Extended Writing Department or teacher Tip this is used by: 1. The hamburger History We need to get across that their argument must have an underpinning structure. Sections = point, evidence, explanation. 2 A. Jones – sometimes gives essay plans, maybe English this doesn’t stretch them. Should we get them to come up with their own ideas for plans? 3 Louchart – The parts of an essay could be French approached in different lessons. 4 Grove – writing in a different style, e.g. a History newspaper page, magazine article, putting parts in bold, highlighting sections in boxes, makes pupils think about content. 5 Jones – STRIVE subject, tone, rhythm and rhyme, English imagery, vocab, effects. 6 Grove. – After writing, highlight parts that relate History to the question to see if they have addressed it. 7 Jones – when approaching a compare and English contrast essay, a starter can be thinking of words/phrases to show similarity and difference. 8 Davies – students need to be able to define the History terms in the question in their introduction, this will often give them the themes of the essay. 9 Grove – they are reluctant to plan, we need to History persuade them that 10 mins of work planning will be a much better use of time. Many, in an exam, will forget about planning. 10 Jones – Clift did a lesson where, before writing, English/Economics students had to reword the question, write a list of phrases they wanted to include …
Extended Writing Tip Department or teacher this is used by: 1. The hamburger We need to get across that their argument must have an underpinning structure. Sections = point, evidence, explanation. History 2 A. Jones – sometimes gives essay plans, maybe this doesn’t stretch them. Should we get them to come up with their own ideas for plans? English 3 Louchart – The parts of an essay could be approached in different lessons. French 4 Grove – writing in a different style, e.g. a newspaper page, magazine article, putting parts in bold, highlighting sections in boxes, makes pupils think about content. History 5 Jones – STRIVE subject, tone, rhythm and rhyme, imagery, vocab, effects. English 6 Grove. – After writing, highlight parts that relate to the question to see if they have addressed it. History 7 Jones – when approaching a compare and contrast essay, a starter can be thinking of words/phrases to show similarity and difference. English 8 Davies – students need to be able to define the terms in the question in their introduction, this will often give them the themes of the essay. History 9 Grove – they are reluctant to plan, we need to persuade them that 10 mins of work planning will be a much better use of time. Many, in an exam, will forget about planning. History 10 Jones – Clift did a lesson where, before writing, students had to reword the question, write a list of phrases they wanted to include … English/Economics