The way writing is structured and organised depends upon the task set. The teacher will, for younger or less able pupils, direct the type of structure. However as pupils progress through the school they are expected to plan their own writing with less support.
The literacy framework for writing suggests the following:
- Adapt structures in writing for different contexts, e.g. describe outcome, outline process or discuss an issue.
- Select and organise ideas and information to give a clear and full account.
- Use paragraphs to organise longer pieces of writing into sections.
- Use whole-text structure to support and communicate meaning, e.g. putting a summary at beginning or end, data in a report or appendix, use of contents page, chapters.
- Select, analyse and present ideas and information convincingly or objectively.
- Organise longer pieces of writing making links within and between paragraphs.
- Choose and use whole-text structures to support meaning and communication for effect, e.g. what are the best structures to successfully describe, explain, persuade?
- Select structures to organise writing using appropriate features effectively.
- Select, interpret and evaluate ideas and information convincingly or objectively.
- Use paragraphs and sections to give coherence to longer pieces of writing.
They construct sentences which connect ideas together and show main and subsidiary points clearly. They use punctuation accurately to clarify meaning, and spell correctly technical terms and complex words, avoiding common mistakes. They present their work effectively, handwritten or on-screen, choosing form, images and graphics to enhance meaning.