Language and Text Features
When writing to communicate, writers use their knowledge of language features, grammar and the features of written texts. Features of written texts include the length and layout of the text, the different parts of the text and the cohesive devices, such as the sequencing of paragraphs, that link the parts. Different written text types have different characteristic features. Other text features that writers may need to be able to use include visual language features such as tables, charts, maps, illustrations and photographs.
- Find more information about the features of written texts.
| Most adults will be able to: | Activities | ||
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Adults need to gain familiarity with written words and sentences and the purposes of texts in order to develop initial understandings about specific grammar and text types. |
Information and activities that refer to the rules, conventions and practices that govern the use of print and the written English language. Using a shared approach to writing Tutor and learners contribute to the plan, the ideas, and the language of a text they construct together. Learners read and analyse good models to gain a clearer understanding of what they are expected to write. |
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| 2. |
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Writers use simple, common grammatical constructions to compose simple sentences and compound sentences (for example, by joining two simple sentences with a conjunction). They choose language features (such as tense) and/or particular visual language features (such as a table to present information) according to the purpose for writing and the type of text. They can use these features appropriately in the texts they compose. Areas of study can include:
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Learners use a list of connective words and phrases to sequence and link a series of sentences and paragraphs. Learners write together to work through the process of structuring content and selecting the most appropriate language. Using a shared approach to writing Tutor and learners contribute to the plan, the ideas, and the language of a text they construct together. Learners read and analyse good models to gain a clearer understanding of what they are expected to write. Learners focus on analysing the purpose for writing and constructing cohesive sentences and paragraphs. Learners use writing frames to support extended writing. |
| 3. |
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Writers use a wider variety of punctuation and grammatical constructions to compose sentences and paragraphs. They use language features that make a text more cohesive, for example, words to indicate sequence (first, second) or to clarify the links between ideas (but, however, in contrast). They know how to use the language features characteristic of some text types, including instructions, reports and explanations. They use visual text forms to enhance the effectiveness of their writing. Areas of study can include:
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Learners use a list of connective words and phrases to sequence and link a series of sentences and paragraphs. Using a shared approach to writing Tutor and learners contribute to the plan, the ideas, and the language of a text they construct together. Learners understand key words and ideas in order to write about specific content. Learners read and analyse good models to gain a clearer understanding of what they are expected to write. Learners focus on analysing the purpose for writing and constructing cohesive sentences and paragraphs. Learners use writing frames to support extended writing. |
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Writers are familiar with the grammatical structures and sophisticated punctuation used in long, complex fiction and non-fiction texts. They can write effective paragraphs that include both general and particular information (for example, by moving from a claim to reasons justifying the claim) and they can use sub-headings to break up a text and signpost changes of focus. They can use language features to create shifts in meaning (for example, through a change of tense). Areas of study can include:
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Using a shared approach to writing Tutor and learners contribute to the plan, the ideas, and the language of a text they construct together. Learners read and analyse good models to gain a clearer understanding of what they are expected to write. |