Planning and Composing
When writing to communicate, writers use strategies within a writing process to plan and compose texts. The initial steps in the writing process are usually planning (deciding what to write about and how to approach the task) and composing (recording thoughts, ideas and information).
- Find more information about the writing process and the development of expertise in planning and composing.
| Most adults will be able to: | Activities | ||
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| 1. |
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Writers gain confidence by using models and templates as they begin to write texts. Models can include short sentences about a learner’s personal experience dictated by the learner and recorded by the tutor, simple printed forms and other simple texts on familiar topics for specific purposes. Support can be provided in the form of highly structured templates, writing frames or graphic organisers. 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. Learners use writing frames to support extended writing. |
| 2. |
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Writers plan and compose short, comprehensible texts that organise a limited number of ideas around a familiar topic, sometimes with support. Writers are also able to take notes (when listening to spoken texts) that are not in the form of complete sentences, but convey the essential information required. Areas of study can include:
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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 select simple planning strategies appropriate to their needs and purposes. They use their knowledge of text types (such as recounts, narratives and arguments) and make choices that reflect their purpose. Writers can organise a limited number of ideas about a topic into a few short, well-linked paragraphs with several supporting details and/or examples. Areas of study can include:
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Learners link what they know already to what they want to write. 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. |
| 4. |
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Writers use a wide range of planning strategies, selecting and using methods that suit their purposes. They keep their purpose and audience in mind as they select relevant information or ideas they want to record and choose the most appropriate medium to use (for example, handwriting on paper, a web page, or a mural with words and images). Writers use what they already know about text types and structures (forms) to organise their ideas. Their writing is reasonably fluent and coherent and uses a consistent and engaging voice (refer to glossary for a definition of voice in this sense). Areas of study can include:
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Learners link what they know already to what they want to write. 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. |
| 6. |
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Writers use a range of tools (including computer tools and other digital tools) to plan and compose extended, coherent texts with appropriate detail. They use a variety of sentences within the structures of different text types. They can adapt their writing to meet the needs of different audiences (including the appropriate and correct use of Māori terms and greetings) and they have a sense of themselves as writers with a distinctive voice which they can vary to suit their purpose and audience. |
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. |