How to help with...information texts
Information texts are a useful tool not only for the information they provide but as an alternative to writing creative stories in SATS. Primary school teacher Sean Callery explains all the ins and outs.
In a nutshell
Writing non-fiction, or information texts, is a different skill to writing stories. Such writing does not require great imagination, and follows basic structures which can be taught. Boys in particular can benefit from learning how to write these texts, partly because the subject matter can appeal to them more than stories or poems.
The national test, or SAT paper, towards the end of Year 6 includes a piece of writing which can be either information or fiction, and boys frequently opt for the non-fiction choice and do well.
Most non-fiction texts have a brief introduction, and close with a rounding off statement ('We can see that ....').
They are written in paragraphs, often separated by headings, but can use boxes, bullet points for lists, illustrations - always captioned - different typefaces and other ways to make them interesting to the reader.
All about information texts
There are several types of non-fiction text:
- report
- recount
- instruction
- persuasion
- argument
- explanation
This article has a box explaining each. You can help your child by finding (or getting him to find) examples of each, and looking at how they are written. As much as possible, do this from texts written for children - magazines, information books, toys, websites, etc.
Use a highlighter pen to pick out typical language and headings. If you just wrote these out, you would have a set of notes from which the text could be written. Once your child can see this, he can have a go at planning an article in this way, with brief notes, carefully ordered.
Remember, letters are non-fiction texts, and it is worth showing your child the rules of how a letter is set out, with the address, date, opening and closing phrases (Dear...., Yours faithfully/sincerely), ending with the signature and printed name of the writer.
The different types explained
Report
- Example: Newspaper story, biography
- Purpose: To tell us about something in general (like describing an animal), or something that happened, not in the order they occurred (chronological order)
- Typical structure: Introduction with general information. Then a series of paragraphs each about one idea, or event
- Typical language: Present tense if telling us about something in general. Past tense if telling us what happened
Recount
- Example: Diary
- Purpose: To tell us what happened
- Typical structure: Recounts always re-tell the events in chronological order
- Typical language: Past tense. First, then, next, after that, meanwhile, finally
Explanation
- Example: Book about how things work
- Purpose: To tell us why or how something happens
- Typical structure: Short general introduction, then series of paragraphs showing a sequence of events, often accompanied by pictures
- Typical language: Present tense. When, because, so, this causes
Instruction or procedure
- Example: Recipe, or set of rules
- Purpose: To tell us what to do
- Typical structure: List of equipment required, then materials needed, then brief sentences saying what to do, in the necessary order. Pictures often accompany this text
- Typical language: You will need, first, second, third. Verbs are 'bossy' ('Do this, do that' - the technical term is 'imperative'), and present tense
Persuasion
- Example: Advertisement, leaflet for theme park
- Purpose: To 'sell' a thing or idea
- Typical structure: Brief introduction, then bullet points of key facts
- Typical language: Strong, powerful words used to emphasise how useful and important the thing is (so no 'tame' words like 'nice'). This shows, however, because
Discussion
- Example: Report about views on hunting
- Purpose: To tell us both sides of an issue
- Typical structure: Opening statement introducing the issue. Then a series of paragraphs giving opinions and their counter-arguments
- Typical language: Present tense. Some people say... they believe that... it is argued that... however... on the other hand...
How to boost his skills
- Your child will learn to write such texts better if he reads them a lot. He can start, even at a young age, by just reading the headings. He can move on from this to look for key information such as dates, equipment needed, or people or animals mentioned. This is called scanning. Again, use a highlighter pen to pick these out. As he learns more, get him to pick out the verbs, as these are used differently in the different text types.
- The key here is to find a text your child will enjoy - so one about his particular interest, whether it is football, pop stars, animals or Digimon characters. Your child will really work hard to read and understand something he wants to learn about. Use this to your (and eventually his) advantage.
Learning activities
Check out our Activity and resource finder where you'll find tailored learning activities to develop your child's skills in English, maths and science.
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