Countdown to Non-Fiction Writing: Step by Step Approach to by Steve Bowkett

By Steve Bowkett

Constructing kid's writing skills boosts their self assurance, creates entertainment and relevance within the job and cultivates a number of decision-making and problem-solving talents which could then be utilized around the curriculum. The Countdown sequence offers all of the aid you would like in assisting young ones to enhance their prose, poetry and non-fiction writing. Countdown to Non-Fiction Writing is a complete and versatile source you could use in numerous methods. It comprises: 37 stand-alone modules which hide all elements of writing and realizing non-fiction texts, together with the character of language, logical pondering, recognising ‘facts’ and making plans; A countdown flowchart presents an summary, exhibiting how modules are associated and permitting academics and students to trace their development; Photocopiable task sheets for every module that exhibit find out how to make judgements and clear up difficulties which writers face at the trip to a entire piece of labor; academics’ notes for every module with counsel and counsel, together with how modules can be utilized within the lecture room, hyperlinks to different modules and curriculum hyperlinks, and recommendation on aiding and guiding scholars of their writing; A self-study part so students could make their very own development in the course of the fabric. this selection supplies younger writers a feeling of independence in brooding about their paintings and during delivering a scaffolding of initiatives, encourages convinced and powerful writing; 'Headers' for every module exhibiting the place alongside the 'countdown direction' you're at that time; Contents web page for speedy entry to specific modules and correct points of writing. briefly, Countdown to Non-Fiction Writing saves worthwhile making plans time and offers you all of the flexibility you would like in assisting scholars to arrange for, comprehend, and write non-fiction. The constitution of the ebook permits lecturers to utilise the modules for ‘self-study’, as an extended programme following the ‘countdown’ constitution, or to dip into the publication for person lesson actions and ideas to slot in with wider programmes of research.

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Extra resources for Countdown to Non-Fiction Writing: Step by Step Approach to Writing Techniques for 7-12 Years

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Or it can mean ‘covered in batter’. The fact that the incident happened in a fish shop makes the joke. 3 This sounds as though the nurse helped a dog to bite a victim. e. the victim who was bitten by a dog). 4 The sentence suggests that the children are slow. An exclamation mark would make the intended meaning clear – Slow! Children at play. ’ Try rewriting the sentence the make its intended meaning clearer. 6 When a sentence can have two (or more) meanings it is said to be ambiguous. This example is ambiguous because it could mean: 7 – Children hate annoying their teachers.

I wonder how you feel about this? And I wonder if your viewpoint would shift if most or all children were able to reach reasoned conclusions in this and other matters for themselves? A useful tool, I’ve found, is the Four Roles/Resources of the Reader model developed in the early 1990s by Peter Freebody and Allan Luke (see Bibliography), which works equally well for both non-fiction and fictional text. The four roles/resources are: 56 COUNTDOWN TO NON-FICTION WRITING EVALUATING INFORMATION FOR THE TEACHER ᭤ M od ul e 21 ᭤ Code breaker (decoder) – decoding the codes and conventions of written forms.

They may be ‘small-chunk’ or ‘big-chunk’ questions, depending on the scale or breadth of response the questioner wishes to elicit. ’ ᭤ Lower- and higher-order questions. These categories refer to Benjamin Bloom’s taxonomy of thinking (see Bibliography), which is a model that identifies different kinds of thinking along a continuum from simple thinking/little understanding towards complex thinking/greater understanding. ’ To learn more about Bloom’s model either seek out his Taxonomy of Educational Objectives or, for a more succinct account, Mel Rockett and Simon Percival’s Thinking for Learning (see Bibliography).

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