Yearly Writing Progression Document 2020-2021 - Amazon ...
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Yearly Writing Progression Document
2020-2021
Reception
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology for pupils
Patterns
Introduce: Introduce: Introduce: Introduce: Introduce:
Finger spaces
Planning Tool –Story map / Simple sentences Determiners Finger spaces
story mountain the Full stops
Simple Connectives: a Letter
Whole class retelling of story and my Capital letters
who your Word
Understanding of beginning until an
/ middle / end but this Sentence
that
Retell simple 5 part story: Say a sentence, write and his Full Stops
Once upon a time read it back to check it her
First / Then / Next makes sense. their Capital letters
But, some
So, Compound sentences using all Simile – ‘like’
Finally,…..happily ever after coordinating connectives Prepositions:
and / but up
Non-fiction: down
Factual writing closely linked -‘ly’ openers in
to a story Luckily, / Unfortunately, into
out
Simple factual sentences to
based around a theme onto
Adjectives e.g. old, little, big,
Names small, quiet
Labels Adverbs e.g. luckily,
Captions unfortunately, fortunately
Lists Similes – using ‘like’
Diagrams ‘Run’ - Repetition for rhythm:
Message e.g. He walked and he walked
and he walked…
Repetition in description e.g.
a lean cat, a mean catYear 1
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology for pupils
Patterns
Consolidate Reception list Consolidate Reception list Consolidate Reception list Consolidate Reception list Consolidate Reception list
Introduce: (See Connectives and Sentence Introduce:
Signposts doc.) Separation of words with Letter
Fiction Introduce: Prepositions: spaces (Finger spaces)
Sequencing sentences to form How words can combine to make inside Capital letter
short narratives sentences outside Introduce:
towards Demarcation of sentences Word
Planning Tools: Story map / Types of sentences: across using:
story mountain Statements under Capital letters Sentence
(Refer to Story Types grids) Questions Full Stops
Exclamations Determiners: Question mark Full Stop
Plan opening around the a my your an this that Exclamation mark
character(s), setting, time of day Simple Connectives in speech his her their some all lots of Introduce:
and type of weather and writing: many more those these Capital Letters:
and Capital letter for names Punctuation
Understanding - beginning / or Adjectives to describe Capital letter for the
middle / end to a story but e.g. personal pronoun I Question mark
Understanding - 5 parts to a so The beautiful princess
story because The old house… Speech bubble Exclamation mark
so that The huge elephant…
Opening then Bullet points Singular
Once upon a time….. that Alliteration
One day… while e.g. dangerous dragon Speech bubble
Once not twice but once upon a when slippery snake
time….. where Bullet point
Also as openers: Similes using as….
Build-up While… e.g. as tall as a house Plural
One day…. When… as red as a radish
Where… Adjective
Problem / Dilemma Repetition for
Suddenly,.../ Unfortunately,… -‘ly’ openers rhythm/description Verb
Fortunately,…Unfortunately,
Resolution Sadly,… Repetition for description Connective
Luckily, / Fortunately,… e.g. a lean cat, a mean cat
Simple sentence e.g. a green dragon, a fiery dragon Alliteration
Ending I went to the park.
Finally,… / In the end,… The castle is haunted. Simile – ‘as’…/ ‘like’…Non-fiction: Embellished simple sentences Precise, clear language to give
(Refer to Connectives and using adjectives e.g. information
Sentence Signposts document The giant had an enormous e.g.
for Introduction and Endings) beard. First, switch on the red button.
Red squirrels enjoy eating Next, wait for the green light to
Planning tools: delicious nuts. flash...
Text map / washing line
Compound sentences using Regular plural noun suffixes –s
Heading coordinating conjunctions or –es
Joining words and joining clauses e.g. dog, dogs; wish, wishes,
Introduction using and (or / but / so) including the effects of these
Opening factual statement e.g. suffixes on the meaning of the
The children played on the swings noun
Middle section(s) and slid down the slide.
Simple factual sentences Suffixes that can be added to
around a theme Spiders can be small or they can verbs where no change is
be large. needed in the spelling of root
Bullet points for instructions words
Charlie hid but Sally found him. e.g. helping, helped, helper
Labelled diagrams It was raining so they put on their
coats. How the prefix un – changes
Ending the meaning of verbs and
Concluding sentence Complex sentences: adjectives
Use of ‘who’ (relative clause) negation, e.g. unkind, or
e.g. undoing, e.g. untie the boat
Once upon a time there was a
little old woman who lived in a
forest.
There are many children who like
to eat ice cream.Year 2
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology for pupils
Patterns
Consolidate Year 1 list Consolidate Year 1 list Consolidate Year 1 list Consolidate Year 1 list Consolidate Year 1 list
Introduce: Introduce: Introduce: Introduce: Introduce:
(See Connectives and Sentence
Fiction Signposts doc.) Prepositions: Secure demarcation of Noun
Secure use of planning tools: behind above along before sentences:
Story map / story mountain / How the grammatical patterns between after Capital letters Noun phrase
story grids / ’Boxing-up’ grid in a sentence indicate its
(Refer to Story Types grids) function as a: Alliteration Full stops Adjective
Statement e.g. wicked witch
Plan opening around Question slimy slugs Question marks Verb
character(s), setting, time of day Exclamation
and type of weather Command Similes using…like… Exclamation marks Past tense
e.g.
Understanding 5 parts to a story -‘ly’ starters … like sizzling sausages Commas to separate items Present tense
with more complex vocabulary e.g. Usually, Eventually, Finally, …hot like a fire in a list
e.g. Carefully, Slowly, … Adverb
Opening Two adjectives to describe the Comma after –ly opener
In a land far away…. Vary openers to sentences noun e.g. Fortunately,….Slowly,…. Statement
One cold but bright morning… e.g. Question
Build-up Embellished simple sentences The scary, old woman… Speech bubbles / speech Exclamation
Later that day, using: Squirrels have long, bushy tails. marks for direct speech Command
Problem / Dilemma Adjectives
To his amazement, e.g. The boys peeped inside the Adverbs for description e.g. Apostrophes to mark: Connective (general term
Resolution dark cave. Snow fell gently and covered the where letters are missing in for a connecting word)
As soon as Adverbs cottage in the wood. spelling
Ending e.g. Tom ran quickly down the e.g. don’t, can’t Conjunction (used with
Eventually, hill. Adverbs for information e.g. and coordination and
And that is why…. Lift the pot carefully onto the to mark singular possession subordination)
And so it was / is Coordination: tray. in nouns
Secure use of compound The river quickly flooded the e.g. the girl’s name Compound
Ending should be a section rather sentences using coordinating town.
than one final sentence conjunctions Suffix
e.g. suggest how the main and / or / but / so Generalisers for information
character is feeling in the final e.g. Most dogs…. Apostrophe
situation. Complex sentences Some cats…..
(Subordination) Comma
Drop in a relative clause: Comma –for lists / -ly
who / which e.g. openersNon-Fiction Sam, who was lost, sat down Formation of nouns using
and cried. suffixes such as –ness, –er Speech marks (Inverted
(Refer to Connectives and The Vikings, who came from e.g. dark –darkness commas)
Sentence Signposts document Scandinavia, invaded Scotland. teach –teacher
for Introduction and Endings) The Fire of London, which and by making compound
started in Pudding Lane, spread words e.g. whiteboard, Generalisers
Introduce: quickly. superman
Secure use of planning tools: Tense (past, present)
Text map / washing line / ‘Boxing Subordination: Formation of adjectives
–up’ grid Additional subordinating using suffixes such as –ful, –less Bossy verbs (Imperative
Introduction: conjunctions e.g. tense)
Heading when / if / that / because /what hope – hopeful / hopeless
Hook to engage reader / while / where / then / so that /
Factual statement / definition to /until Use of the suffixes –er and –
Opening question e.g. While the animals were est to form comparisons of
Middle section(s) munching breakfast, two adjectives and adverbs
Group related ideas / facts into visitors arrived. e.g .greater /greatest
sections During the Autumn, when the faster / fastest
Sub headings to introduce weather is cold, the leaves fall
sentences /sections off the trees. (A fuller list of suffixes can be
Use of lists – what is needed / found in the Year 2 spelling
lists of steps to be taken Use long and short sentences: section in English Appendix 1)
Bullet points for facts Long sentences to add
description or information. Use Use of –ly in Standard English
Diagrams
short sentences for emphasis. to turn adjectives into adverbs
Ending e.g. beautiful - beautifully
Make final comment to reader Expanded noun phrases for
Extra tips! / Did you know facts? / description and specification
True or false? e.g. the blue butterfly, plain
flour, the man in the moon,
Correct choice and consistent lots of people, plenty of food
use of present tense and past
tense throughout writing List of 3 for description
e.g.
Use of the progressive He wore old shoes, a dark cloak
(continuous) form of verbs in the and a red hat.
present and past tense to mark
actions in progress African elephants have long
e.g. she is drumming, he was trunks, curly tusks and large
shouting ears.Year 3
Text Structure Sentence Construction Word / Language / Pattern Punctuation Terminology for pupils
Consolidate Year 2 list Consolidate Year 2 list Consolidate Year 2 list Consolidate Year 2 list Consolidate Y2 list
Introduce: Introduce: Introduce: Introduce: Introduce:
Fiction Vary long and short sentences: Prepositions Colon before a list Comma for:
Secure use of planning tools: Long sentences to add Next to by the side of e.g. What you need: Adverbial phrases (fronted)
Story map /story mountain / description or information. In front of during Drop in relative clause
story grids / ‘Boxing-up’ grid Short sentences for emphasis through throughout Ellipses to keep the reader Lists
(Refer to Story Types grids) and making key points because of hanging on… Sentence of 3 for description
e.g. Pattern of 3 for action
Plan opening around Sam was really unhappy. Powerful verbs Secure use of inverted
character(s), setting, time of day Visit the farm now. e.g. stare, tremble, slither, commas to punctuate direct Colon for instructions
and type of weather stumble, crouch, sip speech e.g. What you need:
Embellished simple sentences:
Paragraphs to organise ideas into Adverb starters to add detail e.g. Boastful Language Use of commas after fronted Direct speech
each story part Carefully, she crawled along the e.g. magnificent, adverbials
floor of the cave…. unbelievable, exciting! e.g. Later that day, I heard Inverted commas or speech
Extended vocabulary to Amazingly, small insects can…. the bad news. marks
introduce 5 story parts More specific / technical
e.g. Adverbial phrases used as a vocabulary to add detail Nouns:
Introduction –should include ‘where’, ‘when’ or ‘how’ starter e. g. A few dragons of this Common
detailed description of setting or (fronted adverbials) variety can breathe on any Proper
characters e.g. creature and turn it to stone
Build-up –build in some suspense A few days ago, we discovered a immediately. Preposition
towards the problem or dilemma hidden box.
Problem / Dilemma –include At the back of the eye, is the Drops of rain pounded on the Prepositional phrases (to
detail of actions / dialogue retina. corrugated, tin roof. place the action)
Resolution - should link with the In a strange way, he looked at
problem me. Formation of nouns using a Connective (general term for
Ending – clear ending should link range of prefixes connecting word)
back to the start, show how the Prepositional phrases to place e.g. auto… super…anti…
character is feeling, how the the action: on the mat; behind Conjunction (used with
character or situation has the tree, in the air Use of the forms coordination and
changed from the beginning. (determiners) a or an subordination)
Compound sentences using according to whether the
coordinating conjunctions next word begins with a Clause
and / or / but / so / for /nor / yet consonant or vowel
e.g. a rock, an open box Subordinate clauseNon-Fiction Develop complex sentences: Word Families based on Relative clause /pronoun
(Refer to Connectives and Use a range of subordinating common words, showing
Sentence Signposts document conjunctions how words are related in Word family
for Introduction and Endings) (See Connectives and Sentence form and meaning
Introduce: Signposts document) e.g. solve, solution, solver, Prefix
Secure use of planning tools: dissolve, insoluble
e.g. Text map, washing line / Express time, place and cause Consonant
‘Boxing –up’ grid / story grids / using: Use of the forms
flow chart conjunctions (determiners) a or an Consonant letter
e.g. when, before, after, while, so, according to whether the
Paragraphs as a way to group because next word begins with a Vowel
related material / to organise adverbs consonant or vowel
ideas around a theme e.g. then, next, soon, therefore e.g. a rock, an open box Vowel letter
prepositions
Headings and sub-headings to e.g. before, after, during, in, Synonyms
aid presentation because of
Antonyms
Introduction -‘ing’ clauses as starters e.g.
Develop hook to introduce and Sighing, the boy finished his Imperative tense
tempt reader in e.g. homework.
Who….? What….? Where….? Grunting, the pig lay down to
Why….? When….? How….? sleep.
Middle Section(s)
Group related ideas /facts into Drop in a relative clause using:
paragraphs who/whom/which/whose/
Sub headings to introduce that e.g.
sections / paragraphs The girl, whom I remember,
Topic sentences to introduce had long black hair.
paragraphs The boy, whose name is George,
Lists of steps to be taken thinks he is very brave.
The Clifton Suspension bridge,
Bullet points for facts
which was finished in 1864,is a
Flow diagram popular tourist attraction.
Develop Ending
Personal response
Extra information / reminders Sentence of 3 for description.
e.g. Information boxes e.g. The cottage was almost
Five Amazing Facts invisible, hiding under a thick
layer of snow and glistening in
Wow comment
the sunlight.Use of the present perfect form Rainbow dragons are covered
of verbs instead of the simple with many different coloured
scales, have enormous, red eyes
past
and swim on the surface of the
e.g. He has gone out to play water.
contrasted with He went out to
play Pattern of 3 for persuasion e.g.
Visit, Swim, Enjoy!
Topic sentences to introduce
non-fiction paragraphs e.g.
Dragons are found across the
world.
Dialogue –powerful speech verb
e.g. “Hello,” she whispered.Year 4
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology for pupils
Consolidate Year 3 list Introduce: Consolidate Year 3 list Consolidate Year 3 list Consolidate Year 3 list Consolidate Year 3 list
Fiction Introduce: Introduce: Introduce: Introduce:
Secure use of planning tools: Long and short sentences: Prepositions Commas to mark clauses: Determiner
Story map / story mountain / Long sentences to enhance at underneath since towards Secure use of commas after
story grids / ‘Boxing-up’ grids description or information beneath beyond fronted adverbials Pronoun
(Refer to Story Types grids) After a simile opener
Short sentences to move events Conditionals - could, should, Sentence of 3 for action Possessive pronoun
Developed 5 parts to story: on quickly would Expanded –ing clauses as
Introduction / Build up / e.g. It was midnight. starters Adverbial
Problem or dilemma / It’s great fun. Comparative and superlative Drop in –ing clauses
Resolution / Ending adjectives After reporting clause in Fronted adverbial
Openers: e.g. small…smaller…smallest direct speech
Plan opening using: Start with a simile good…better…best Nouns:
Description /action e.g. As curved as a ball, the moon Use of inverted commas and Common
shone brightly in the night sky. Proper nouns-refers to a other punctuation to Proper
Use of paragraphs: Like a wailing cat, the ambulance particular person or thing indicate direct speech: Collective
- to organise each part of story screamed down the road. e.g. Monday, Jessica, October, - Comma after the reporting
England clause when used at the Conditionals
- to indicate a change in place or
Secure use of simple / beginning of a sentence
jump in time embellished simple sentences Repetition to persuade e.g. Apostrophe to mark
Find us to find the fun - Punctuation needed at the possession
Build in suspense writing to
Noun phrases expanded by the end of the direct speech
introduce the dilemma addition of modifying adjectives, The grammatical difference (comma /question mark /
nouns and preposition phrases between plural and exclamation mark / full
Clear distinction between e.g. The teacher expanded to: the stop) before closing the
possessive – s
resolution and ending strict maths teacher with curly inverted commas
hair….. Standard English forms for e.g. The conductor
Ending should include reflection shouted, “Sit down!”
verb inflections instead of
on events or the characters. Secure use of fronted adverbials local spoken forms Jim said, “We’re going on
e.g. Later that day, I heard the e.g. we were instead of we holiday next week.”
Appropriate choice of pronoun bad news… was, or I did instead of I done “ I am feeling ill,” said Jack.
or noun within and across “What have you been
sentences to add cohesion and Secure use of compound eating?” she asked.
avoid repetition sentences using coordinating “It’s late!” gasped
conjunctions Cinderella.
and / or / but / so / for / nor / yet - Each new speaker on a
new lineNon-Fiction Develop complex sentences: Apostrophes to mark plural
(Refer to Connectives and Main and subordinate clauses possession
Sentence Signposts document using a range of subordinating e.g. the girl’s name(singular)
for Introduction and Endings) conjunctions but
(See Connectives and Sentence the girls’ names (plural)
Introduce: Signposts doc.) the boys’ coats
Secure use of planning tools: the dogs’ puppies
Text map / washing line/ ‘Boxing -‘ed’ clauses as starters e.g.
–up’ grid / Flow chart Frightened, Tom ran straight
home to avoid being caught.
Secure structure: Exhausted, the Roman soldier
Introduction collapsed at his post.
Middle Section(s)
Ending /Conclusion Expanded -‘ing’ clauses as
starters e.g.
Paragraphs to organise ideas Grinning menacingly, he slipped
around a theme the treasure into his rucksack.
Logical organisation Hopping speedily towards the
Group related paragraphs pool, the frog dived underneath
Develop use of a topic sentence the leaves.
Link information within
paragraphs with a range of Drop in –‘ing’ clause e.g.
connectives Jane, laughing at the teacher, fell
Use of bullet points off her chair.
Diagrams The tornedo, sweeping across the
city, destroyed the houses.
Ending / conclusion could
include personal opinion, Sentence of 3 for action e.g.
response, extra information, Sam rushed down the road,
reminders, question, warning, jumped on the bus and sank into
encouragement to the reader his seat.
The Romans enjoyed food, loved
Appropriate choice of pronoun or marching but hated the weather.
noun within and across sentences
to add cohesion and avoid Repetition to persuade e.g.
repetition Find us to find the fun!
Dialogue - verb + adverb -
“Hello,” she whispered, shyly.Year 5
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology
Consolidate Year 4 list Consolidate Year 4 list Consolidate Year 4 list Consolidate Year 4 list Consolidate all previous lists
Introduce: Introduce: Introduce: Introduce: Introduce:
Fiction
Secure independent use of Secure use of simple / Metaphor Rhetorical question Commas for expanded –ed
planning tools embellished simple sentences clauses as starters
Story mountain / grids / flow Personification Brackets, dashes or
diagrams / bullet points Openers: commas to indicate Metaphor
(Refer to Story Types grids) Elaboration of starters using Onomatopoeia parenthesis
adverbial phrases e.g. Modal verb
Plan opening using: Beyond the dark gloom of the Empty words Colons to add extra
Description /action/dialogue cave, Zach saw the wizard move. e.g. someone, somewhere was information Relative pronoun
Paragraphs: out to get him
Devices to build cohesion within Throughout the lonely night, the Commas to clarify meaning Relative clause
a paragraph (vary connectives) wind howled like an injured Developed use of technical or avoid ambiguity
e.g. then, after that, this, firstly creature. language Personification
Link ideas across paragraphs
using adverbials of time, place Secure use of compound Converting nouns or Onomatopoeia
action and number sentences using coordinating adjectives into verbs using
e.g. time-later place- nearby conjunctions suffixes Empty words
action – carelessly e.g. –ate, –ise, –ify
number –secondly Develop complex sentences: Nouns:
or tense choices Main and subordinate clauses Verb prefixes Common
e.g. he had seen her before using full range of subordinating e.g. dis–, de–, mis–, over– Proper
conjunctions: Collective
and re–
Use 5 part story structure: (See Connectives and Sentence Abstract
Writing could start at any of the 5 Signposts doc.)
points. Parenthesis – dashes,
This may include flashbacks Secure use of relative clauses brackets, commas
Introduction –should include beginning with who, which,
action / description -character or where, when, whose, that, or an Colons to add extra
setting / dialogue omitted relative pronoun information
Build-up –develop suspense e.g. The biscuits(that) Sam
techniques bought this morning are stale. Rhetorical question
Problem / Dilemma –may be
more than one problem to be Expanded –ed clauses as starters Cohesion
resolved e.g. Encouraged by the bright
Resolution –clear links with weather, Jane set out for a long Ambiguity
dilemma walk.Ending –character could reflect Terrified by the dragon, George
on events, any changes or fell to his knees.
lessons, look to the future, ask a
question. Elaboration of starters using
adverbial phrases e.g.
Non-Fiction Beyond the dark gloom of the
(Refer to Connectives and cave, Zach saw the wizard move.
Sentence Signposts document Throughout the night, the wind
for Introduction and Endings) howled like an injured creature.
Introduce:
Drop in –‘ed’ clause e.g.
Independent planning across all Poor Tim, exhausted by so much
genres and application effort, ran home.
The lesser known Bristol dragon,
Secure use of range of layouts recognised by purple spots, is
suitable to text rarely seen.
Secure structure:
Sentence reshaping techniques:
Introduction
Lengthening or shortening
Middle section(s) sentence for meaning and /or
Ending / Conclusion effect
Secure use of paragraphs:
Use a variety of ways to open Moving sentence chunks (how,
texts and draw reader in and when, where) around for
make the purpose clear different effects e.g.
The siren echoed loudly
Link ideas within and across ….through the lonely streets ….at
midnight
paragraphs using a full range of
connectives and signposts Indicating degrees of possibility
using adverbs
Use of rhetorical questions to
e.g .perhaps, surely
draw reader in or modal verbs
e.g. might, should, will, must
Express personal opinions clearly
Use of rhetorical questions
Maintain viewpoint consistently
Summary clear at the end to Stage directions in speech
(speech + verb + action) e.g.
appeal directly to the reader
“Stop!” he shouted, picking up the
stick and running after the thief.Year 6 –
Ensure all previous year group sections are reviewed and consolidated where appropriate
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology
Consolidate Year 5 list Consolidate Year 5 list Consolidate Year 5 list Consolidate Year 5 list Consolidate all previous lists
Introduce Introduce: Introduce: Introduce: Introduce:
Paragraphs: Secure use of simple / Build in literary feature to Use of the semi-colon, colon Active and passive voice
Secure use of linking ideas embellished simple create effects: and dash to mark the
within paragraphs sentences alliteration boundary between Subject and object
onomatopoeia independent clauses.
Linking ideas across Secure use of compound simile e.g. It’s raining; I’m fed up. Ellipsis
paragraphs using a wider sentences using metaphors
range of cohesive devices: coordinating conjunctions Use of the colon to Hyphen
The difference between introduce a list
Semantic cohesion: Secure use of complex vocabulary typical of Use of semi-colon within Colon / semi-colon
repetition of a word or phrase sentences: informal speech and lists to add related
Main and subordinate vocabulary appropriate for information Synonyms / antonyms
Grammatical connections: clauses using full range of formal speech and writing e.g. You will need:
the use of adverbials e.g. on subordinating conjunctions e.g. find out –discover a large and roomy rucksack; Subjunctive
the other hand, in contrast, or (See Connectives and ask-request a pop-up tent, preferably
as a consequence Sentence Signposts doc.) go in-enter waterproof; enough food for
said- reported the weekend.
Ellipsis Use of the passive to affect
the presentation of How words are related by How hyphens can be used
Fiction information in a sentence. meaning as synonyms and to avoid ambiguity
Secure independent planning e.g. antonyms e.g. man eating shark or
across story types using 5 Active: Tom accidently e.g. big, large / little, minute man-eating shark
part story structure. dropped the glass. happy, elated / sad, recover or re-cover
Include suspense, cliff Passive: The glass was devastated
hangers, flashbacks/forwards, accidently dropped by Tom.
time slips
Start story at any point of the Developed use of
5 part structure rhetorical questions for
Maintain plot consistently persuasion
working from plan
Expanded noun phrases to
Secure development of convey complicated
characterisation information concisely
e.g. the fact that it was
raining meant the end ofsports day
Non-fiction: The difference between
structures typical of
Secure planning across non- informal speech and
fiction genres and structures appropriate for
application: formal speech and writing:
Use of question tag
Use a variety of layout e.g. He’s your friend, isn’t
devices he?
e.g. headings, sub-headings,
columns, bullets, or tables, to Use of the subjunctive
structure text forms in some very formal
writing and speech:
Use range of techniques to suggesting possibility,
involve the reader: intent, recommendation,
comments, questions, wish, uncertainty,
necessity
observations, rhetorical
e.g.
questions If I were rich and had a
yacht, I would cruise all
Express balanced coverage of
over the world.
a topic
Were they to come, we
Use different techniques to
would certainly stand a
conclude texts
better chance of winning.
Use appropriate formal and
I insist that you do your
informal styles of writing homework.
Choose or create publishing
I wish that were true.
format to enhance text type
and engage the readerYou can also read
