Writing resources

This task has students writing about themselves. Assessment focus: the use of capitals.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

For this NEMP task students cut out and order a sequence of pictures and write captions to tell a story.

Students identify whether to use 'there' or 'their' in a piece of student writing.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

Students read about skinks and geckos and identify information relating to the similarities and differences between them. The information that students identify is rewritten in note form.

Students explain why three sentences are ambiguous and rewrite them to make the meaning clearer.

The focus of this resource is on selecting prepositions appropriate to the context.

This task assesses the understanding needed to punctuate direct speech by asking students to re-write words in speech bubbles as direct speech.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students produce a simple written description, using nouns and adjectives with some precision.

This resource provides information on students’ ability to write a string of adjectives in the correct order.