of layout, e.g. paragraphing, listing, columns, line breaks, use of headings, numbering, bullet points, graphics.
• Learners consider the ways in which different formats and accompanying features of layout, including graphics, assist in making meaning clearer, e.g.: notice of a meeting with accompanying map of how to get to the venue; instructions with accompanying diagram for furniture assembly; an account of an accident with a diagram showing the impact. Learners listen to an account of a traffic accident and then draft a report, as if they were the policeman involved, including a diagram showing the position of the two cars.

Source: Department for Education and Skills (2001) Adult ESOL Core Curriculum, DfES (2001)