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Primary English · Year 5Chapter 12 · Writing non-fiction, cohesion and layout
Year 5 · Chapter 12

Writing non-fiction, cohesion and layout

By the end of this chapter you will be able to

  • Choose a form and a register that fit the reader and the purpose
  • Write a formal or informal letter with the right greeting and sign-off
  • Link paragraphs so that the text flows
  • Choose words and layout so the meaning is clear
  • Summarise a passage in a few sentences
  • Proof-read and correct a short piece of writing

You should already know

  • Non-fiction, headings and bullet points (Year 4, Chapter 12)
  • Writing for a reader and a purpose (Chapter 11 of this book)

Where this leads

  • Year 5 English is complete after this chapter; Year 6 English follows in its own book

National Curriculum for England, Key Stage 2 English, Year 5. Content: Write non-fiction: a report, a persuasive text, and formal and informal letters, using an appropriate register (WC-Y5c), Link paragraphs with adverbials, pronouns and ellipsis (G5-8), Avoid ambiguity in writing (G5-9), Use layout devices: headings, sub-headings, bullet points and underlining (G5-10, WC5), Summarise a longer passage in writing, as a precis (WC-Y5d); evaluate and edit writing (WC6), Proof-read for spelling and punctuation (WC8); write legibly with joined handwriting (HW), practised on paper with a grown-up.

Exercise P  Do you remember?

1
FWrite the word that means the first part of a letter that gives the reader a name, such as Dear Sam.
2
FWrite the word for a title at the top of a section, such as Weather.
3
FWhat is an adverb? Write one adverb of time from this sentence: We went home afterwards.
4
FWrite the word that means a sentence goes on the same line in a list with dots, such as a bullet point, used to list items.
5
FWrite the plural of city.
12.1

Non-fiction forms: report and persuasive text

Year 5
Write non-fiction: a report and a persuasive text, using an appropriate register (WC-Y5c)
Video lesson: Non-fiction forms: report and persuasive textComing soon
Story. Leila is writing two pieces for the school newsletter. One is a report about the school's recycling week, which gives facts. The other is a persuasive text, which tries to convince parents to join a litter-pick. She plans each one before she writes.

Key ideas

  • A report: a title, short sections with sub-headings, and facts written in the present tense.
  • A persuasive text: a clear opinion, reasons, and a strong ending that asks the reader to act.
  • Both forms use a formal or informal register to suit the reader.
  • Plan the structure first: the sections, the reasons, the ending.
Worked example 12.1.1
Which form gives facts about an event: a report or a persuasive text?

Method. Look at the purpose.

  1. Look at the purpose. A report gives facts about an event.
    facts
  2. Name the form. The report gives facts.
    a report
  3. Write the answer.
    a report

Check. A report. ✓

Worked example 12.1.2
Which feature shows a text is persuasive: a list of facts, or a call for the reader to act?

Method. Look at what the writer wants.

  1. Compare. Facts inform; persuasion tries to change what the reader does.
    change
  2. Choose. A call to act is the persuasive feature.
    a call to act
  3. Write the answer.
    a call for the reader to act

Check. A call to act. ✓

Worked example 12.1.3
Write a sub-heading for a report section about how bees help the garden.

Method. Name the section clearly.

  1. Choose the topic. Bees and the garden.
    bees and the garden
  2. Write it. How Bees Help the Garden.
    How Bees Help
  3. Write the answer.
    Accept any sub-heading, such as How Bees Help the Garden

Check. A clear sub-heading. ✓

Exercise 12A  Practice: report and persuasive text

1
FWhich tense is used in most reports: present or future?
2
FWhich section of a report would give a summary of the findings?
3
FWrite one reason a persuasive text might give to support a litter-pick.
4
FWhich word is most persuasive: some or every, in ___ pupil should join the litter-pick?
5
PSIn a report, which heading tense is best: How the Garden Grew or How the Garden Grows?
6
PSWrite a persuasive opening sentence about why the school needs a bike rack.
7
PSWhich is a fact and which is an opinion for a report: The garden is beautiful or The garden has twelve beds?
8
RWrite a sentence for a report about recycling, in the present tense.
9
RWrite a closing sentence for a persuasive text asking parents to join a litter-pick.
12.2

Formal and informal letters and register

Year 5
Write formal and informal letters, using an appropriate register (WC-Y5c)
Video lesson: Formal and informal letters and registerComing soon
Story. Hannah writes two letters. One is to a friend, with a joke and a casual sign-off. The other is to the head teacher, asking for the library to open at lunchtime. She knows that each reader needs a different tone.

Model formal letter (for a school)

Dear Mrs Patel,

I am writing to ask whether the school library could open at lunchtimes on Tuesdays and Thursdays. Many pupils would like to read or research during this time.

Thank you for considering this request. I would be grateful for a reply.

Yours sincerely,

Hannah Clarke

Key ideas

  • A formal letter uses full words, no slang, and a polite tone. It starts Dear Mrs Patel and ends Yours sincerely.
  • An informal letter to a friend uses relaxed words and may use contractions. It starts Dear Sam or Hi Sam and ends with Love or From.
  • Use Yours sincerely when you know the name; Yours faithfully when you do not.
  • Register is the level of formality that suits the reader and the purpose.
Worked example 12.2.1
Which sign-off suits a formal letter to a head teacher whose name you know: Love or Yours sincerely?

Method. Think about the reader and the level of formality.

  1. Think about the reader. A head teacher is a formal reader.
    formal
  2. Choose. Yours sincerely is the formal sign-off.
    Yours sincerely
  3. Write the answer.
    Yours sincerely

Check. Yours sincerely. ✓

Worked example 12.2.2
Which word is more formal: get or obtain?

Method. Think about the register of each word.

  1. Compare. Get is informal; obtain is more formal.
    formal
  2. Choose. Obtain suits a formal letter.
    obtain
  3. Write the answer.
    obtain

Check. Obtain. ✓

Worked example 12.2.3
Rewrite the informal Can u let us in the library? as a formal request.

Method. Use full words and a polite tone.

  1. Write in full. You becomes you; u becomes you and no slang.
    full words
  2. Make it polite. Could we please makes the request polite.
    Could we please
  3. Write the answer.
    Could we please use the library at lunchtime?

Check. A polite, formal request. ✓

Exercise 12B  Practice: letters and register

1
FWhich greeting suits a formal letter to a teacher you do not know well: Hi Mrs Lane or Dear Mrs Lane?
2
FWhich sign-off is informal: Yours faithfully or Love from?
3
FWhich is more formal: I'm or I am?
4
FWhich phrase suits a formal letter: Thanks a lot or Thank you for your time?
5
PSWrite the sign-off for a formal letter to a person whose name you do not know.
6
PSRewrite Gonna be late, sorry! in a formal register.
7
PSWhich word is least formal: request, ask or beg?
8
PSWhich sentence has the right register for a formal letter to a head teacher: Can I have a day off? or I would be grateful if I could request a day's absence.?
9
PSWhich opening suits an informal letter to a friend: Dear Sir or Hi Sam?
10
RWrite a formal opening line for a letter asking for a library visit.
11
RExplain why an informal letter to a friend can use slang, but a formal letter should not.
12.3

Cohesion: linking paragraphs with adverbials, pronouns and ellipsis

Year 5
Link paragraphs with adverbials, pronouns and ellipsis (G5-8)
Video lesson: Cohesion: linking paragraphs with adverbials, pronouns and ellipsisComing soon
Story. Nina's paragraphs about her trip to the beach sound choppy. Each one starts again with the same words. She adds links: Afterwards, it and a shorter sentence where the reader already knows the subject.

Key ideas

  • An adverbial at the start of a paragraph links it to the one before: However, Later, Meanwhile.
  • A pronoun (he, she, it, they) can replace a noun already named, to avoid repetition.
  • Ellipsis means leaving out a word the reader can work out: Tom went home and (he) ate supper.
  • Good cohesion helps the reader follow the thread of the text.
Worked example 12.3.1
Choose a linking adverbial for the start of a paragraph that follows on in time: However or Afterwards?

Method. Think about what the link shows.

  1. Read. The paragraph follows in time.
    time
  2. Choose. Afterwards shows time; however shows contrast.
    Afterwards
  3. Write the answer.
    Afterwards

Check. Afterwards. ✓

Worked example 12.3.2
Replace the repeated noun with a pronoun: The bus was late. The bus was full.

Method. Use it to replace the bus.

  1. Find the noun. Bus is repeated.
    bus
  2. Replace it. It refers back to the bus.
    It was full
  3. Write the answer.
    The bus was late. It was full.

Check. It was full. ✓

Worked example 12.3.3
Use ellipsis to shorten: Sam ate an apple, and Sam ate a pear.

Method. Leave out the repeated words.

  1. Find the repeat. Sam ate is repeated.
    Sam ate
  2. Leave it out. Sam ate an apple and a pear.
    and a pear
  3. Write the answer.
    Sam ate an apple and a pear.

Check. Sam ate an apple and a pear. ✓

Exercise 12C  Practice: cohesion

1
FChoose the adverbial that links to a contrast: We wanted to swim. ____, the water was too cold. However or Afterwards?
2
FReplace the repeated word with a pronoun: Ben found a shell. Ben put the shell in his pocket. Write the second sentence.
3
FUse ellipsis to shorten: I like cats and I like dogs.
4
FWhich adverbial starts a paragraph about something that happened at the same time: Meanwhile or Finally?
5
FReplace the repeated noun with a pronoun: The children waited. The children were cold. Write the second sentence.
6
PSWhich adverbial suits the end of a list of steps: Finally or Yesterday?
7
PSUse ellipsis to shorten: Mia likes football, and Mia likes tennis, and Mia likes swimming.
8
PSWhich pronoun could replace the girls in The girls ran. The girls laughed.?
9
PSLink these paragraphs: the first is about the morning, the second about the afternoon. Choose a linking adverbial for the second: Later or Before?
10
PSRewrite with a pronoun and an adverbial: The rain stopped. Then the rain stopped completely. Write a better second sentence.
11
RWrite two linked sentences about a walk, using a pronoun and an adverbial.
12
RExplain why a writer uses ellipsis, with an example.
12.4

Avoiding ambiguity and proof-reading

Year 5
Avoid ambiguity in writing (G5-9); proof-read for spelling and punctuation (WC8)
Video lesson: Avoiding ambiguity and proof-readingComing soon
Story. Tom writes a note for his mum: Please bring the bag to school with the kids. He reads it again. Does the bag belong to the kids? He rewrites it, then checks for spelling and punctuation before he sends it.

Key ideas

  • Ambiguity: a sentence can be read in more than one way.
  • Fix ambiguity by moving words, adding words, or using a comma.
  • Proof-reading: check each sentence for spelling, capitals, full stops and commas.
  • Read the text aloud, or slowly in your head, and mark each error.
Worked example 12.4.1
Which is clearer: Please bring the bag to school with the kids or Please bring the bag with you to school for the kids?

Method. Find where the reader could be confused.

  1. Read the first. Is the bag with the kids, or are the kids going to school with you?
    confused
  2. Read the second. The second makes it clear who brings the bag and why.
    clear
  3. Write the answer.
    Please bring the bag with you to school for the kids

Check. The second is clearer. ✓

Worked example 12.4.2
Find the spelling error in The recieved letter came today.

Method. Use the rule i before e, except after c.

  1. Check the rule. After c, the letters are ei.
    after c
  2. Correct. The correct spelling is received.
    received
  3. Write the answer.
    recieved should be received

Check. Received. ✓

Worked example 12.4.3
Which is correct: Its raining or It's raining?

Method. Check whether the apostrophe is needed.

  1. Check. It's is short for it is.
    it is
  2. Choose. It's raining.
    It's
  3. Write the answer.
    It's raining

Check. It's raining. ✓

Exercise 12D  Practice: ambiguity and proof-reading

1
FRewrite to remove the ambiguity: Nell saw the girl with a telescope. Who has the telescope? Write a clearer sentence where Nell has it.
2
FCorrect the spelling: definately
3
FCorrect the apostrophe: Its a sunny day.
4
FAdd the missing comma to make the list clear: We packed apples pears and plums.
5
FCorrect the speech punctuation: "Come here" said Mum.
6
PSCorrect the spelling: necesary
7
PSRewrite to remove the ambiguity: The teacher told the boy he was wrong. Who was wrong? Write a clearer sentence where the boy was wrong.
8
PSCorrect the spelling: accomodate
9
PSPunctuate: what time is lunch asked Ruby
10
PSCorrect the sentence with a missing capital: on monday we went to the zoo.
11
RProof-read this and list two errors: the dog ran acros the feild.
12
RExplain why a comma can remove ambiguity in Let's eat, Grandma.
12.5

Layout devices and summarising as a precis

Year 5
Use layout devices such as headings, sub-headings, bullet points and underlining (G5-10, WC5); summarise a passage as a precis (WC-Y5d)
Video lesson: Layout devices and summarising as a precisComing soon
Story. Ali needs to write a short guide for new pupils about the rock pool. He first reads the passage below, then he plans the layout. He will use a heading, sub-headings, bullet points and an underlined warning.

A passage to summarise: The Rock Pool

A rock pool is a small pool of seawater left behind on a beach when the tide goes out. Because the water is trapped, it can be warm in the afternoon and cold at night, so the animals that live there must be tough.

Shrimps hide under seaweed and dart away when they are touched. Crabs use their claws to find food and to defend their homes. Starfish move slowly across the rocks, holding on with hundreds of small tube feet.

People who visit should look carefully, stay on the rocks, and put every stone back exactly where they found it. This keeps the animals safe for the next visitor.

Key ideas

  • A heading names the whole text; a sub-heading names a section.
  • Bullet points show items that do not need to be in order.
  • Underline or bold a warning or a key word, so the reader notices it.
  • A precis is a short summary, in your own words, of the main ideas in order, with no examples.
Worked example 12.5.1
Which layout device would best list the animals in a rock pool: a bullet point list or a long paragraph?

Method. Think about the purpose of the list.

  1. Look at the items. Shrimps, crabs and starfish are separate items.
    separate items
  2. Choose. A bullet point list makes each item easy to find.
    bullet point list
  3. Write the answer.
    a bullet point list

Check. A bullet point list. ✓

Worked example 12.5.2
Write a sub-heading for the section about animals in the rock pool.

Method. Name the section clearly.

  1. Choose the topic. The animals.
    animals
  2. Write it. Animals in the Rock Pool.
    Animals in the Rock Pool
  3. Write the answer.
    Accept any clear sub-heading, such as Animals in the Pool

Check. A clear sub-heading. ✓

Worked example 12.5.3
Write a precis of the first paragraph in one short sentence.

Method. Keep the main idea and leave out detail.

  1. Find the main idea. A rock pool is a small pool of seawater left behind by the tide.
    small pool
  2. Write it briefly. Rock pools are small pools that can be warm or cold.
    warm or cold
  3. Write the answer.
    Rock pools are small pools of seawater that can be warm or cold.

Check. The precis keeps the main idea. ✓

Exercise 12E  Practice: layout and precis

1
FWhich layout device names a whole text: a heading or a bullet point?
2
FWhich device is best for a warning: underlining or a bullet point?
3
FWrite the three animals named in the second paragraph of the passage.
4
FWhich bullet point is a fact from the passage: Crabs use their claws to find food?
5
FWrite a sub-heading for the third paragraph about the visitors.
6
PSWhich two words are the key warning in the third paragraph? Underline one idea: stay on the rocks and put every stone back.
7
PSWrite the precis of the second paragraph in one sentence, in your own words.
8
PSWhich sentence is the main idea of the whole passage: Shrimps hide under seaweed or Rock pools are home to tough animals?
9
PSWhich layout device would best separate the rules for visitors from the description of the pool?
10
RWhy is a precis shorter than the original passage?
11
RWrite a precis of the whole passage in no more than three sentences.
12.6

Evaluating, editing and handwriting

Year 5
Evaluate and edit writing (WC6); write legibly with joined handwriting, practised on paper with a grown-up (HW)
Video lesson: Evaluating, editing and handwritingComing soon
Story. Leila has written a report and a letter. Before she sends them, she reads each piece with a checklist: is the register right? Are the paragraphs linked? Is each sentence clear? She then copies the final letter by hand, slowly and neatly, with a grown-up checking.

Practise on paper

Handwriting cannot be marked on a screen. Practise a line of joined letters on paper, with a grown-up, using a pencil and lined paper.

Keep the letters the same size and the joins smooth. Write at a steady pace, and check the line before you go on.

Key ideas

  • Evaluate: read your writing for purpose, audience, register, cohesion and clarity.
  • Edit: improve the words, the order and the punctuation, and then proof-read.
  • Handwriting: joined, legible and even, written at a steady speed.
  • Ask a grown-up to check your handwriting and tell you one thing to improve.
Worked example 12.6.1
Name one thing to check when you evaluate a letter for register.

Method. Think about the reader.

  1. Look at the reader. The reader may be formal or informal.
    formal or informal
  2. Check the greeting. The greeting and sign-off must match.
    match
  3. Write the answer.
    that the greeting and sign-off suit the reader

Check. The greeting and sign-off suit the reader. ✓

Worked example 12.6.2
Why is a joined handwriting style useful in a letter?

Method. Think about writing at speed.

  1. Think. Joined letters flow and need fewer pen lifts.
    flow
  2. Explain. Joined writing is quicker and easier to read.
    quicker
  3. Write the answer.
    it is faster and easier to read

Check. It is faster and easier to read. ✓

Worked example 12.6.3
Which change best helps cohesion: adding a linking word, or adding a new paragraph with no link?

Method. Think about how the reader moves from one idea to the next.

  1. Think. A link helps the reader follow.
    follow
  2. Choose. Adding a linking word improves cohesion.
    linking word
  3. Write the answer.
    adding a linking word

Check. Adding a linking word. ✓

Exercise 12F  Practice: evaluating and editing

1
FName the register of Dear Mrs Patel, I am writing to ask...
2
FWhich word in Thank you for considering this request shows the register is polite?
3
FGive one way to improve the cohesion of two paragraphs.
4
FWhich sign-off should a formal letter end with, when the name is known: Love or Yours sincerely?
5
PSWhich of these is an edit to make a sentence clearer: The old man saw the dog with a stick or The old man, who had a stick, saw the dog?
6
PSEdit this sentence to use a bullet point list: Pupils need pens, paper and a ruler. How many bullet points are needed?
7
PSWhich is the most important check for handwriting: that the letters are joined and even, or that the paper is pink?
8
RWrite one sentence of evaluation of your own letter: is it clear to the reader?
9
REdit a sentence to improve it: The report was good and we liked it and it was good.
10
RExplain how a grown-up can help you improve your handwriting, and say one thing you would practise.

Chapter summary

SkillMethod
Report and persuasive textA report gives facts in sections; a persuasive text gives an opinion, reasons and a call to act.
RegisterFormal letters use full words and Yours sincerely; informal letters use relaxed words and Love from.
CohesionLink paragraphs with adverbials (however, afterwards), pronouns (it, they) and ellipsis.
Ambiguity and proof-readingMove words so the meaning is clear; check spelling, capitals and punctuation.
Layout and precisHeadings, sub-headings, bullet points and underlining; a precis is a short summary of the main ideas.
HandwritingJoined, legible and even, practised on paper with a grown-up.

Can you…?

  • I can write a report or a persuasive text for a reader and purpose
  • I can choose a formal or informal register and the right greeting and sign-off
  • I can link paragraphs with adverbials, pronouns and ellipsis
  • I can remove ambiguity and proof-read my writing
  • I can use headings, sub-headings, bullet points and underlining
  • I can summarise a passage as a precis

Key terms

register
the level of formality in writing, which suits the reader and purpose
cohesion
links that help the text flow from one sentence or paragraph to the next
ellipsis
leaving out words that the reader can work out from the rest of the sentence
ambiguity
when a sentence could be read in more than one way
precis
a short summary, in your own words, of the main ideas of a passage
sub-heading
a heading for a section within a longer text

Exercise 12Z  Check-up

1
Which form gives facts about an event: a report or a persuasive text?
2
Which sign-off is formal for a letter where the name is not known: Yours faithfully or Love from?
3
Replace the repeated noun with a pronoun: The dog barked. The dog wagged its tail. Write the second sentence.
4
Choose the adverbial that shows a contrast: However or Afterwards?
5
Correct the spelling: recieve
6
Add a comma to make the list clear: We need eggs flour and milk.
7
Which layout device names a section within a report: a sub-heading or a bullet point?
8
Rewrite to remove ambiguity: Ben told Sam he was late. Write a clearer sentence where Sam was late.
9
Write a precis of Rock pools are small pools of seawater in a few words.
10
Write a formal opening line for a letter to a head teacher.

Total 18 marks. Allow about 18 minutes.

Exercise 12X  Practice test questions

1
FWhich sign-off suits an informal letter to a friend: Yours sincerely or Love from?[1 mark]
2
PSWrite the sub-heading for a section about the rules for visitors to the rock pool.[1 mark]
3
FCorrect the spelling: definately[1 mark]
4
PSReplace the repeated noun with a pronoun: Mia found a shell. Mia put the shell on the shelf. Write the second sentence.[2 marks]
5
PSShorten with ellipsis: I like tea, and I like coffee.[2 marks]
6
PSAdd a linking adverbial to start the second paragraph, which describes what happened later: Later or However?[1 mark]
7
PSRewrite to avoid ambiguity: Sam saw the boy with binoculars. Write a clearer sentence where Sam has the binoculars.[2 marks]
8
PSWrite a precis of Shrimps hide under seaweed and dart away when they are touched in a few words.[2 marks]
9
RWrite a closing sentence for a persuasive text asking pupils to recycle. Use a call to action.[3 marks]
10
REvaluate one of your pieces of writing: say whether the register and the layout suit the reader and purpose.[3 marks]
← Chapter 11: Writing stories and poems

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