One part of structuring writing is to be able to write clearly for meaning, purpose and with an awareness of the intended reader.
The following statements illustrate what pupils are expected to be able to do at each stage.
- write a comprehensive account of a topic presenting information, processes and ideas clearly and appropriately for the purpose.
- explain ideas fully, showing implications and consequences.
- plan writing making choices about the best ways to present content for effect, e.g. building a case for something, selecting details that help the reader understand.
- use the tools and conventions of ICT to present information and data and to structure writing.
- identify areas for improvement in their writing, edit and redraft.
- adapt presentation of material according to intended meaning and effect, e.g. choice of how much detail needed to be convincing.
- make connections and/or elaborate to ensure full coverage of topic.
- in planning writing make choices about content, structure, language, presentation to suit the purpose.
- choose the best ways to present writing using ICT in order to communicate clearly and effectively, e.g. continuous prose for a detailed argument, hyperlinked pages for different information on a topic, moving graphics to show processes.
- use criteria to identify ways to improve and then redraft.
- use summary, discussion of issues, detailed explanations as appropriate to purpose.
- give due weight to evidence, sources, explanations and logic when covering a topic.
- plan appropriately to develop writing for different purposes and audiences.
- make imaginative choices about content and presentation of writing, using ICT with discrimination.
- improve writing through independent review and redrafting.
Learners consolidate their skills and develop their effectiveness in expressing ideas, information and points of view. They construct explanations and discussions using graphics, visual display and other presentational devices relevant to the topic and appropriate to the reader. They show their awareness of different readers by selecting from their repertoire of styles and structures appropriately and adapting their use of vocabulary. They can write both extended pieces, which include detailed evidence and information, and shorter pieces which summarise concisely.