Writing meaningful text: text features resources

This punctuation resource is on the use of brackets. Students explain when brackets are used, then insert them into four sentences.

For this NEMP task students write a letter to a bookshop requesting information about a book.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

This assessment task has students writing a short conversation between friends, using speech marks that have been modelled in the task.

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

Students design an advertisement to sell a bike.

Students write both open and closed questions about the importance of smartphones to students their age.

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

Students use the ideas from a brainstorm to write six sentences about caring for pets.

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

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

For this NEMP task students write a thank you letter to the Playground Trust. The letter is assessed on letter conventions, content, and language.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

Students write an invitation to a party.

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.

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

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

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

For this NEMP task students read a poem about 'Me' and then write a poem about their own 'special self'.