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Primary English · Year 6Chapter 12 · Writing for purpose: narrative, non-fiction, persuasive and discursive
Year 6 · Chapter 12

Writing for purpose: narrative, non-fiction, persuasive and discursive

By the end of this chapter you will be able to

  • Name the audience, purpose and form for a piece of writing before drafting
  • Choose a word or sentence that creates the effect the writer wants
  • Write a setting and a character that create an atmosphere, with dialogue that moves the story on
  • Summarise a passage in no more than 25 words, keeping the key points
  • Use a rhetorical question, and a balanced argument, in a persuasive or discursive text

You should already know

  • Planning a story: setting, characters and the five parts of a plot (Year 4 Chapter 11)
  • Expanded noun phrases, relative clauses and modal verbs (Chapters 5 and 6 of this book)

Where this leads

  • Cohesion, editing and reading your own writing aloud (Chapter 13 of this book)

National Curriculum for England, Key Stage 2 English, Year 6. Content: Plan writing by identifying the audience and the purpose, choosing the form, and using similar writing as a model (Y5-6 writing), Choose grammar and vocabulary, and see how each choice changes the meaning (Y5-6 writing), Write narratives that describe settings, characters and atmosphere, and use dialogue to show character and move the action on (Y5-6 writing), Summarise a longer passage in fewer words, keeping the key points (précis) (Y5-6 writing), Write non-fiction, persuasive and discursive texts, and poems, for a range of purposes and readers (Y5-6 writing).

Exercise P  Do you remember?

1
FWrite the word that means the people who will read a piece of writing. Write the word only.
2
FWrite the word that means the reason for writing. Write the word only.
3
FWhich word is an adverb in The wind blew gently across the field.? Write the word only.
4
FWrite the word that means a short version of a text that keeps its main points. Write the word only.
5
FWhich word is a noun in The old mill stood by the river.? Write the word only.
12.1

Planning: audience, purpose and form

Year 6
Plan writing by identifying the audience and the purpose, choosing the form, and using similar writing as a model (Y5-6 writing)
Video lesson: Planning: audience, purpose and formComing soon
Story. Amara has to write for three readers: her friend, the head teacher and the local newspaper. Before she writes, she plans who each reader is, what she wants them to do, and which form suits each one.

Before you write, plan three things. The audience is who will read the text. The purpose is why you are writing: to tell a story, to inform, to persuade or to discuss. The form is the type of text, such as a letter, a story, a report or a poem. Read a similar text as a model, to see how it is organised.

A planning frame

QuestionExample answer
Who is the audience?The head teacher, who is formal and busy
What is the purpose?To persuade her to fund a new reading area
Which form suits it?A formal letter, with paragraphs and a polite ending

Key ideas

  • Name the audience, the purpose and the form before you draft.
  • The audience decides the tone; the purpose decides the content; the form decides the structure.
  • A model text shows how a similar form is organised.
Worked example 12.1.1
Which form suits a friend who wants to hear about a day at the beach? Choose letter or report.

Method. Think about the audience and the purpose.

  1. Find the audience. A friend is a personal reader.
    friend
  2. Find the purpose. The purpose is to share a day, which suits a personal form.
    share a day
  3. Choose the form. A letter is personal, so it suits a friend.
    letter
  4. Write the answer.
    letter

Check. A letter is personal and suits a friend. ✓

Worked example 12.1.2
Which is the audience for a notice about a school disco? Choose pupils or a government minister.

Method. Think about who the notice is for.

  1. Find the purpose. The notice tells pupils about the disco.
    tells pupils
  2. Choose the audience. Pupils are the readers the notice is for.
    pupils
  3. Write the answer.
    pupils

Check. Pupils are the audience. ✓

Worked example 12.1.3
Which tone suits a letter to a head teacher? Choose formal or informal.

Method. Think about the reader and the relationship.

  1. Find the reader. A head teacher is a formal reader.
    formal reader
  2. Choose the tone. A formal tone with full words suits the reader.
    formal
  3. Write the answer.
    formal

Check. The tone is formal. ✓

Watch out

Watch out: a plan is not the text. Use the plan to make choices, then write the full text in sentences and paragraphs.

Exam tip

Grown-up tip. Ask your child to name the audience and the purpose of one piece of writing they will do this week, before they begin.

Exercise 12A  Practice: planning the audience, purpose and form

1
FName the audience for a letter asking the council to repair a path.
2
FWhich form suits a set of instructions for making a sandwich? Write the form: report, recipe or story.
3
PSName the purpose of a poster that asks pupils to recycle paper.
4
PSWhich text is a good model for a story about a storm? Write the form: a weather report, a recipe or a poem.
5
RPlan the audience, purpose and form for a letter of thanks to a grandparent. Write them in one sentence.
6
FWhich reader needs a more formal tone: a friend or a bank manager? Write the reader only.
7
PSChoose a model text for a school newsletter article, and say why it is a good model.
8
FWho is the audience for a poem written for a school assembly? Write one word.
9
RWhy must a writer decide the purpose before choosing the form? Answer in one sentence.
10
PSWhich form best suits a text that explains how a volcano erupts? Write the form: a report, a story or a letter.
11
PSName the audience and the purpose for a leaflet about a local park.
12.2

Word choice and its effect on the reader

Year 6
Choose grammar and vocabulary, and see how each choice changes the meaning (Y5-6 writing)
Video lesson: Word choice and its effect on the readerComing soon
Story. Ben is drafting a story about a dog. He tries two versions of the same sentence, and asks his friend which one makes the reader feel more afraid.

Each word choice changes the effect on the reader. A stronger verb, such as snarled, gives a fiercer picture than barked. A precise adjective, such as grand, gives a clearer idea than big. Choose words for the effect you want.

Two versions, two effects

Version AVersion BThe difference
The dog barked at the postman.The dog snarled at the postman.snarled is fiercer, so the dog seems more threatening
The sun was warm on the hill.The sun blazed on the hill.blazed is stronger, so the heat seems fierce
She walked into the room.She crept into the room.crept is quieter and more secret
It was a big house.It was a grand house.grand suggests impressive and splendid

Key ideas

  • A stronger verb creates a stronger picture.
  • A precise adjective gives a clearer and more exact idea.
  • Choose the word whose meaning creates the effect you want.
Worked example 12.2.1
Which sentence creates the more fierce effect? The dog barked at the postman. or The dog snarled at the postman.

Method. Compare the two verbs.

  1. Compare the verbs. Barked and snarled both describe the dog.
    barked, snarled
  2. Choose the fiercer. Snarled is a fiercer verb, so the dog seems more threatening.
    snarled
  3. Write the answer.
    The dog snarled at the postman.

Check. Snarled is the fiercer verb. ✓

Worked example 12.2.2
Which word gives the more exact idea of a house: big or grand?

Method. Think about what each word tells the reader.

  1. Compare the words. Big is general; grand is more precise.
    big, grand
  2. Choose the precise word. Grand suggests impressive and splendid.
    grand
  3. Write the answer.
    grand

Check. Grand is more precise. ✓

Worked example 12.2.3
Which verb is quieter and more secret: walked or crept?

Method. Think about the speed and the sound of the movement.

  1. Think about the sound. Crept describes slow, quiet movement.
    slow and quiet
  2. Choose the verb. Crept gives a secret, careful picture.
    crept
  3. Write the answer.
    crept

Check. Crept is quieter. ✓

Watch out

Watch out: a very strong word used too often can lose its effect. Use strong words with care.

Exam tip

Grown-up tip. Ask your child to write one sentence with a plain verb, then the same sentence with a stronger verb. Ask which one a reader would remember.

Exercise 12B  Practice: word choice and effect

1
FWhich sentence creates the stronger effect: The dog barked at the postman. or The dog snarled at the postman.? Write the stronger sentence.
2
FWhich sentence creates the stronger effect: The sun was warm on the hill. or The sun blazed on the hill.? Write the stronger sentence.
3
FWhich sentence creates the stronger effect: She walked into the room. or She crept into the room.? Write the stronger sentence.
4
FWhich sentence creates the stronger effect: It was a big house. or It was a grand house.? Write the stronger sentence.
5
PSRewrite The dog walked into the garden. with a stronger verb, so that the dog seems more careful.
6
PSWhich word gives a more exact picture: nice or delightful, for a sunny day? Write the word only.
7
RExplain in one sentence how changing one word can change the effect of a sentence.
8
PSWhich sentence creates the stronger effect: The wind was strong. or The wind howled.? Write the stronger sentence.
9
FWhich word is more formal for a report: get or obtain? Write the word only.
10
PSWrite a sentence about a bike, using a strong adjective, such as shiny, gleaming or battered.
11
PSWhich sentence has the stronger effect: It was dark. or The night swallowed the town.? Write the stronger sentence.
12
RExplain why a writer might choose a short sentence rather than a long one, in one sentence.
13
FWhich sentence is more precise: The bird made a noise or The bird chirped? Write the more precise sentence.
14
PSWrite a sentence with a word that creates a feeling of safety for the reader.
12.3

Narrative writing: setting, characters and atmosphere

Year 6
Write narratives that describe settings, characters and atmosphere, and use dialogue to show character and move the action on (Y5-6 writing)
Video lesson: Narrative writing: setting, characters and atmosphereComing soon
Story. Sofia is writing a story about a fog that covers a harbour town. She describes the harbour, the fisherman who knows the tides, and the quiet mood as the boats return.

A good story describes the setting (where and when), the characters (who they are and what they want), and the atmosphere (the mood the reader feels). Dialogue shows what a character is like, and it moves the action on.

Setting, character, atmosphere, dialogue

PartWhat it doesExample
SettingWhere and whena harbour town in thick fog, before dawn
CharacterWho, and what they wantan old fisherman who wants his boat home
AtmosphereThe moodthe fog muffles every sound
DialogueShows character and moves on"The tide is turning," he said.

Key ideas

  • Describe the setting with place and time.
  • Create atmosphere with precise words and sensory details.
  • Use dialogue to show character, and to move the action on.
Worked example 12.3.1
Which detail creates the atmosphere of a quiet, misty harbour? Choose the fog muffled every sound or the boats were red.

Method. Look for the detail that creates a mood.

  1. Find the mood. A quiet, misty harbour has a muffled, still feeling.
    muffled, still
  2. Choose the detail. The fog muffled every sound creates that mood.
    the fog muffled every sound
  3. Write the answer.
    the fog muffled every sound

Check. The detail creates the atmosphere. ✓

Worked example 12.3.2
Which line of dialogue moves the action on? Choose "Hello," he said. or "The tide is turning, so we must leave now."

Method. Look for the line that makes something happen.

  1. Read each line. Hello is a greeting, and does not move the action.
    greeting
  2. Choose the line. The tide line tells the crew to act, so the action moves on.
    we must leave now
  3. Write the answer.
    The tide is turning, so we must leave now.

Check. The second line moves the action on. ✓

Worked example 12.3.3
Which noun phrase describes the setting in the most detail? Choose a town or a harbour town in thick fog, before dawn.

Method. Look for the phrase that gives the most detail.

  1. Compare. A town is general; the second phrase gives place, weather and time.
    place, weather, time
  2. Choose. The second phrase describes the setting in most detail.
    a harbour town in thick fog, before dawn
  3. Write the answer.
    a harbour town in thick fog, before dawn

Check. The second phrase gives the most detail. ✓

Watch out

Watch out: a setting is not a list. Choose the details that create the mood, and leave out the ones that do not help the reader.

Exam tip

Grown-up tip. Ask your child to describe a room in their home, with three details that create the mood, such as warm light, a ticking clock and the smell of bread.

Exercise 12C  Practice: narrative setting, character and atmosphere

1
PSWrite a setting for a story about a lost kite, with a place and a time.
2
PSDescribe a character in one sentence, with one detail that shows what they want.
3
FWhich word creates the atmosphere of a quiet, dark night? Write the word only: glittering or silent.
4
PSWrite a line of dialogue that shows a character is nervous.
5
FWhich setting detail creates a cold atmosphere? Choose the frost covered the path or the sun was warm. Write the detail only.
6
PSWrite one sentence of dialogue that moves the action on, in a story about a train.
7
FWhich noun phrase gives the most detail about a boat? Write the phrase: a boat or the small blue boat with a torn sail.
8
PSDescribe the atmosphere of a busy market, using one sensory detail.
9
RExplain in one sentence why a writer uses dialogue in a story, not only description.
10
PSWrite the word that describes the mood of a place where people are afraid. Write the word only.
11
PSWrite one sentence that sets the scene in a harbour at dawn.
12.4

Précis: summarising a longer passage

Year 6
Summarise a longer passage in fewer words, keeping the key points (précis) (Y5-6 writing)
Video lesson: Précis: summarising a longer passageComing soon
Story. The class is writing a short history of the village mill. They read a passage, then write a précis of it in no more than 25 words, keeping the key points.

A précis is a summary of a longer passage. It keeps the key points and leaves out examples, repeated words and small details. Write it in your own words, and check that it is shorter than the passage.

The passage

The old mill by the river was built in the eighteenth century to grind corn for the village. For more than a hundred years, its great wheel turned day and night, and the miller's family lived in the cottage beside it. Children played on the banks, and farmers brought their sacks along the lane each autumn. When the mill closed in 1950, the wheel stopped for the first time, and the village grew quiet. Today the mill has been restored by volunteers, who open its doors on summer weekends so that visitors can watch the wheel turn once more.

Key ideas

  • A précis keeps the key points, in no more than 25 words.
  • Leave out examples, repeated words and small details.
  • Write the summary in your own words, and check its length.
Worked example 12.4.1
What is the first key point of the passage? Write it in a few words.

Method. Read the first sentence, and find the main idea.

  1. Read the first sentence. The mill was built in the eighteenth century to grind corn.
    to grind corn
  2. Name the key point. The first key point is that the mill was built to grind corn.
    built to grind corn
  3. Write the answer.
    built to grind corn for the village

Check. The key point is the purpose of the mill. ✓

Worked example 12.4.2
What is the key point of the last sentence? Write it in a few words.

Method. Read the last sentence, and find what is important.

  1. Read the last sentence. Volunteers have restored the mill, and visitors can see it.
    restored by volunteers
  2. Name the key point. The mill is restored and open on summer weekends.
    open on summer weekends
  3. Write the answer.
    restored by volunteers, open on summer weekends

Check. The key point is the restoration and the opening. ✓

Worked example 12.4.3
Which detail can be left out of a précis: children played on the banks or the mill closed in 1950? Write the detail to leave out.

Method. Keep the key points, and leave out examples and small details.

  1. Find the key points. The closing date is a key point.
    closed in 1950
  2. Choose the detail to leave out. Children playing is an example, so it can be left out.
    children played on the banks
  3. Write the answer.
    children played on the banks

Check. The example is left out. ✓

Watch out

Watch out: a précis is not a copy of the passage. Write your own sentences, and count the words to check the limit.

Exam tip

Grown-up tip. Ask your child to read a short news story, then to write its key points in one sentence of no more than twenty-five words.

Exercise 12D  Practice: précis

1
FWhat is the key point of the second sentence? Write it in a few words.
2
FWhat is the key point of the fourth sentence? Write it in a few words.
3
PSWrite a précis of the whole passage in no more than 25 words.
4
PSWrite a précis of the sentence Children played on the banks, and farmers brought their sacks along the lane each autumn.
5
RWhich detail is an example, and can be left out of a précis? Write the detail: the miller's family lived in the cottage or the mill.
6
RExplain in one sentence why a précis is useful for a reader.
7
PSWrite a précis of the passage in no more than 25 words, using your own words.
8
FCount the key points in the passage: how many are there? Write the number as a word.
9
RWhat must a précis do with examples? Answer in one sentence.
10
FWrite the number of words that a précis of this passage may use at most. Write the number as a word.
12.5

Non-fiction, persuasive and discursive writing, and poems for a purpose

Year 6
Write non-fiction, persuasive and discursive texts, and poems, for a range of purposes and readers (Y5-6 writing)
Video lesson: Non-fiction, persuasive and discursive writing, and poems for a purposeComing soon
Story. The school council is writing two texts: a persuasive letter asking for a new reading area, and a discussion of whether pupils should have homework. The members plan the opening and the balanced argument of each.

A persuasive text tries to change the reader's mind, using opinions, a rhetorical question (a question that makes the reader think) and strong language. A discursive text explores both sides of an issue, with a balanced argument: on the one hand and on the other hand. A poem written for a purpose uses a planned form.

Persuasive or discursive?

FeaturePersuasiveDiscursive
Purposeto change the reader's mindto explore both sides
Typical phraseSurely, everyone agreesOn the one hand; on the other hand
Endinga call to acta balanced conclusion

Key ideas

  • A persuasive text uses opinions and a rhetorical question.
  • A discursive text gives both sides of the argument, in a balanced way.
  • A poem written for a purpose has a planned form, such as rhyme or a repeated line.
Worked example 12.5.1
Is Surely, everyone wants a reading corner? persuasive or discursive? Write the word only.

Method. Look for opinions and a rhetorical question.

  1. Find the feature. Surely, everyone wants is an opinion and a rhetorical question.
    Surely
  2. Name the text. Opinions and rhetorical questions make the text persuasive.
    persuasive
  3. Write the answer.
    persuasive

Check. The feature is persuasive. ✓

Worked example 12.5.2
Which phrase starts the first side of a balanced argument? Choose on the one hand or surely.

Method. Look for the phrase that sets out one side.

  1. Look at the phrases. On the one hand sets out one side of the argument.
    one side
  2. Choose. Surely is persuasive, not a balanced phrase.
    on the one hand
  3. Write the answer.
    on the one hand

Check. On the one hand begins a balanced argument. ✓

Worked example 12.5.3
Write the word that means a question asked to make the reader think, not to get an answer. Write the word only.

Method. Think about the meaning.

  1. Think about the meaning. A question that makes the reader think is rhetorical.
    make the reader think
  2. Name the word. The word is rhetorical.
    rhetorical
  3. Write the answer.
    rhetorical

Check. rhetorical is the term. ✓

Watch out

Watch out: a balanced argument must give both sides fairly. Do not give one side all the detail and the other side one short sentence.

Exam tip

Grown-up tip. Ask your child to write a short paragraph arguing for a family rule, first with one side, then with both sides in a balanced argument.

Exercise 12E  Practice: persuasive, discursive and poems for a purpose

1
PSWrite a rhetorical question for the opening of a persuasive letter about a reading area.
2
FWhich phrase begins the other side of a balanced argument? Choose on the other hand or without doubt. Write the phrase only.
3
PSWrite one sentence giving one side of an argument about homework, in a balanced way.
4
RWrite a closing sentence for a discursive text that gives a balanced conclusion.
5
FWhich feature is in a non-fiction information text but not in a persuasive text? Write the feature: facts or opinions.
6
PSWrite a four-line poem about a harbour, with a repeated line at the end of each stanza or a rhyme pattern.
7
RExplain in one sentence why a poem written for a purpose needs a planned form.
8
FWhich type of text is a balanced argument typically? Write persuasive or discursive.
9
PSWrite a persuasive opening sentence about recycling, with an opinion.
10
FWhich phrase in a persuasive letter invites the reader to act? Choose please consider or the mill was built.
11
RExplain in one sentence the difference between a persuasive and a discursive text.

Chapter summary

SkillMethod
Audience, purpose, formName them before drafting: the audience decides the tone, the purpose the content, the form the structure.
Word choiceA stronger verb or a precise adjective changes the effect on the reader.
NarrativeDescribe the setting, the characters and the atmosphere, and use dialogue to show character and move the action on.
PrécisA summary of a passage in fewer words, keeping the key points and leaving out examples.
Persuasive and discursivePersuasive: opinions and a rhetorical question. Discursive: a balanced argument, with both sides.
Poems for a purposePlan the form, such as a repeated line or a rhyme, to suit the purpose.

Can you…?

  • I can name the audience, purpose and form before I write
  • I can choose a word that creates the effect I want
  • I can write a setting, a character and an atmosphere, with dialogue that moves the story on
  • I can write a précis of 25 words or fewer, keeping the key points
  • I can write a persuasive or discursive text, and a poem with a planned form

Key terms

audience
the people who will read or hear a piece of writing
purpose
the reason for writing, such as to persuade, inform or entertain
form
the type of text, such as a letter, a story, a report or a poem
précis
a summary of a longer passage, in fewer words, keeping the key points
atmosphere
the mood or feeling that a setting creates for the reader
rhetorical question
a question asked to make the reader think, not to get an answer
balanced argument
an argument that gives both sides of an issue fairly
discursive
a text that explores different sides of an issue

Exercise 12Z  Check-up

1
Name the audience and purpose for a letter of complaint to a shop.
2
Which sentence creates the stronger effect: The dog barked. or The dog snarled.? Write the stronger sentence.
3
Which word is the most precise for a house: big or grand? Write the word only.
4
Which detail creates atmosphere? Write the detail: the fog muffled every sound or the boats were red.
5
Write a précis of the passage in no more than 25 words.
6
Which key point is left out of a précis: built to grind corn or the mill had a red door? Write the phrase to leave out.
7
Write the word that describes an argument that explores both sides. Write the word only.
8
Write a rhetorical question for a persuasive text about litter.
9
Which setting detail gives the most information? Write the detail: a town or a harbour town in thick fog, before dawn.
10
Explain in one sentence why dialogue helps a story move on.

Total 17 marks. Allow about 17 minutes.

Exercise 12X  Practice test questions

1
FName the audience for a letter asking a head teacher for a longer lunch break. Write one phrase.[1 mark]
2
FWhich word creates a more fierce effect: barked or snarled? Write the word only.[1 mark]
3
PSWrite a line of dialogue that moves the action on in a story about a train. Use speech marks.[2 marks]
4
PSWrite a précis of this sentence in no more than 12 words: The old mill was built in the eighteenth century to grind corn for the village.[2 marks]
5
FName the form that suits a text that explains facts about how a volcano erupts. Write the form only: a story, a report or a letter.[1 mark]
6
PSWrite one sentence that begins a balanced argument about homework, using on the one hand.[2 marks]
7
RExplain in one or two sentences what makes a persuasive text persuasive, using one feature.[2 marks]
8
PSChoose the detail that creates atmosphere: the fog muffled every sound or the boats were red. Write the detail only.[1 mark]
9
PSWrite a four-line poem for a purpose, about a harbour, with a repeated line or a planned rhyme. Use four lines.[3 marks]
10
RExplain in one sentence why a writer plans the audience and the purpose before drafting.[2 marks]
← Chapter 11: Reading poetry and non-fiction, and comparing textsChapter 13: Cohesion, editing and reading your own writing aloud →

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