Writing Tasks

Writing Tasks during Remote Learning can be broadly organised into:

  • Learners regularly writing for pleasure, interest or for specific purpose in all subject areas

  • Learners creating a variety of extended texts with a range of purposes and audiences to demonstrate their understanding of subject area topics/units

  • Learners researching and creating well-organised notes from a range of sources to develop their subject knowledge and skills

  • Learners maintaining high expectations in spelling, sentence construction, structure and other issues of technical accuracy, with support if necessary, and taking pride in the quality of their written work

  • Learners regularly using subject-specific vocabulary in their written responses

Below are the Writing Experiences and Outcomes with examples of Success Criteria and many tasks that suit online remote learning.

Enjoyment and Choice

I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience

Success Criteria (Benchmarks):

I can write to persuade/inform/reflect/entertain about [subject content].

I can create a leaflet/newspaper article/script/formula/guide/website (etc) about [subject content].

I can meet the needs of my audience.


Examples:

  • Across the curriculum, learners should create a range of texts, both short and extended, to deepen their learning, demonstrate their understanding, curate their own writing style and develop a unique outlook on their world. In the attached images, a range of types and purposes for writing are shown, with subject specific examples, and appropriate language features. Make language features explicit in success criteria and model where necessary.

  • Test your learners' understanding of subject content by asking them to create texts designed for an entirely different audience. For example, in Modern Languages, ask learners to create a guide on cognates for their grandparents or other older relatives. This is a challenging yet enjoyable type of learning task.

  • Remote learning could present ample opportunity to set extended writing tasks in your subject, with check-in points during the week.

Tools for Writing

I can use a range of strategies and resources and spell most of the words I need to use, including specialist vocabulary, and ensure that my spelling is accurate.

Success Criteria (Benchmarks):

I can spell most of the words I need to use.

I can accurately spell the words I have learned in this unit/topic.

I can comment on/discuss/identify the new vocabulary I have learned in this topic/unit.


Examples:

  • Continue to support learners to develop their spelling of common (or Tier 1) words found in everyday English and focus on the spelling accuracy of their subject specific vocabulary (Tier 3). Use your school's correction code in feedback on Google Classroom/MS Teams assignments, but focus on repeated spelling errors, rather than mistakes. Consider any specific learning profiles of learners before giving feedback.

  • Consider the 'etiquette' of your virtual learning platform and set expectations. If appropriate, insist on formal English in any interactions with learners.

  • To support spelling, consider teaching or sharing spelling strategies with your class or with individual learners. Some common strategies are:

Strategy 1: See a word within a word

Example: young = young – there's a you in young / believe = believe – there’s a lie in believe

Strategy 2: Highlight the hard bit

Example: separate = separate / Address = address

Strategy 3: Sound out the spelling in your head

Example: beautiful = “Life is b-e-a-u-tiful” / definitely = “Def-in-i-tely”

Strategy 4: Break it down to syllables

Example: fascinating = fasc – in – ating / manufacture = man – u – fac – ture

Strategy 5: Use mnemonics/sayings

Example: Rhythm - Rhythm helps your two hips move

Strategy 6: Look, cover, write, read, repeat

Strategy 7: Notice how words are built with roots, prefixes and suffixes

Example: uncomfortable = un + comfort + able / Irregularly = ir +regular + ly

Strategy 8: Know the spelling rules for tricky words

  • Consider the use of MS Forms or Google Forms to create quizzes to assess spelling accuracy in a specific topic or unit.

As appropriate to my purpose and type of text, I can punctuate and structure different types of sentences with sufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships between paragraphs.

Success Criteria (Benchmarks):

I can structure my sentences accurately.

I can punctuate my sentences accurately. (For example, use inverted commas, exclamation marks, full stops, question marks, colons and semi-colons, brackets and ellipses.)

I can vary my sentence structures. (For example, use simple/compound/complex sentences, lists, repetition, sentence openers and lengths.)

I can link my ideas between and within my writing. (For example, using topic sentences and linking phrases).


Examples:

  • Use your school's correction code in feedback on Google Classroom/MS Teams assignments, but focus on repeated errors, rather than mistakes. Take into account learner profiles before giving feedback.

  • Text types will be different dependent on subject area with varying conventions on the use of punctuation, sentence construction and signposts. Consider sharing model exemplar texts with learners to set expectations and outline the key features of language. Practitioners could 'live model' creating a text in a pre-recorded video or live session on Google Classroom or Microsoft Teams. For example, in Science, model the structure of an investigation.

  • Direct pupils to guides on how to improve their punctuation and sentence construction in feedback. BBC Bitesize has useful guides here, here and here.

  • Include linking or signposting words in the success criteria of appropriate writing tasks to improve the flow and cohesiveness of learners' writing. Find a ready reckoner below to save and share with learners.

Throughout the writing process, I can review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading.

Success Criteria (Benchmarks):

I can write neatly.

I can review and edit my writing.


Examples:

  • Re-iterate with learners your high expectations regarding the presentation of any writing. It should legible, well structured, and mindful of audience and purpose. To maintain motivation and will, some tasks may benefit from the setting of word counts.

  • Activities like shared writing, where a number of learners collaborate on the same Google or Word doc to create a text together, can help learners understand that writers are constantly assessing and re-evaluating the choices they make and their likely impact on the reader.

  • Making an exemplar or model text available with an assignment allows learners to self-assess themselves against expectations and provide a visual check-in for any set success criteria.

I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience.

Success Criteria (Benchmarks):

I can select suitable features of layout and presentation (for example, headings, bullets, text boxes, graphics).


Examples:

  • Model exemplar texts with learners using live or recorded video, focusing on the elements of the text. Discuss the decisions taken by a writer to use a range of stylistic and design options, such as headings, bullets, text boxes and graphics. Highlight to learners the considerations taken to appeal to certain audiences or to write for different purposes.

  • Be mindful of the wide definition of 'texts' in Curriculum for Excellence. During remote learning, focus on digital texts - including websites, podcasts, PowerPoint or Slides presentations, YouTube videos etc. Find attached the CfE non-exhaustive list of example texts.

Organising and Using Information

I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions or create original text.

Success Criteria (Benchmarks)

I can create notes about [subject content].

I can use my notes to create and develop my writing about [subject content].


Examples:

I recognise when it is appropriate to quote from sources and when I should put points into my own words. I can acknowledge my sources appropriately.

Success Criteria (Benchmarks):

I can use and acknowledge my sources.


Examples:

  • Plagiarism, whether accidental or intentional, is a potential consequence of extended periods of digital learning. Outline from the outset of any writing task the importance of respecting the intellectual property of writers and that assignments that 'copy and paste' from sources without acknowledging them are not appropriate.

  • Some effective approaches to teaching the pitfalls of plagiarism can be found here: Teaching Students to Avoid Plagiarism | Cult of Pedagogy

  • Ask students to outline any sources used in a piece of writing. Modelling the basics of creating a bibliography, such as citing the author, date and website title, is good practice for senior phase and beyond. Consider providing an 'editable template' bibliography for students to use.

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.

Success Criteria (Benchmarks):

I can independently select and organise my ideas/information/detail about [subject content] in a logical order.

I can use suitable vocabulary about [subject content].


Examples:

  • Present learners with a 'jumbled up' version of a text and ask them to put it back in order again, considering features of layout, the writer's argument and signposts like topic sentences and linking words. This task can be readily displayed on a PowerPoint slide and used as part of a class discussion. This task also works well for writing that explains processes or concepts.

  • From the outset of a unit or topic, share new subject specific vocabulary and set an expectation that it will be used in writing. Praise in feedback when this is attempted or achieved.

Creating Texts

I can convey information, describe events, explain processes or concepts, and combine ideas in different ways.

Success Criteria (Benchmarks):

When I am writing to convey information/describe events/explain processes or concepts/combine ideas about [subject content], I can:

  • select the right style, genre and/or format for my audience and purpose

  • identify the ideas/knowledge/information about [subject content] to use

  • support my ideas about [subject content] with evidence

  • organise and structure my ideas/information logically

  • use topic sentences/linking words/phrases

  • adopt the appropriate tone (formal/informal/friendly/humorous/sombre etc)


Examples:

  • Please see guidance throughout this page.

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence.

Success Criteria (Benchmarks):

When I am writing to persuade/argue/evaluate/explore issue/express an opinion about [subject content], I can:

  • present ideas/point of view about [subject content] using evidence

  • organise and structure my ideas in a logical order

  • use signposts to make my argument clear, like topic sentences/linking phrases

  • use an introduction that engaged my audience and makes the purpose of my text clear

  • end with a conclusion that sums up my line of thought

  • use language to influence or persuade the reader, for example/word choice/repetition/rhetorical questions/emotive language


Examples:

Self and Peer Assessment Proforma for Learners

Assessment of Writing.docx