Download Text Type - Urmston Junior School

Survey
yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts
no text concepts found
Transcript
Text Type:
Purpose:
Text Features:
Organisational
Features:
Openers:
Connectives:
Vocabulary:
Instructions
UKS2
To clearly explain how to make or do something
Written in the present tense: (is, choose, mark, hit, cut, etc)
Written in the second person (you, your)
Title, goal, materials, steps, evaluation.
Bullet points, numbered or lettered steps, different fonts, headings/sub headings
Sometimes uses diagrams, pictures, illustrations etc.
Each step usually starts with a verb followed by a noun:
Cut, Chop, Peel, Melt, Add, Mix, Stir, Cook, Slice, Arrange, Pour, Serve, etc
Sequencing: first(ly), start by, second(ly), then, next, after, meanwhile, once,
when, while, before, later, earlier, previously, following, finally, lastly
Addition: and, too, also, and then, again, as well as, together with, including
Use of powerful verbs and adverbs which describe the steps accurately:
simmer gently, blending gradually, turning slowly etc.
Use of plain vocabulary to ensure reader can follow instructions
Title or main heading:

Often states the goal or purpose: (How to make a ......... )
1. Goal:

Statement of purpose: (What you are making, doing or learning)
2. Materials/Requirements/Ingredients:
 Subheading: (What you need)
 A list of what is needed to follow the instructions
 Quantities needed, sizes, amounts
 Use of bullet points
3. Steps:
 Subheading: (What you do)
 What you need to do
 Chronological order
 Numbered instructions
Use of the active voice to address the reader and make it clear who does what (e.g. fold the paper in
half, not the paper is folded in half)
Use of short sentences which are clear and to the point, missing out unnecessary words. Instructions
often use one sentence for each step
4. Illustrations:
 Pictures
 Drawings (clearly labelled)
 Maps etc
Technical terms explained through diagrams or in a glossary
5. Evaluation: (What it should look like or how it works)
 How you know if you have succeeded
 What it should look like
 How it should work
Text Type:
Purpose:
Text Features:
Organisational
Features:
Openers:
Connectives:
Vocabulary:
Instructions
UKS2
To clearly explain how to make or do something
Written in the present tense: (is, choose, mark, hit, cut, etc)
Written in the second person (you, your)
Title, goal, materials, steps, evaluation.
Bullet points, numbered or lettered steps, different fonts, headings/sub headings
Sometimes uses diagrams, pictures, illustrations etc.
Each step usually starts with a verb followed by a noun:
Melt, Add, Chop, Cut, Peel, Sift, Mix, Heat, Stir, Cook, Pour, Serve etc
Sequencing: first(ly), to start with, second(ly), then, next, after, meanwhile,
once, when, while, before, later, earlier, previously, following, finally, lastly
Addition: and, too, also, and then, again, as well as, together with, including
Use of powerful verbs and adverbs which describe the steps accurately:
simmer gently, blending gradually, turning slowly etc.
Use of plain vocabulary to ensure reader can follow instructions
Title or main heading:
How to Play Tails
1. Goal: (What you are making or doing)
Tails is a fast moving game for two teams of any size. It is good for running and dodging and
is a fun warm-up activity.
2. Materials/Requirements/Ingredients: (What you will need)
You will need:
 Four cones
 Two even teams
 Two sets of coloured bands (enough for each team member)
 A large enough space for the number of players involved
3. Steps: (What you do)
How to Play:
1. Mark out the playing area with the cones
2. Choose two even teams
3. Each team hangs a band of the same colour from their waistbands
4. Find a space, within the playing area, from which to start
5. Each player tries to collect bands from the other team while dodging to prevent
their own bands being taken.
6. The first team to collect all the opposition’s bands is the winner
4. Illustrations/technical terms: (if they help the explanation)
5. Evaluation: (What it should look like or how it works)
The winning team is the one who has collected all bands of the other colour.
The game can be extended by making four teams and having a mini tournament.
Text Type:
Purpose:
Text Features:
Organisational
Features:
Openers:
Connectives:
Vocabulary:
Instructions
UKS2
To clearly explain how to make or do something
Written in the present tense: (is, choose, mark, hit, cut, etc)
Written in the second person (you, your)
Title, goal, materials, steps, evaluation.
Bullet points, numbered or lettered steps, different fonts, headings/sub headings
Sometimes uses diagrams, pictures, illustrations etc.
Each step usually starts with a verb followed by a noun:
Melt, Add, Chop, Cut, Peel, Sift, Mix, Heat, Stir, Cook, Pour, Serve etc
Sequencing: first(ly), to start with, second(ly), then, next, after, meanwhile,
once, when, while, before, later, earlier, previously, following, finally, lastly
Addition: and, too, also, and then, again, as well as, together with, including
Use of powerful verbs and adverbs which describe the steps accurately:
simmer gently, blending gradually, turning slowly etc.
Use of plain vocabulary to ensure reader can follow instructions
Title or main heading:
Making Chocolate Crispy Cakes
1. Goal: (What you are making or doing)
(goal)
Chocolate crispy cakes are a tasty treat which are quick and simple to make. The following
ingredients should make 12 cakes.
2. Materials/Requirements/Ingredients: (What you will need)
Ingredients:
 Butter (2oz)
 Brown sugar (1 tablespoon)
 Golden syrup (1 tablespoon)
 Drinking chocolate powder (1 tablespoon)
 Cornflakes to mix (approx 6oz)
3. Steps: (What you do)
Steps
1. Place the butter in a pan and melt over a low heat.
2. Stir in the brown sugar, keeping the heat low.
3. Add the drinking chocolate powder and keep stirring.
4. Mix in the golden syrup.
5. Keep stirring over a low heat until all the brown sugar has dissolved. DO NOT boil.
6. Gradually stir in the cornflakes until all are covered with the mixture.
7. Spoon into the cake cases and allow to cool.
4. Illustrations/technical terms: (if they help the explanation)
5. Evaluation: (What it should look like or how it works)
Your cakes should set into a sweet and sticky chocolate treat.
Text Type:
Purpose:
Text Features:
Organisational
Features:
Openers:
Connectives:
Vocabulary:
Instructions
UKS2
To clearly explain how to make or do something
Written in the present tense: (is, choose, mark, hit, cut, etc)
Written in the second person (you, your)
Title, goal, materials, steps, evaluation.
Bullet points, numbered or lettered steps, different fonts, headings/sub headings
Sometimes uses diagrams, pictures, illustrations etc.
Each step usually starts with a verb followed by a noun:
Melt, Add, Chop, Cut, Peel, Sift, Mix, Heat, Stir, Cook, Pour, Serve etc
Sequencing: first(ly), to start with, second(ly), then, next, after, meanwhile,
once, when, while, before, later, earlier, previously, following, finally, lastly
Addition: and, too, also, and then, again, as well as, together with, including
Use of powerful verbs and adverbs which describe the steps accurately:
simmer gently, blending gradually, turning slowly etc.
Use of plain vocabulary to ensure reader can follow instructions
Title or main heading:
1. Goal: (What you are making or doing)
2. Materials/Requirements/Ingredients: (What you are making or doing)
3. Steps: (What you do)
4. Illustrations/technical terms: (if they help the explanation)
5. Evaluation: (What it should look like or how it works)