Graph and table writing
Teacher: Peter McCoy
Curriculum area: Cross curricular
| Duration: 2 weeks
- The language of graph/table writing
- To learn the vocabulary, language structures and format needed for writing about graphs and tables of information.
Teaching and learning sequence
The aim of this unit is to provide a model for teachers to 'teach' the skills, techniques and structures needed for writing about graphs and tables of information. See further
BackgroundNotes (Word 25KB)
There are four steps to these guidelines for teachers. These are accompanied by two sets of student notes:
What examiners are looking for (Word 37KB)
in graph writing in an exam and
How to write an answer (Word 52KB)
to a graph question.
- Discuss the
aims (Word 32KB)
of the programme.
- Look at different examples of graphs and tables (identify / label / discuss).
- Look at and discuss the "language" of graph writing (
Table1 (Word 93KB)
Table3 (Word 8KB)
- Look at the structure of paragraph writing (
Table2 (Word 2MB)
- Set homework writing (choice of tables / graphs depending on level / year group). - Point to the use of table 1.
- Mark homework (individually or group).
- The outcome must be a critical analysis of the "nuts and bolts" of graph writing.
- Write a class model (together) using the best examples - analyse and discuss.
- Set homework writing (choice depending on level).
- Follow step two - mark as a group using best examples to write a class model.
- Look for good examples of comparative language and strong conclusions.
- Discuss the need to develop strong structure and effective language.
- Analyse the four paragraph model and its use to develop a strong structure.
- A test using an example from a previous exam question or a formal writing situation (non-testing) allowing students access to tables 1, 2, and 3.
- Evaluate - get students to look at writing from Step 1, 2 and 4. What development have they made? Strengths / weaknesses?
- Set further work and/or repeat Steps 2 and 3 using new examples if more are needed.