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ERIC Number: ED472405
Record Type: Non-Journal
Publication Date: 2001-Sep
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Writing: Support Material for Text Level Objectives. The National Literacy Strategy.
Department for Education and Skills, London (England).
These 10 fliers focus on strategies to improve students' writing. The fliers are: (1) Improving Writing (covers general points related to all types of writing); (2) Writing Narrative (covers the main points to writing narrative, helping children to build up a repertoire of different types of narrative); (3) Writing Poetry (covers the main points related to writing poetry); (4) Writing Playscripts (covers the main points relating to writing playscripts); (5) Recounts (organized chronologically, like a "true story"--seen as the easiest nonfiction text type to teach); (6) Instructions (writing effective instructions involves knowing how to do something and making that knowledge explicit to others in such a way that they can complete the task successfully); (7) Non-chronological Report (used for occasions across the elementary curriculum when children need to learn about the characteristics of something--what it is (or was) like; (8) Explanation (learning how to integrate the visual and the verbal in technical explanations); (9) Persuasion (writing persuasive texts for themselves helps students develop awareness of the techniques others use to influence their thinking); and (10) Discussion (helps students to avoid making rapid, uninformed judgments, and teaches techniques for reaching a balanced assessment of the matter in hand). (NKA)
Department for Education and Skills (DfES), PROLOG, P.O. Box 5050, Sherwood Park, Annesley, Notts NG15 0DJ. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: dfes@prolog.uk.com. For full text: http://www.standards.dfee.gov.uk/literacy/publications/?pub_id=526&top_id=0&art_id=0.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Department for Education and Skills, London (England).