Connect with like-minded professionals and have your say on the issues that matter to you. We are currently re-writing our schemes of work for non-fiction KS3 and KS4 and I was wondering how other schools cover non-fiction writing across KS3. We currently take a themes approach e. Yr 7 'Travel' where we get pupils to study a range of texts describe, persuade, argue etc and get them to write their own texts.
That way pupils are familiar with all types of non-fiction writing and purposes at KS3 and then at KS4 they have a good understanding of reading and writing non-fiction texts and we just have to hone their skills further. How do other schools approach non-fiction writing? Do other schools have a more effective approach? I'd be interested in finding out what works for other schools. I was also wondering if anyone has used the 'How to teach non-fiction writing for KS3' by Paul Evans.
Can anyone recommend any other resources for teaching non-fiction writing? We do the exact same thing. But instead of making it just a unit, we make sure it's implemented in a homework project - to write a review of the last unit they studied usually every long break so Christmas and Spring.
So in year 9 we do a misc en scene unit. Local residents have begun a fierce campaign to save the park, which is a popular walking spot for young children and the elderly, as well as home to the war memorial and many wildlife species. You might be asked to write to your local paper, arguing that the park should be preserved. It is clear in the article that there is a debate and that other strongly held views exist.
It wouldn't even be enough just to list all the good things about the park. An effective argument presents different viewpoints. For instance, the park might well be a wonderful natural habitat; but it also likely costs a lot to maintain; and it might be a good place to walk; but the town is clogged with cars.
An argument is a debate and requires you to present the main ideas for and against. It helps to link these differing viewpoints logically. I enjoyed reading your article. Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!
I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing.
Later, in less structured situations, they can then call on those skills when that kind of thinking is required. This is really helpful! Hi, Thank you very much for sharing your ideas. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it. I looked at the unit, and it looks and sounds great.
The description says there are 4 topics. Can you tell me the topics before I purchase? Social Networking in School should social media sites be blocked in school? I teach 6th grade English in a single gendered all-girls class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources! I read this and found it helpful but have questions.
First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? Thank you for any consideration to my questions.
Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos.
You might also give students access to the videos through computers in other locations at school like the library and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support as you might find with low readers or non-readers , they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs.
I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? Or, am I overthinking the management? Thanks so much for input. My 6th graders are progressing through their argumentative essay. Your suggestions will be used. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write.
Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make. I LOVE the idea of a shared, curated collection of resources! That is absolutely fantastic! Are you using a Google Doc for this?
When you write to argue, your audience are strangers not friends. This means a more formal, fair and well-structured approach is likely to work best. A written argument can work well when it is presented as a debate between opposing views.
A short worksheet that gives a brief structure & content guie for writing to argue. Could be used with KS3 or 4 as instructions or revision.4/4(8).
When writing to argue, persuade and advise, you are offering ideas to other people. However, each style does this in different ways. If you argue, the writing tends to look at both sides and come to a conclusion. Writing to argue - techniques. When writing an argument, there are certain techniques that you may wish to include as well so that you can back up each side of the argument. It is best to make your view clear at the outset but to include some aspects of the other side to show that they understand the opposing view.
An extensive collection of teaching resources for KS3 Persuasive Writing, including letters, speeches, reviews, emails, leaflets and posters. With free PDFs. This great poster features a checklist of things to include in a discussion or balanced argument. Works as a brilliant prompt for independent writing tasks, and can help your children to structure their writing more effectively.