Vocabulary
When writing to communicate, writers draw on the words they use as they listen and speak and on the words they have learned from reading. Writers use this vocabulary knowledge to find the words they want to include in their texts. They need to understand the meanings of the words, their forms and functions, how the words are used in sentences and how words relate to one another. They need to be able to select words and phrases that best express their ideas and that are appropriate to their writing purpose and audience.
- Find more information about developing a vocabulary for writing.
| Most adults will be able to: | Activities | ||
|---|---|---|---|
| 1. |
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Writers use their knowledge of some everyday, highly familiar words to write simple texts. Areas of study can include:
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Learners brainstorm words that relate to a single focus word in order to extend vocabulary. 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. |
| 2. |
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Writers have a writing vocabulary that is adequate for such everyday tasks as writing simple notes (of one or two sentences), shopping lists and personal statements. Areas of study can include:
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Learners brainstorm words that relate to a single focus word in order to extend vocabulary. Learners find out about shades of meaning between similar words by arranging words in a continuum. Learners organise sets of key words into specific groups in order to think about and discuss the meanings of words and the relationships between words. 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. |
| 3. |
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Writers extend their productive vocabulary to include common and specialised words related to personal, work and community tasks. Writers apply their
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Learners find out about shades of meaning between similar words by arranging words in a continuum. Learners recall, then write, a definition of a word and find out how well the definition describes the intended word to another learner. Learners explain concepts (including the meanings of words), see connections between concepts, and activate their background knowledge. 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. |
| 4. |
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Writers extend and refine their knowledge of words that relate to a range of topics. They select vocabulary appropriate to the context. Areas of study can include:
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Learners explain concepts (including the meanings of words), see connections between concepts, and activate their background knowledge. 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. |
| 6. |
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Writers are able to draw on their knowledge of words and of the world to select the most effective words to use for their purpose and audience. 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. |