Language Policy – Functional Writing

Functional Writing is defined as extended assignments for which the main purpose is to record or explore information or ideas, either as part of the learning process or as the outcome of the teaching and learning within a topic. Since purpose, audience and context have been identified as significant criteria for any writing task, pupils should always begin extended writing tasks knowing the purpose and audience of the finished text so that they make appropriate choices of language for the expression of ideas or information.

Teaching Functional Writing

Each subject teacher is advised to teach the writing purposes, genres and structures required by the subject specialism since educational research has cast doubt on the transferability of writing skills from one subject to another. Cross curricular support is offered through a Study Skills element delivered in PSE classes, advice sections on writing in the Pupil Planner and support with basic language skills given to pupils by the English and Learning Support departments.

The steps of the recommended approach to any writing task are:

·  Gathering ideas

·  Discussing ideas with teacher and/or peers

·  Selecting what is appropriate

·  Developing the selected ideas into expanded text in an appropriate form

·  Discussing the text produced with teachers and/or peers

·  Redrafting to take account of discussions

Functional Writing Genres

Pupils are taught the main functional writing formats and writing frames or template sheets are made available to support pupils in using the appropriate styles and structures of each genre. These genres are defined as:

Report - to describe natural, cultural or social phenomena

Explanation - to explain natural and social phenomena

Procedure - to describe a process in a series of sequenced steps

Persuasion - to promote a particular point of view or argument

Discussion - to present arguments/information from different viewpoints

Spelling, Handwriting and Presentation

Redrafting involves pupils in marking changes in the first draft version and it may be that a redrafted version with the amendments marked is all that is required for classroom purposes. It is emphasized that pupils have the responsibility for self-correction and improvement or work. If the first draft meets the criteria, it is not necessary for pupils to spend time copying an unchanged version. Good copy work, however, is the presentation of the redrafted work for the purposes of display or for transmission to an audience and may necessitate copying work that has been through the stages of the redrafting processes.

The agreed Correction Code is on display in each classroom used by P6 to S2 in all of the cluster schools and teachers are expected to apply the symbols to pupil writing. These correction symbols are for pupil use in redraft and good copy tasks.

Spelling is important and pupils must learn to recognize and to use the correct spelling of the vocabulary associated with a subject. However it is as important that teachers encourage confidence in writing at length and in using language appropriately and so the spelling correction procedures should be applied to pupil work with a differentiated response according to pupils’ attainment in language. A small stock or reference texts has been placed in each classroom used by P6 to S2 pupils and teachers are encouraged to direct pupils to using these as they write or as they redraft writing. This stock consists of one thesaurus, four dictionaries and four “Spell It Yourself” books. In addition to the classroom resources each pupil is issued with a Pupil Planner, which contains advice about spelling corrections, basic punctuation rules, planning for writing and writing frames.

Handwriting should be judged in relation to the legibility of information presented and pupils with handwriting difficulties should be allowed regular access to word processing facilities for extended writing assignments if presentation is a significant factor.

Writing Policy Recommendations

The recommended procedures are summarized below as a flow chart for ease of familiarization:

Pupils gather information and complete preparatory work.

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An appropriate writing format is chosen and suitable structures

to be used for the writing assignment are offered to pupils.

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The first draft is written

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Amendments are made using correction codes and reference texts.

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Display copies are corrected and neat presentation using either

best handwriting or word processing facilities.

Reviewed July 2005