skeleton frameworks
TRANSCRIPT
Skeleton Frameworks for Writing
Discussion Text
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Discussion textDiscussion text* presents arguments and information from different viewpoints
* “for and against”
Discussion organisation 1Discussion organisation 1IntroductionStatement of issue
to be discussed
ConclusionSummary + (perhaps)
recommendation
for against
* point + elaboration* “* “
* point + elaboration* “* “
Discussion organisation 2Discussion organisation 2Introduction
Arguments for:**
* etcArguments against:
**
* etcConclusion
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 pointsto 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
answeranswerpossibilitpossibilityytrusttrust
welfarwelfaree
beliefbelief
justicejustice
concerconcernnhopehope
reasonreasondespaidespairr
Discussion Discussion conventionsconventions
* Don’t take sides –say what “people” think
* Keep it balanced, e.gOn 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 perhap
s
Discussion textDiscussion text
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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 zoosscientists can research in zooswell 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 1Simple 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 sacsLUNGS
capillaries
Air sacs
²CO
HEART
capillaries
capillaries
cells
cellsBODY
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 organisationTitle:
what’s to be achieved
Maybe……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 instructionsWhen 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…
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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
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Persuasion organisation 1Persuasion organisation 1point
point
point
elaboration
elaboration
elaboration
…and so on……….
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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
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Persuasion language featuresPersuasion language featuresPresent tense
Persuasive devices
Logical connectives
Connectives showing the move from one point to
another
becauseconsequently
As a result..however
If…then
nevertheless
First of allsecondlynext
finally
then
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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..
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*
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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
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Point + evidence chartPoint + evidence chartpoint evidence
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Mary is trouble
she has betraye
d us
if plots succeed Spain
takes over
thrown out of Scotlandreligious probs, war
forced to abdicate, imprisoned
given home, paid fornot paid back
constantly plottingclaims the crown. Supported by
Phillip IIwould be P’s puppet
England falls to Spain
Recount Text
Recount textRecount text
* retells events
* in time order
(chronological)
Recount organisationRecount organisationevents 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 writingTry 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 biome
return 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
afternoonactivities
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?
Where?
More detail if necessary
information organised in categories
Main points in category
Topic
simple reportsimple report
Report organisation 1Report organisation 1Introduction
Who-What-Where-When
etc.
ParagraphSection }
1}2
ParagraphSection
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
dramagympacked lunch
back
school lunch
front-tables (cupboard)
Spidergram
Butterflies
definition
reproduction
characteristics
feeding
insect
Lepidoptera insect features wings
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