Year 4 · Chapter 12

Writing non-fiction and editing

By the end of this chapter you will be able to

Choose a purpose, an audience and a register before writing
Organise an information text with a main heading, sub-headings and paragraphs
Write instructions that start with imperative verbs and use time connectives
Explain how something happens, using causes, effects and connecting words
Write a persuasive text with an opinion, reasons and a call to action
Edit a draft for accuracy, pronouns, verb forms and spelling, then present it neatly

You should already know

Fronted adverbials and the comma after them (Chapter 6 of this book)
Noun phrases, pronouns and Standard English verb forms (Chapter 7 of this book)
Direct speech and its punctuation (Chapter 5 of this book)
Writing stories, with paragraphs and cohesion (Chapter 11 of this book)

Where this leads

Writing longer reports, explanations and persuasive texts in Year 5 and Year 6

National Curriculum for England, Key Stage 2 English, Year 4. Content: Write for a clear purpose and a known audience, and choose a formal or an informal register (WV10 umbrella), Organise an information text with headings, sub-headings and paragraphs, in the present tense (WC5, G3-6), Write instructions with imperative verbs, ordered by time connectives, Write explanations that give causes and effects, with connecting words (WV4), Write a persuasive text: an opinion, reasons and a call to action, Evaluate and edit a draft for accuracy, cohesion and Standard English; proof-read it (WC6, WC8), Present writing neatly, with joins where they are easy and legible handwriting (HW1, HW2, practised on paper).

Exercise P Do you remember?

FAdd the comma in the right place: Later the bus came.

Done

FWhich sentence is correct? Choose one of these:

We was late.
We were late.

Done

FWhich sentence is an opinion? Choose one of these:

Tides happen about twice a day.
Our library should stay open at lunchtime.

Done

FWrite it is as a contraction.

Done

FWrite the imperative verb that starts this instruction: Fold the paper in half.

Done

12.1

Purpose, audience and register

Year 4
Write for a clear purpose and a known audience, Choose a formal or an informal register to suit the reader

Video lesson: Purpose, audience and registerComing soon

Story. Ruby wants the school library to stay open at lunchtime. She writes two messages about the same plan: a formal letter to the headteacher, and a message to her friend Sam. Before she writes either one, she asks four questions.

Every text has a purpose, which is the reason for writing it, and an audience, which is the reader. Writers choose their register, the level of formality of the language, to suit that reader. A formal register uses full words, polite requests and careful sentences; it suits people you do not know well. An informal register is friendly and chatty, with contractions such as I'm and can't; it suits friends and family.

Read both texts in the boxes. They are about the same plan, but the register is different. Then answer the questions in exercise 12A.

A letter to the headteacher

Dear Ms Hale,

I am writing to ask whether the school library could stay open at lunchtime. Many pupils would enjoy a quiet place to read, away from the noise of the playground.

I would be grateful if you could consider this idea. I would also be happy to explain our reasons in more detail, or to meet you at a time that suits you.

Yours sincerely,

Jasmine Clarke

A message to a friend

Hi Sam!

Guess what? I'm writing to Ms Hale to ask if the library can stay open at lunch. It would be brilliant, because we could read in peace and quiet, away from all the noise.

Can't wait to see what she says, so I'll tell you as soon as I know! Mum says I can take you to the library on Friday, so bring your card.

Catch you later, Jas

Four questions a writer asks before writing: purpose, audience, register and form

Feature	Formal register	Informal register
Greeting	Dear Ms Hale,	Hi Sam!
Words	full words, such as cannot	contractions, such as can't
Requests	Could you please ...?	Can you ...?
Sign-off	Yours sincerely,	Catch you later
Tone	polite and careful	friendly and chatty

Key ideas

The purpose is the reason for writing: to inform, instruct, explain, persuade or ask.
The audience is the reader, and the register should suit the audience.
A formal register is polite and uses full words; an informal register is friendly and may use contractions.
Use a formal register for people you do not know well, such as a headteacher.
The same plan can be written in either register; only the words and the tone change.

Worked example 12.1.1

Who is the audience of the formal letter? Name the reader.

Method. Look at the title and the greeting, then name the reader.

Find the title. The title says the letter is to the headteacher.
A letter to the headteacher
Check the greeting. Dear Ms Hale, is a greeting to the same reader.
Dear Ms Hale,
Name the audience. The reader is the headteacher.
the headteacher
Write the answer.
the headteacher

Check. The title and the greeting name the same reader. ✓

Watch out. The audience is the reader, not the writer.

Worked example 12.1.2

The message to Sam begins Hi Sam! and ends Catch you later, Jas. Is the register of the message formal or informal?

Method. Look at the greeting, the sign-off and the tone of the words.

Look at the greeting. Hi Sam! is a short and friendly greeting.
Hi Sam!
Look at the sign-off. Catch you later is chatty and casual.
Catch you later, Jas
Decide. Friendly words for a friend show an informal register.
informal
Write the answer.
informal

Check. The greeting and the sign-off are both friendly. ✓

Worked example 12.1.3

Rewrite the informal phrase Can't wait to see what she says in a formal register.

Method. Replace the contraction and the chatty phrase with full words and a polite phrase.

Find the informal part. Can't wait is informal, because it has a contraction and a chatty phrase.
Can't wait
Choose a polite phrase. I look forward to is a polite way to say that you are waiting.
I look forward to
Write the formal version. The meaning stays the same, but the register is formal.
I look forward to hearing what she says.
Write the answer.
I look forward to hearing what she says.

Check. No contraction, and a polite phrase. ✓

Watch out

Watch out: informal does not mean careless. An informal text still needs correct spelling, and full sentences that make sense.

Exam tip

Grown-up tip. Ask your child to tell you the same news twice: once to a friend and once to a headteacher. Ask what changed, and which words they chose.

12.2

Information texts: headings, sub-headings and paragraphs

Year 4
Organise an information text with a main heading, sub-headings and paragraphs (WC5, G3-6), Write facts in the present tense, each paragraph about one topic

Video lesson: Information texts: headings, sub-headings and paragraphsComing soon

Story. Tom is writing a page for the class newspaper about the sea. He wants readers to find the part they need quickly, so he plans a main heading, four sub-headings and a paragraph under each one.

An information text gives facts about one topic. Its main heading is the title, and a sub-heading names the topic of the paragraphs under it. Each paragraph should be about one idea. Facts are written in the present tense, because they are true now.

Read the text in the box, look at the layout, then answer the questions in exercise 12B.

Tides on the coast

What is a tide?

The sea around most of the British coast rises and falls about twice a day. This movement is called the tide.

What causes tides?

The main cause is the pull of gravity from the Moon. As the Moon travels around the Earth, its pull lifts the water in the oceans. The Sun also pulls on the sea, but its pull is weaker, because it is further away.

Why some tides are bigger

Tides are largest at full moon and new moon, when the Sun, the Moon and the Earth are in a straight line. This is called a spring tide, although it has nothing to do with the season.

Staying safe

Tides can cover the sand quickly, so check the tide times before you go to the coast. Always go with a grown-up.

A main heading, two sub-headings, and paragraphs under each sub-heading

Key ideas

The main heading names the whole text.
A sub-heading names the topic of the paragraphs under it.
Each paragraph should be about one idea.
Write facts in the present tense, such as: Tides are largest at full moon.
Sub-headings help a reader find the facts they need quickly.

Worked example 12.2.1

Which sub-heading goes above the sentence Tides are largest at full moon and new moon?

Method. Find the sub-heading whose topic matches the sentence.

Read the sentence. It says when the tides are biggest.
Tides are largest
Match the topic. Why some tides are bigger names the topic of biggest tides.
Why some tides are bigger
Reject the others. What causes tides? and Staying safe do not name the size of the tides.
not these
Write the answer.
Why some tides are bigger

Check. The sub-heading names the topic of the sentence. ✓

Worked example 12.2.2

Which sub-heading is above the sentence The Sun also pulls on the sea?

Method. Find the paragraph that holds the sentence, then copy its sub-heading.

Find the sentence. The Sun also pulls on the sea is in the paragraph about causes.
The Sun also pulls on the sea
Find the sub-heading above it. The sub-heading above that paragraph is What causes tides?
What causes tides?
Check the topic. The Sun is one cause of tides, so the topic fits.
one cause
Write the answer.
What causes tides?

Check. The Sun pulls on the sea, so it is a cause of tides. ✓

Worked example 12.2.3

Is the sentence Tides are largest at full moon written in the present tense or the past tense? Say why.

Method. Look at the verb, then ask whether the fact is true now.

Find the verb. The verb is are, which is a present tense form.
are
Check the time. Tides are largest at full moon is true now, so it is a fact.
true now
Decide. Facts that are true now are written in the present tense.
present tense
Write the answer.
present tense, because the fact is true now

Check. The fact is true now, so the verb is in the present tense. ✓

Watch out

Watch out: a sub-heading is not a second main heading. It names one part of the text, and the paragraphs under it should be about that part only.

Exam tip

Grown-up tip. Look at a non-fiction book together. Ask your child to point to the main heading, then a sub-heading, then one fact. Ask them to say the fact in the present tense.

12.3

Instructions: imperative verbs and time connectives

Year 4
Write instructions with imperative verbs, in numbered steps, Use time connectives to put the steps in order (WV4)

Video lesson: Instructions: imperative verbs and time connectivesComing soon

Story. Kofi is teaching his friend how to make a paper aeroplane at break time. He writes the steps down, so that his friend can follow them without asking him a single question.

An instruction tells the reader how to do something. Its steps begin with imperative verbs, which are commands, such as fold or launch. An instruction usually leaves out the subject, so write Fold the paper, not You fold the paper.

Time connectives, such as first, next, then, after that and finally, show the order of the steps. A comma usually follows a connective at the start of a step.

Read the instructions in the box, then answer the questions in exercise 12C.

How to make a paper aeroplane

You will need one sheet of A4 paper and a flat table. Follow the steps in order.

First, fold the paper in half lengthways, then open it out again.
Next, fold the top two corners in towards the centre crease.
Then fold the new edges in again, so that they meet at the centre crease.
After that, fold the paper in half along the centre, with the folds on the outside.
Now fold each wing down, so that its edge lies along the bottom of the plane.
Finally, hold the plane at its middle and launch it gently.

Time connectives put the steps of an instruction in order, from first to last

Key ideas

An instruction tells the reader how to do something, in a sequence of steps.
An imperative verb is a command, such as fold, launch or place.
Do not put You before an instruction: write Fold the corners, not You fold the corners.
Time connectives show the order: first, next, then, after that, finally.
A comma usually follows a time connective at the start of a step.

Worked example 12.3.1

Copy the imperative verb that starts step 1, after the time connective.

Method. Find the command word that comes after the connective in step 1.

Find step 1. Step 1 begins with the time connective First.
First, fold
Find the command. The command word after the connective is the imperative verb.
fold
Check it is a command. Fold tells the reader what to do, so it is imperative.
a command
Write the answer.
fold

Check. Fold is the command that starts the step. ✓

Watch out. The command is the verb, not the connective.

Worked example 12.3.2

Change this into an instruction: You should fold the top corners in.

Method. Remove the subject and the words you should, and start with the command.

Remove the words You should. An instruction does not name the reader.
You should
Start with the command. Fold is the command word, so the instruction starts with it.
Fold the top corners in.
Write the answer.
Fold the top corners in.

Check. The instruction starts with the command Fold. ✓

Watch out. Do not write You before an instruction.

Worked example 12.3.3

Put these steps in order, using the time connectives: Finally, hold the plane. First, fold the paper in half. Next, fold the corners.

Method. Find the connective that comes first, then the next, then the last.

Find First. First is the first connective, so its step comes first.
First, fold the paper in half.
Find Next. Next comes after First.
Next, fold the corners.
Find Finally. Finally comes last, after the other steps.
Finally, hold the plane.
Write the answer.
First, fold the paper in half. Next, fold the corners. Finally, hold the plane.

Check. First, then next, then finally. ✓

Watch out

Watch out: a time connective is not a command. In the step Then fold the new edges in, the command is fold, and Then only shows when.

Exam tip

Grown-up tip. Ask your child to write a three-step set of instructions for making a sandwich, using first, then and finally. Then ask them to read it back and check that each step starts with a command word.

12.4

Explanations: causes and effects

Year 4
Write an explanation that says how or why something happens, with causes and effects (WC5, WV4), Use connecting words for cause and result: because, so, as a result, this means

Video lesson: Explanations: causes and effectsComing soon

Story. Ella and her grandad collect leaves in the park each autumn. Ella asks why the leaves change colour, so her grandad writes her a short explanation to read at home.

An explanation tells the reader how or why something happens. Many explanations use cause and effect. The cause is the reason something happens; the effect is what happens as a result. Connecting words show the link: because comes before a cause, while so, as a result and this means introduce an effect.

Read the explanation in the box, look at the chain of causes and effects, then answer the questions in exercise 12D.

Why do leaves change colour?

In spring and summer, most leaves are green. This is because they contain a green substance called chlorophyll, which helps the leaf use sunlight to make food.

In autumn, the days become shorter and the weather turns cooler. As a result, the tree makes less chlorophyll, so the green colour fades. The yellow and orange colours that were already in the leaf begin to show.

The tree then seals the base of each leaf stalk with a thin layer of cells. Because no water or food can pass through, the leaf dies and falls to the ground. This means the tree saves its energy for the winter.

A chain of causes and effects: each effect becomes the cause of the next

Key ideas

An explanation says how or why something happens.
A cause is the reason; an effect is the result.
Because introduces a cause, so and as a result introduce an effect.
Technical words, such as chlorophyll, should be explained in the same sentence or the one after it.
Write the effect first, then give the cause after because, or the other way round.

Worked example 12.4.1

In the sentence The days become shorter, so the tree makes less chlorophyll, which part is the effect?

Method. Find the cause, then the result of the cause. The connective so links them.

Find the connective. So links the cause to the result.
so
Find the cause. The days become shorter is the reason.
The days become shorter
Find the effect. The tree makes less chlorophyll is the result.
the tree makes less chlorophyll
Write the answer.
the tree makes less chlorophyll

Check. The effect comes after so. ✓

Watch out. The effect is the result, so it comes after the connective so.

Worked example 12.4.2

Why do the yellow and orange colours begin to show in autumn? Answer using the text.

Method. Find the effect in paragraph 2, then the cause that comes before it.

Find the words. The text says the green colour fades, so the yellow and orange colours begin to show.
the green colour fades
Find the cause. The green colour fades because the tree makes less chlorophyll.
the tree makes less chlorophyll
Say what this means. The fading green lets the other colours show.
because the green colour fades
Write the answer.
because the green colour fades

Check. The fading green is the cause of the other colours showing. ✓

Worked example 12.4.3

Write an explanation sentence with because: leaves are green in summer.

Method. Write the effect first, then give the cause after because.

Write the effect. Leaves are green in summer is the thing to explain.
Leaves are green in summer
Add the cause after because. The cause is the chlorophyll that the leaf contains.
because they contain chlorophyll
Check the sentence. The cause follows because and explains the effect.
Leaves are green in summer because they contain chlorophyll.
Write the answer.
Leaves are green in summer because they contain chlorophyll.

Check. The cause follows because, and explains the effect. ✓

Watch out

Watch out: a cause and an effect are not the same thing. The shorter days are the cause; the tree making less chlorophyll is the effect.

Exam tip

Grown-up tip. Ask your child to explain one thing they know, such as why a puddle dries up, using because. Then ask: "What happens next, and why?" to add an effect.

12.5

Persuasive writing: opinion, reasons and a call to action

Year 4
Write a persuasive text for a clear purpose and a known audience, Give reasons for an opinion, and end with a call to action

Video lesson: Persuasive writing: opinion, reasons and a call to actionComing soon

Story. The pupils in Priya's class want the library to stay open at lunchtime. Priya writes a short persuasive text to share with her class, before she gives it to the headteacher.

Persuasion is writing that tries to make the reader agree with an opinion, or act. Its purpose is to persuade, and its audience is the reader it wants to convince. A persuasive text usually:

states the opinion early, using words such as should;
gives clear reasons, often introduced by First, Second, Third;
may ask a rhetorical question, which makes the reader think; and
ends with a call to action, which asks the reader to do something.

Read the text in the box, look at the structure of the argument, then answer the questions in exercise 12E.

Our library should stay open at lunchtime

Our school library should stay open at lunchtime. Many pupils finish their lunch quickly, and then they have nothing quiet to do.

First, reading helps us learn new words and ideas. Second, a lunchtime library would give pupils a calm place to relax after a noisy morning. Third, pupils could run book swaps, so that everyone finds a book they enjoy.

Would you rather spend lunch in a crowded corridor? Please support this idea, and ask the headteacher to open the library at lunchtime.

An argument: an opinion, three reasons and a call to action

Key ideas

A persuasive text states an opinion, and it wants the reader to agree or act.
Give clear reasons; a fact can support a reason, but an opinion is what the writer thinks.
Words such as should show what the writer thinks ought to happen.
A rhetorical question makes the reader think about the answer.
A call to action ends the text by asking the reader to do something.

Worked example 12.5.1

Copy the opinion from the first paragraph of the persuasive text.

Method. Find the sentence that gives what the writer thinks.

Find the first sentence. The opinion is usually stated early in the text.
Our school library should stay open at lunchtime.
Check it is an opinion. Should shows what the writer thinks ought to happen, so it is an opinion.
should stay open
Confirm the paragraph. The opinion is in the first paragraph of the text.
the first paragraph
Write the answer.
Our school library should stay open at lunchtime.

Check. The first sentence states the opinion. ✓

Worked example 12.5.2

Which reason is given after the word Third?

Method. Find the word Third, then copy the reason that follows it.

Find Third. The third reason comes after the word Third.
Third,
Copy the reason. The reason is that pupils could run book swaps.
pupils could run book swaps
Write the whole reason. Copy the words to the end of the sentence.
pupils could run book swaps, so that everyone finds a book they enjoy
Write the answer.
pupils could run book swaps, so that everyone finds a book they enjoy

Check. The third reason is about book swaps. ✓

Worked example 12.5.3

Write the call to action that ends the persuasive text.

Method. Find the last paragraph, then the sentence that asks the reader to act.

Find the last paragraph. The last paragraph ends the argument.
Would you rather spend lunch in a crowded corridor?
Find the request. Please support this idea asks the reader to act.
Please support this idea
Copy the whole call. The request continues to say what to do.
ask the headteacher to open the library at lunchtime
Write the answer.
Please support this idea, and ask the headteacher to open the library at lunchtime.

Check. The call to action asks the reader to do something. ✓

Watch out

Watch out: a persuasive text is not a list of facts with no opinion. State the opinion clearly, and give reasons that the reader can agree with.

Exam tip

Grown-up tip. Ask your child to tell you one thing that they want at home, and to give three reasons for it. Then ask them to end with a request, such as Please let me.

12.6

Editing a draft: accuracy, cohesion and Standard English

Year 4
Evaluate and edit a draft for accuracy, cohesion and Standard English (WC6), Proof-read for spelling and punctuation errors (WC8), Present writing neatly, with joins where they are easy and legible handwriting (HW1, HW2)

Video lesson: Editing a draft: accuracy, cohesion and Standard EnglishComing soon

Story. Leila has written the first draft of a text about bats for the class book. Before she copies it out neatly, she edits it in stages, checking the facts first and the small errors last.

Editing means improving a draft. Work through it in order: first check the accuracy (are the facts right?); then the cohesion (do the sentences link, with the right pronouns and connecting words?); then the Standard English (do the verbs agree with their subjects?). Then proof-read for spelling and punctuation. Present the final copy neatly on paper.

Read the draft in the box, then answer the questions in exercise 12F.

Bats in Britain (first draft)

1Bats are birds, because they fly at night. They hunts insects in the dark, and they are very useful.

2Bats uses sound to find their food. They make high-pitched sounds and listen for the echoes. The echoes tells them where the insects are.

3In winter, many bats sleeps in caves or roof spaces. Its a safe place to rest, and it stays cool.

4Bats definately help gardens. Bats eat many insects in a night, so gardeners often have fewer pests.

The stages of editing, in order, from the first check to the neat copy

Check	Question to ask
Accuracy	Is every fact true, and does each sentence say what I mean?
Cohesion	Does each pronoun stand for the right noun, and are the connecting words right?
Standard English	Does each verb agree with its subject, and is the tense right?
Proof-read	Are the spellings, capital letters, full stops and apostrophes correct?
Presentation	Is the handwriting even, legible and joined where it is easy?

Key ideas

Editing improves a draft; proof-reading finds the mistakes that are left.
Check accuracy first: a spell-checker cannot tell whether a fact is true.
A verb must agree with its subject: Bats use, but The echo tells.
A pronoun can replace a repeated noun, if it matches the noun it stands for.
Its (belonging to it) has no apostrophe; it's means it is.

Worked example 12.6.1

Correct this sentence from the draft: Bats uses sound to find their food.

Method. Check the verb against its subject, Bats.

Find the subject. Bats is a plural noun, so it needs a plural verb.
Bats
Find the verb. Uses is the singular form, which does not agree with Bats.
uses
Change the verb. The plural form of the verb is use.
Bats use sound to find their food.
Write the answer.
Bats use sound to find their food.

Check. Use agrees with the plural subject Bats. ✓

Worked example 12.6.2

Correct this sentence from the draft: Its a safe place to rest.

Method. Check whether the word means belonging to it, or is short for it is.

Find the word. Its here means it is, which is short for it is.
Its
Add the apostrophe. The apostrophe replaces the missing letter i of is.
It's
Write the sentence. Its a safe place becomes It's a safe place.
It's a safe place to rest.
Write the answer.
It's a safe place to rest.

Check. It's is short for it is. ✓

Watch out. Its with no apostrophe means belonging to it, as in its wings.

Worked example 12.6.3

In paragraph 4, the second sentence begins Bats eat many insects. Replace the repeated noun with a pronoun, and write the new sentence.

Method. Replace a repeated noun with a pronoun that matches it.

Find the repeated noun. Bats was used at the start of the sentence before.
Bats
Choose a pronoun. They stands for bats, which is plural.
They
Write the sentence. The pronoun links the two sentences without repeating the word.
They eat many insects in a night, so gardeners often have fewer pests.
Write the answer.
They eat many insects in a night, so gardeners often have fewer pests.

Check. They matches the plural noun Bats. ✓

Watch out

Watch out: checking spelling is not the same as editing. A sentence can be spelt correctly and still be wrong, if the fact is not true.

Exam tip

Grown-up tip (practise on paper). Ask your child to copy one sentence from the draft neatly, with even letters, a steady size, joins where they are easy, and even spaces between the words. Some letters are best left unjoined to the letter after them, so ask which ones your child's school teaches to leave unjoined. Then check the letters that have tails: do they touch the line below?

Chapter summary

Skill	Method
Purpose	The reason for writing: to inform, instruct, explain, persuade or ask. Decide it before you write.
Audience and register	The reader decides the register. Use a formal register for people you do not know well, and an informal one for friends.
Information text	A main heading, sub-headings and paragraphs, with each paragraph about one idea. Facts are in the present tense.
Instruction	Imperative verbs, with no subject, in steps that time connectives put in order: first, next, then, after that, finally.
Explanation	How or why something happens: a cause, an effect, and a connecting word such as because, so or as a result.
Persuasion	An opinion, clear reasons, perhaps a rhetorical question, and a call to action that asks the reader to do something.
Editing	Check accuracy, then cohesion (pronouns and connecting words), then Standard English, then proof-read.
Standard English	Verbs agree with their subjects: Bats use, The echo tells; the tense stays right.
Presentation	Write neatly on paper: even letters, a steady size and joins where they are easy.

Can you…?

I can choose a purpose, an audience and a register before I write
I can organise an information text with a main heading, sub-headings and paragraphs
I can write instructions with imperative verbs and time connectives
I can explain how something happens, with a cause, an effect and a connecting word
I can write a persuasive text with an opinion, reasons and a call to action
I can edit a draft for accuracy, cohesion and Standard English
I can proof-read for spelling, capital letters, full stops and apostrophes
I can present my writing neatly, with even letters and joins where they are easy

Key terms

purpose: the reason for writing a text, such as to inform, instruct, explain, persuade or ask
audience: the person or people who will read a text
register: the level of formality of the language, chosen to suit the reader
formal: a register that uses full words and polite requests; suits people you do not know well
informal: a register that is friendly and chatty, and may use contractions; suits friends and family
information text: a text that gives facts about one topic, often with headings and sub-headings
main heading: the title that names the whole text
sub-heading: a smaller heading that names the topic of the paragraphs under it
imperative verb: a verb that gives a command, such as fold, launch or place, and that begins an instruction
time connective: a word or phrase that shows when a step happens, such as first, next, then, after that and finally
explanation: a text that tells the reader how or why something happens
cause: the reason something happens
effect: what happens as a result of a cause
persuasion: writing that tries to make the reader agree with an opinion, or act
opinion: what someone thinks, which other people may not agree with
rhetorical question: a question asked to make the reader think, not to get an answer
call to action: the sentence at the end of a persuasive text that asks the reader to do something
edit: to improve a draft by checking its accuracy, cohesion, Standard English and spelling
cohesion: the way sentences link together so that the reader can follow them
Standard English: the form of English used in formal writing, such as Bats use and They live
proof-read: to read a finished piece carefully to find the mistakes that are left
pronoun: a word such as he, she, it or they that stands in for a noun

Total 19 marks. Allow about 19 minutes.

← Chapter 11: Writing stories

Writing non-fiction and editing

By the end of this chapter you will be able to

You should already know

Where this leads

Exercise P Do you remember?

Purpose, audience and register

A letter to the headteacher

A message to a friend

Key ideas

Watch out

Exam tip

Exercise 12A Practice: purpose, audience and register

Information texts: headings, sub-headings and paragraphs

Tides on the coast

What is a tide?

What causes tides?

Why some tides are bigger

Staying safe

Key ideas

Watch out

Exam tip

Exercise 12B Practice: headings, sub-headings and paragraphs

Instructions: imperative verbs and time connectives

How to make a paper aeroplane

Key ideas

Watch out

Exam tip

Exercise 12C Practice: instructions and time connectives

Explanations: causes and effects

Why do leaves change colour?

Key ideas

Watch out

Exam tip

Exercise 12D Practice: explanations, causes and effects

Persuasive writing: opinion, reasons and a call to action

Our library should stay open at lunchtime

Key ideas

Watch out

Exam tip

Exercise 12E Practice: persuasive writing

Editing a draft: accuracy, cohesion and Standard English

Bats in Britain (first draft)

Key ideas

Watch out

Exam tip

Exercise 12F Practice: editing a draft

Chapter summary

Can you…?

Key terms

Exercise 12Z Check-up

Exercise 12X Practice test questions