FORMS OF WRITING:

REPORTS
L/O: to show a secure understanding of the
conventions of writing to report.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 In the exam, you need to know how to
write:
• Letters
• Reports
• Journals
• Speeches
• Interviews
• Newspaper reports
• Magazine articles
We already know how to do quite a few of these, but today
we are going to focus on the ones we don’t know.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 How can you make your writing more
formal?
• As a class, informality is often an issue for all of you.
When completing certain forms of writing, you must write
formally. Here are a list of things you can do to make your
writing more formal:
• Polite tone
• No colloquial (chatty) language
• Ambitious vocabulary
• Use connectives; therefore, consequently etc
• No slang
• Should address person in full
ALL: will be able to identify the key features of writing to inform. D+
MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Reports
• Reports are written to describe or classify the way things are or seem to
be.
• They organise and record information.

Techniques/Features of Report Writing

• Purpose – to report events, facts and details in a formal manner.
• Structure – use subheadings and topic sentences to start paragraphs
e.g. Conclusion Our investigation has confirmed
• Style – concise information and formal tone.
• Language – specific, technical and are likely to contain technical
vocabulary. They describe qualities and functions, habits and behaviours.
They use descriptive language that is factual and accurate NOT
descriptive.
• Present, Past or Future? – They are usually written in the PRESENT
tense
• Audience – They are usually published for a specific audience

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Look at the report in front of you…
• Pick out as many features as you can thinking about
structure, language, tone, style and purpose.
• What does it tell us about the report?
• What do we know?
• How do we know?
• Annotate your sheet thinking about language, structure,
style, audience and purpose.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 What went well? Even better if?

• Now read through the example with a partner. What do you

think this student has done well? Why?

• What do you think this student could improve? Why?

• Now make the improvements to the student’s work.

• Be prepared to discuss your changes with the rest of the class.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Now it’s your turn…
• Imagine you are a senior member of staff at this school.
Your head teacher, Mrs Trigwell has asked you to
complete a report on the condition of the facilities
available to students across the school.

• Plan your response in pairs. Be prepared to share your

ideas with the rest of the class.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Writing your response…
• Write your response independently.
• Don’t forget to look back at the list of techniques in your
book to guide your writing.
• If you get stuck, start by including subtitles based on each
area (i.e. core, P.E., music, drama).
• Check your spellings in the dictionary and try to use the
thesaurus to improve your vocabulary.
• Try to use a range of sentences including complex
sentences to make sure your work is detailed enough.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Peer Assessment
• Read through your partner’s work and check that they
have used a range of techniques from the list in your
book.
• Now complete a WWW and EBI and hand their book back
to them.
• Now, make the changes your partner has suggested in
purple pen.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 FORMS OF WRITING:
NEWSPAPER REPORTS
L/O: to show a secure understanding of the
conventions of writing a newspaper report.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could begin to use a range of features effectively in their own writing.
C+
 Newspaper Reports
• They tell readers about events that have been happening in their local
area, or national or international news.

• Newspapers are read by people who want information about

something that has happened. They want details quickly so reports
have to be easy to read and have a snappy presentation style.

• When you plan your newspaper report, remember that they usually
provide the answers to the questions WHO, WHAT, WHERE, WHEN ,
WHY, HOW?

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could begin to use a range of features effectively in their own writing.
C+
 Features of Newspaper Reports
• the headline catches the reader's attention
• the first paragraph gives the main point of the story and answers the question
who
• the following paragraphs provide answers to the questions what, where,
when, why and how
• the paragraphs are short and punchy, giving information in a clear and
concise way
• there are references to what people said, either using direct speech (use of
inverted commas indicates what Ken Brown actually said) or reported speech
(no inverted commas - the main points of Chris Brodie's speech but not in the
actual words he said)
• use of past tense because the report refers to an event which has already
taken place
• use of columns in accordance with newspaper presentation
ALL: will be able to identify the key features of writing to inform. D+
MOST: should evaluate their effectiveness in an example response. C-
SOME: could begin to use a range of features effectively in their own writing.
C+
 Hillsborough inquests: David Duckenfield
admits causing 96 deaths
• Read the newspaper report and identify the WHO, WHAT,
WHERE, WHEN , WHY, HOW?

• Now see if you can spot any of the features associated

with writing a newspaper report.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could begin to use a range of features effectively in their own writing.
C+
 Now it’s your turn…
• Write a newspaper report as if the Titanic has just sunk.
Remember to follow the language, structure and layout
conventions of newspaper reports.

• First, plan your response in pairs. Be prepared to share

your ideas with the rest of the class.

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could begin to use a range of features effectively in their own writing.
C+
 Self-assessment
• Read through your work and using the green pen, check
your spelling punctuation and grammar.
• Now, use the yellow highlighter to identify the features of
newspaper reports.

• What do you think you have done well?

• What can you do to improve?
• What do you still need to revise?

ALL: will be able to identify the key features of writing to inform. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could begin to use a range of features effectively in their own writing.
C+
 FORMS OF WRITING:
INTERVIEWS
L/O: to show a secure understanding of the
conventions of writing an interview.

ALL: will be able to identify the key features of writing an interview. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Interviews
• When writing an interview, you need to:
• Use a script format to make it clear who is saying what.
• Use names and colons to indicate who is speaking.
• Use a question and answer.
• Make sure your questions are open so that the
interviewee can answer in detail.

• Now, read the article from the telegraph and see if you
can spot any of these features being used.
ALL: will be able to identify the key features of writing an interview. D+
MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Now it’s your turn…
• Write an interview with the owners of the bear.

In it you should include:

• The reasons for buying the bear.

• How owning the bear affected their life.
• The problems they had keeping the bear.

Base your interview on the article but be careful to use your own words.

You should write about 250-350 words.

ALL: will be able to identify the key features of writing an interview. D+
MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+
 Peer Assessment
• Read through your partner’s work and underline and
annotate any of the features of interview.
• Check their spelling punctuation and grammar.

• What have they done well?

• What can they do to improve?

ALL: will be able to identify the key features of writing an interview. D+

MOST: should evaluate their effectiveness in an example response. C-
SOME: could be able to begin to use a range of features effectively in their own
writing. C+