Writing Conventionss

Writing Conventions to Analyse, Review and Comment

	Analyse Can you consider different viewpoints about an issue?	Review Can you summarise and give your opinion on something?	Comment Can you give your personal response about something?
Possible Text Types	q Essays	q Reviews	q Articles q Commentary q Report
Word Level	q Present tense q Expressive verbs, e.g. ‘shows’, ‘implies’, ‘exemplifies’, ‘proves’	q Opinion/Reflection verbs, e.g. ‘believe’, ‘feel’, ‘consider’, ‘suppose’	q Use of first person to express personal responses q Value judgement adjectives, e.g. ‘convincing’, ‘amusing’
Sentence Level	q Third person to show formality q Conjuncts, e.g. ‘however’, ‘moreover’ q Contrasts, e.g. ‘whereas’, ‘although’ q Cause and Effect, e.g. ‘therefore’, ‘as a result’	q Use of modal verbs to express assertiveness or tentativeness, e.g. ‘it might be considered that…’ ‘the actors should have…’	q Use of co-ordination to make propositions q Subordination to discuss and speculate, e.g. ‘if’, ‘whilst’, ‘although’
Text Level	q Statement of issue followed by topic sentences expanded.	q Express personal opinion, give a recommendation or a concluding comment	q Use of rhetorical devices for effect q Statement of issue followed by topic sentences expanded.

Writing Conventions to Inform, Explain, Describe

	Inform Can you describe the way things are?	Explain Can you explain how something works / the processes involved?	Describe Can you write about something in a way that makes it real for the reader?
Possible Text Types	q Leaflets q Reports/Prospectuses q Eye-witness accounts	q Summaries q Reports q Encyclopaedia entry	q Narrative q Autobiography
Word Level	q Technical / specialist vocabulary q Causal connectives	q Connectives - sequence, cause, compare q Technical / specialist vocabulary q Nouns and verbs dominate	q Adjectives q Adverbs
Sentence Level	q Present tense q Formal q Simple and compound sentences q Clear topic sentences	q Third person q Tense as appropriate q Mostly active voice	q Varied sentence length as appropriate q Choice of person and tense as appropriate
Text Level	q Bullet points q Headings and subheadings q Tables /Text/Diagrams q Paragraphs likely to be organised by topic	q Diagrams and illustrations q Paragraphs open with a general statement followed by evidence q Sequential / logical order	q Likely to appeal to the reader’s senses

Writing Conventions to Argue, Persuade, Advise

	Argue Can you argue the case for a point of view?	Persuade Can you make people do or buy something?	Advise Can you tell someone to do something?
Possible Text Types	q Pamphlets q Newspaper articles	q Leaflets/Posters and Letters q Speeches	q Recipes q Manuals
Word Level	q Judgmental/Emotive language, e.g. ‘outrageous’, ‘disgraceful’ or ‘unbelievable’	q Emphatic Language, e.g. ‘Of course’, ‘Naturally’, ‘Obviously’ q Emotive Language ‘Distressing’, ‘Devastating’, ‘Amazing’	q Imperative verbs, e.g. ‘Put’, ‘Grate’ q Prepositional phrases, e.g. ‘Above your head’, ‘Under your seat’
Sentence Level	q Variety of sentence lengths q Diplomatic, no blame q Subordinating clauses, e.g. ‘if’, or ‘because’ q Sequential connectives, e.g. ‘First’, ‘Secondly’	q Use of second person (you) to personalise effect q Short punchy sentences for impact q Rhetorical questions	q Active sentences q Use of colon prior to lists q Use of second person q Sequential connectives, e.g. ‘Firstly’
Text Level	q Begins with a powerful statement about position followed by topic sentences with supporting points via PEEL q Clear summary and dramatic final statement for impact. q Sustained point of view for the reader	q Statement q Argument q Elaboration q Reiteration q Summary q Conclusion	q Sequential q Clear unfussy central layout q Easy to scan for next instruction