A guide to teaching non-fiction

writing (Y2 6) and more

Mill View Primary School acknowledges that much of this booklet was
based upon material from Improving Non-fiction Writing at Key Stages
1 & 2: the Success Approach by Alan Peat and Margaret McNeil and
Writing Exciting Sentences, age 7 plus by Alan Peat. The books are
kept by the Literacy coordinator and are recommended to staff for more
detailed reference. Staff are also recommended to refer to the Focus
Education book Success criteria for Writing on the server.

Mill View Primary School

Introduction
Following the recent developments and staff professional
development in the teaching of Literacy and particularly
writing, this document aims to summarise how we teach
writing at Mill View. It is based upon the premise that a
consistent approach, particularly in terms of text structures
and associated language, is best for developing and
consolidating childrens learning. The following areas are
covered:

Presentation
Marking Codes
Non-fiction text structures

It is essential that when teaching different writing genres,

as teachers we are using the same language across the year
groups. The pages set out the structure and language we use
for the text types. It also includes a range of tips (not rules)
and notes about sentence and word level features. These formats are to be used, but can be adapted so that they are age
appropriate.

Sentence Types
Punctuation face

Recommended Reading
All these books can be found in the Y6 classroom by asking the Literacy
co-ordinator. If you borrow one it is essential that it returns so please
photocopy the relevant parts .

Presentation Guidelines

The date must be written in full

(e.g. Thursday 24 June 2010) on the top left hand side
of the page

New units of work start on a brand new page. Children

do not rule off under work when completed.

No drawing / colouring on lined paper in Literacy books

Absolutely NO doodling / graffiti on books or anything

else.

I can statements (marked) must accompany each piece

of work

Books must be clearly labelled using the school agreed

labels and covered in plastic covering

Marking code to be stuck in the front of Literacy books

(including independent writing book.)

All new books given out during the year to be labelled

properly etc

Punctuation Face

KS1 Marking Code

____

CT
TA
VF
Ind

physical reminders to help pupils to remember punctuation

- correct / a good point

- excellent idea
- spelling mistake (underline and model)
- capital letter is needed
- full stop missing
- Class teacher support
- Teaching assistant support
- verbal feedback
- Independent work

KS2 Marking Code

- correct / a good point
- excellent idea. Well done.
_____ - word underlined spelling mistake
- incorrect or missing punctuation
/
- new line needed
//
- new paragraph needed
- word missing
?
- I dont understand
Verbal feedback
V

Success

Target

It is recommended that teachers display an amended version of this in

their classroom, deleting the punctuation not relevant for their age

Sentence Types and progression

Year 6

All year 2, 3, 4 & 5 sentences plus

O.(I) (outside/inside)

5 bare bums on a rugby post!

5 bare bums on a rugby post makes up the majority of most introductions
to non-fiction text types and is something the children tend to remember
if you show them this graphic.

He laughed heartily at the joke he has just been told. (at the
same time it would be true to say he was quite embarrassed.)
3 bad- (dash) question?

O
W

Thirst, heatstroke, exhaustionwhich would kill him first?

Some; others

Some people lover football; others just cant stand it.

Irony

Our luxury hotel turned out to be a farm building.

P.C (paired conjunctions)

It was both cold and unpleasant for him to work there.

If, if, if, then

If the alarm had gone off, if the bus had been on time, if the
road repairs had been completed, then his life would not have
been destroyed.
Noun, which/who/where

Cakes, which taste fantastic, are not so good for your health.

W W W W W
H
O

H
E
R
E

H
E
N

H
A
T

H
Y

Non-chronological Report Text

Definition an account of a wide range of natural, cultural or social
phenomena. It consists of the systematic organisation of factual
information.

Sentence Types and progression

Year 5

All year 2, 3 & 4 sentences plus

De:De (description: details)

Structure

Tips

Sentence & Word Level

Try to use no more than

4 words.

Title

5 bare bums on a rugby

post.
Introduction

Decide what each of your

paragraphs will be about.
Key features
paragraphs

WOW!
Paragraph
(optional)

Tell the reader something amazing about your

subject.

Based on facts
Omission of opinions
Formal and objective
Non-chronological
Paragraphs to separate key
points
Use of colon for listing
Commas to separate items
in a list
Continuous present tense
(could be past if writing
about historical
information)
Subject specific words
Language of classification

The vampire is a dreadful creature: it kills by sucking all the

blood from its victims.
3 _ed (3 related adjectives)

Frightened, terrified, exhausted, they ran from the creature.

2 Pairs (intro. as 1 pair sentences this year)

Exhausted and worried, cold and hungry, they did not know how
much further they had to go.
Ad, same ad

He was a fast runner, fast because he needed to be.

Emotion word, comma

Desparate, she screamed for help.

IMAGINE 3 examples

Imagine a time when people were not afraid, when life was
much simpler, when everyone helped each other: this is the
story of that time.
SHORT

Then it happened.
The more, the more

The more upset she was, the more her tears flowed.

Summary

Short reminder of your

main points in different
words.

Personification of weather

The rain wept down the window

The win screamed through the branches

Sentence Types and progression

Year 4

All year 2 & 3 sentences plus

Similie ...like a

Comparing and Contrasting Report Type 1

This is a simple format for a comparing and contrasting report which is
most appropriate for Years 24.

...as a

The moon hung above us like a patient, pale white face.

Although it was august it was as cold as a late December evening.
Verb, Person

Structure

Title

Flying, John had always been terrified of it.

Walking, he seemed to have been walking for ever.
Double ly ending

He swam slowly and falteringly.

He rode determinedly and swiftly.

Tips

Sentence & Word Level

Tell the reader what you

are comparing and
contrasting.

Tell the reader what you

Introduction are comparing and
contrasting and why.

Similarities

-ing, -ed

Walking in the bushes, she stopped at the sight of a crocodile

facing her.
Running near the beach, he halted as the ground gave way.

Differences

Summary

Select the aspects that

are similar. Group
together as one
paragraph using
connectives.
Now select the aspects
that are different.
Sum Up: what are the
most important things
that are different?
What are the most
important things that are
the same?

Based on facts
Omission of opinions
Formal and objective
Non-chronological
Paragraphs to separate key
points
Use of colon for listing
Commas to separate items
in a list
Continuous present tense
(could be past if writing
about historical
information)
Subject specific words
Language of classification

Comparing and Contrasting Report Type 2

This is a more advanced format for a comparing and contrasting report
which is most appropriate for Years 5 & 6.

Structure

Tips

Sentence & Word Level

Title

Tell the reader what you

are comparing and
contrasting.

Introduction Tell the reader what you

are comparing and
contrasting and why.

Similarity
and Difference 1

S &D 2

S&D3

Summary

Think about the aspects

you have chosen to
compare and contrast
and select the most
important.
Select the next aspect
you want to compare and
contrast.
Select the next aspect
you want to compare and
contrast.
Consider ALL the
information and tell the
reader whether the two
things are mainly similar
or different.

Based on facts
Omission of opinions
Formal and objective
Non-chronological
Paragraphs to separate key
points
Use of colon for listing
Commas to separate items in
a list
Continuous present tense
(could be past if writing
about historical information)
Subject specific words
Language of classification

Sentence Types and progression

In September 2009, the Y6 teachers began teaching different sentence
types to the class in order to develop the children's sentence
construction. These were embedded through all written work in Literacy.
Below sets out the sentence types, with examples to be taught to each
year group. It is expected that the sentence types will be displayed in
the classroom as part of a working wall to refer to on a regular basis. For
further details, it is strongly recommended that teachers refer to the
Writing Exciting Sentences, age 7 plus book by Alan Peat and
photocopy the relevant pages.
The recommended progression is shown below and on the following pages.
All sentence types for each year should be taught and those from previous years referred to.
Year 2

List

It was a dark, long, leafy lane.

It was a cold, wet, miserable and misty morning.
2A (2 pairs of adjectives) start with 1 pair

He was a tall, awkward man with an old, crimpled jacket.

It was an overgrown messy garden with a lifeless, leafless
tree.
Year 3

All year 2 sentences plus

BOYS

But, Or, Yet, So

He was a friendly man most of the time, but he could become

nasty.
He could be very friendly, or he could be miserable.
1 Pair (see 2 pairs and adapt)

Cold and hungry, they did not know how much further they
had to go.
Angry and bewildered, he couldn't believe that this was
happening to him.

Biography Text
Definition a specific form of recount. This is an account of a persons
life, or a specific incident in a persons life written by another person.
The same format should be followed for autobiographical writing,

Structure

Tips

Sentence & Word Level

Title

Tell the reader who it is

about in no more than 8
words.

Condensed synopsis ay the

beginning
Language appropriate to
time to link paragraphs
Choice of tone and
language appropriate to
audience
Use of commas to mark
phrases of clauses
Time connectives
Consistent use of the past
tense
Consistent use of the 3rd
person if biography
Consistent use of the 1st
person if autobiography

Overview

Early Life

Later Life

Summary

Who is it about?
What are they best
known for?
When did they live?
Where did they live?
Why are they important?
Childhood events, things
that happened in early
life and how they
influenced his/her later
work.
The important things that
happened. Make sure they
are in order. Indicate if
they are more or less
important than the early
life.
Tell the reader the
importance or impact of
what happened. What can
we learn? How did he /
she affect others?

Newspaper Report Text

Definition newspaper reports provide information about a single event
or series of events. Their purpose is to inform readers about events or
issues of interest.

Structure

Tips

Sentence & Word Level

Headline

No more than seven

words.

By-line

Lead

Body

Sources

Illustration &
caption

Your name, title and

location if an international story

5 bare bums on a rugby

post.
More details about each
of the Ws. Some will be
more important.
Short paragraphs.
Balanced and factual
information.
Names and titles of
people who provided
information. Direct and
reported speech.

Frequent short paragraphs

Use of short sentences
Factual and to the point
3rd person
Tenses may change
Sometimes use of emotive
language to provoke reader
Exclamation marks for
emphasis (in headlines)
Direct speech for quotes
Use of causal connectives
Event-specific language

Recount Texthistorical

Argument Text
Definition a structure piece of persuasive writing for or against a
specific point of view. The main aim is to encourage the reader to agree
with the writers point of view.
Structure

Tips

Title

Write the title as a

question

My POV
First argument supporting my
POV.
Second argument

Third argument

Sentence & Word Level

Use of bullet points,

numbering to emphasis
points, especially in
State your point of view.
summary
Maximum of 2 sentences.
1st person
Succinct sharply focused
New paragraph. Your
sentences
strongest argument.
Paragraphs to separate
Express in 1 or 2
each part
sentences, then add
Commas to separate
details.
clauses
New paragraph. Your
Timeless present tense
next strongest argument. Causal connectives
Expand by giving details. Appropriate technical
vocabulary to support
viewpoint
New paragraph. Your
next strongest argument. Words to link to
alternative viewpoint, e.g.
Expand by giving details.

Structure

Tips

Tell the reader what

Condensed synopsis ay the
Title
historical it is about in no
beginning
more than 8 words.
Language appropriate to
time to link paragraphs
Past tense.
Choice of tone and language
Introduction When, who, where, why.
appropriate to audience
What were the
Use of commas to mark
consequences of the
phrases of clauses
events?
Time connectives
Consistent use of the past
Try to use no more than 2
tense
sentences.
Consistent use of the 3rd
Tell the reader what
person
happened first.
Ordered
Tell the reader the next
events and
consequences. things hat happened in
order.
Tell the reader what
happened as a
consequence of this.
New paragraph for each
event.

on the other hand

Counter argument
Summary of
my POV.

New paragraph. Explain

why other people might
think differently.

Reference to generalise
human agents e.g. dog

breeders, motorbike
owners

Summarise the reasons

Reference to groups e.g.
for holding your POV. No
the poor, the rich etc.
details this time.
Repeat strongest
argument using different
words.

Sentence & Word Level

Summary

Tell the reader the end

result.
Indicate if the end result
was positive or negative.
Evaluatewhat is
significant of interesting
about what happened?

Explanation Text

Recount Texttrip / visit

Definition a text in which the writer restless past experiences to
inform or entertain. They are written in chronological order. They can
related to activities such as class trips, historical events or biographies.
Structure

Tips

Title

Tell the reader what it is

about in no more than 8
words.

Introduction

Event 1

Events in
order

Summary

Sentence & Word Level

Condensed synopsis ay the

beginning
Language appropriate to
time to link paragraphs
Writ in the past tense.
Choice of tone and language
Include
appropriate to audience
When, who, where, why,
Use of commas to mark
what.
phrases of clauses
Time connectives
Try to use no more than 2
Consistent use of the past
sentences.
tense
Tell the reader about any Consistent use of the 3rd
planning or preparation
person
you did.
Think about what will
really interest the reader.
Tell the reader the first
interesting thing that
happened.
Then follow with other
interesting events in
order. New paragraph for
each event.
Summarisepick out the
main points
Evaluatewhat was the
most significant or
interesting?

Definition a text that says how something works, what causes

something to happen, or when or where something takes place. Often
linked to the Science and geography curriculum. Explanations can be of a
process, how something works, or how something happens, but the basic
structure remains the same.

Structure

Tips

Sentence & Word Level

Title

Tell the reader what the

explanation is about. Use
a question.

Sequential language to link

paragraphs e.g. firstly,
secondly, furthermore etc
Organisation devices such
as sub-headings
Paragraphs to separate key
points
Consistent tense use could
be past OR present
Use of colon prior to listing
Causal connectives e.g.
therefore, because
Subject specific words

Introduce the reader to

Introduction the subject of the
explanation.
Perhaps say what it is a
part of or what it
belongs to.
Perhaps include the
different parts of
stages.
Key Points
Paragraphs

Summary

Tell the reader how it

works or what happens.
You could use
sub-headings or
numbering to organise
your key points.
Tell the reader
something special or
important about the
subject.

Discussion Text

Instructional Texts

Definition a text that presents two or more opposing arguments with

equal weight and allows the reader to reach a balanced judgement in the
subject under discussion.

Definition a text in which the writer spells out for the reader what is
needed and the stages to be gone through in order to carry out a task
successfully.

Structure

Tips

Sentence & Word Level

Structure

Tips

Sentence & Word Level

Title

Short version of the

IFD.

IFD (issue
for discussion)

Tell the reader the IFD

in as few words as
possible. Do not write in
1st person.

Use of impersonal tone

Summarising final
paragraph
Paragraphs to separate
viewpoints
Present tense
Avoid use of the 1st person
Use of additive connectives
Words and phrases to link
to alternative viewpoints
e.g. on the other hand,

Title

Tell the reader what is

to be done in no more
than 7 words.

Use of diagrams and

annotated sketches
Short precise sentences
Use of techniques for
emphasising words e.g.
emboldening, increasing
font size, block capitals
Sequential connectives
2nd person
Action verbs
Adverbs to increase
precision
Commas to separate items
in lists
Consistent use of the
imperative.

Different
POV.

Cover each point of view.

Dont add supporting
detail.

Viewpoint 1
arguments

New paragraph for each

although
argument. Strongest
Technical language relating
argument first. Dont
to the issue for discussion
repeat earlier arguments.

Viewpoint 2
arguments.

New paragraph for each

argument. Strongest
argument first.
Use different sentence
starters. Dont repeat
earlier arguments.

Summary A
or B

Astrong points on each

sides but give your point
of view.
Bstrong points on each
side and invite reader to
decide.

What you
need.

Method

List what is needed to

carry out the task.
Consider using
Numbering
Alpha ordering
Bullet points
New line for each new
item
Tell the reader what o
do.
List the steps in order.
New line for each new
instructions

Conclusion

Tell the reader how they

will know they have been
successful.