Graph and table writing
Teacher: Peter McCoy
Summary
| Curriculum area: Cross curricular Year: 11-13
|
Duration: 2 weeks
|
| Language focus
- The language of graph/table writing
|
Learning outcomes
- To learn the vocabulary, language structures and format needed for writing about graphs and tables of information.
|
Teaching and learning sequence
Objectives
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.
Step 1
- 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)
and
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.
Step 2
- 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).
Step 3
- 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.
Step 4
- 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.
Published on: 09 Jan 2018
