Introduction

Planning a piece of biographical writing

This is a collection of work. Click through the chapters to see the full collection or download the attached standards file.

The class had been studying author biographies and analysing features they had in common, for example early years, adult life and so on. The children then drew on these features as the focus for exploring paragraphs to support later writing. Although the work is a draft, it shows a range of organisational skills.

The first page reads 'I am learning to plan a piese of biographical writing (using reserch I have carried out.) 1) We read and discussed autobiographies and biographies. "Antartic Journal" (autob) "Writers Lives" (biog) "Blits" (auto) "Coming to England" (auto) "Titanic Survivor" (auto) discussed features of autobiography (oracy) discussed features of biography. (oracy) ) Researched information on Jacqueline Wilson. (books and internet. Highlighted facts and opinion about J.W.' The second page reads 'Plans for J.W. Biography (bullet points) Par 1 intro May quote: hilarious modern and loving. Where she was born. Bath 1945. After W.W. II. Had hobbies like reading, which helped her with her writing skills. Won awards. Showing that she had become a successful writer. Par 2 early years J.W. born in Bath in 1945. (After world war two.) Spent most of childhood in Kingston-on-thames. Wrote her first "novel" when she was nine. filled lots of exercise books from woolworths. behaviour (imaginary games) first job as journalist in Scotland publishing company, when 17.

Assessment summary

This draft plan sets out the content and shape of material that will be developed into a biographical piece about the writer Jacqueline Wilson. The bullet point/note form means that assessment of sentence structure and punctuation (AF5 and AF6) is less appropriate. On the other hand, it is possible to assess features of the response that address whole text areas, that is, the range of ideas (AF1) and their appropriateness to purpose and audience (AF2) and the way these will be grouped (AF4) and structured (AF3). Some of the criteria for all these AFs are fulfilled, mainly at level 4, with some evidence of level 5 also. It is clear from these notes that a range of appropriate vocabulary ('explaining', 'suggestion', 'behaviour', 'dinosaur') is likely to be used (AF7) and most words, including some complex and irregular words, are spelt correctly (AF8).

This response shows that Farida has been able to fulfil the criteria for level 4 in AFs 1 and 2, with some indication that she is beginning to fulfil the criteria for AF1 at level 5. The criteria for AF3 and AF4 are also met, but this is with some support. The response also includes a range of relevant vocabulary which is evidence for AF7, but since many words will have been taken from the source books she used, this is only partial evidence for level 5.