Writing in English as an Additional Language at Key Stage 2
Writing in English as an Additional Language at Key Stage 2
Writing in English as an Additional Language at Key Stage 2
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<strong>Writ<strong>in</strong>g</strong> <strong>in</strong> <strong>English</strong> <strong>as</strong> <strong>an</strong> <strong>Additional</strong> L<strong>an</strong>guage <strong>at</strong> <strong>Key</strong> <strong>Stage</strong> 2 122<br />
L<strong>an</strong>guage<br />
accuracy:<br />
verb<br />
errors<br />
Differences not<br />
signific<strong>an</strong>t<br />
Errors with verb end<strong>in</strong>gs:<br />
“could go <strong>an</strong>d wait<strong>in</strong>g” (l<strong>in</strong>e 5)<br />
“it costed” (l<strong>in</strong>e 27)<br />
:<br />
Agreements<br />
Articles<br />
Prepns<br />
Differences not<br />
signific<strong>an</strong>t<br />
EAL more omitted<br />
prepositions th<strong>an</strong><br />
EMT (*)<br />
“there w<strong>as</strong> people” (l<strong>in</strong>e 7)<br />
none<br />
Technical<br />
accuracy:<br />
Punct<br />
u<strong>at</strong>ion<br />
Differences not<br />
signific<strong>an</strong>t<br />
Full stops are used but some are miss<strong>in</strong>g.<br />
Comm<strong>as</strong> used <strong>in</strong> wrong places (e.g.l<strong>in</strong>es 7, 12, 25)<br />
Spell<strong>in</strong>g<br />
Differences not<br />
signific<strong>an</strong>t<br />
Good.<br />
level 3<br />
EAL <strong>an</strong>d EMT<br />
EAL learners seem to h<strong>an</strong>dle the genre<br />
less confidently th<strong>an</strong> EMT writers,<br />
particularly <strong>at</strong> level 3.<br />
Open<strong>in</strong>gs <strong>an</strong>d slog<strong>an</strong>s less varied <strong>an</strong>d<br />
c<strong>at</strong>chy.<br />
Omission of key <strong>in</strong>form<strong>at</strong>ion, repe<strong>at</strong>ed<br />
<strong>in</strong>form<strong>at</strong>ion.<br />
EAL <strong>an</strong>d EMT often <strong>in</strong>clude too much<br />
<strong>in</strong>fo on price <strong>an</strong>d purch<strong>as</strong>e<br />
Script 4: Radio advertisement<br />
Form<strong>at</strong>: Open<strong>in</strong>g c<strong>at</strong>ches <strong>at</strong>tention through question to listener.<br />
Inform<strong>at</strong>ion is not well org<strong>an</strong>ised e.g. l<strong>as</strong>t sentence returns to fe<strong>at</strong>ures.<br />
Repe<strong>at</strong>ed <strong>in</strong>form<strong>at</strong>ion on purch<strong>as</strong>e.<br />
Message to listener <strong>in</strong> l<strong>in</strong>e 7 “so hurry down to toys ur us”<br />
Voice: The writer addresses the listener directly <strong>as</strong> “you”. In l<strong>in</strong>e 6, the<br />
I <strong>in</strong> “I’m th<strong>in</strong>” is presumably the doll speak<strong>in</strong>g to the listener. This could<br />
be clearer.<br />
L<strong>an</strong>guage<br />
Very little use of adjectives or adverbs <strong>in</strong> description.<br />
Punctu<strong>at</strong>ed <strong>as</strong> direct speech - suggests confusion <strong>as</strong> to form required.<br />
Formulaic phr<strong>as</strong>e error - “just for only 12.99” (l<strong>in</strong>e 5)<br />
Po<strong>in</strong>ts for development:<br />
Awareness rais<strong>in</strong>g <strong>an</strong>d notic<strong>in</strong>g<br />
• Story end<strong>in</strong>gs th<strong>at</strong> cre<strong>at</strong>e <strong>an</strong> effect for the reader.<br />
• Use of description to develop the sett<strong>in</strong>g <strong>an</strong>d characters.<br />
Development of str<strong>at</strong>egies / Practice<br />
• Read<strong>in</strong>g draft of writ<strong>in</strong>g from perspective of reader - to org<strong>an</strong>ise <strong>in</strong>form<strong>at</strong>ion, cre<strong>at</strong>e <strong>in</strong>terest.<br />
Explicit <strong>in</strong>struction<br />
• Use of paragraphs to shape the story.<br />
• Use of full stops to demarc<strong>at</strong>e sentences <strong>an</strong>d comm<strong>as</strong> with<strong>in</strong> sentences.