Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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The Adult Literacy
Core Curriculum
At this level,
adults can
write to communicate
information and opinions with
some adaptation to the intended
audience
in documents such as forms,
notes, records, e-mails, letters,
narratives, simple instructions,
short reports
Text Focus Writing composition Wt/E3
Skills, knowledge and understanding
Adults should be taught to:
1 plan and draft writing
– understand that the choice of how to
organise writing depends on the context
and audience
– understand that there are different ways of
planning, e.g. notes to organise and review
thinking, a list of points to include, a
diagram to group related points together
– understand that drafting follows planning
and involves turning plans into something
nearer the finished version
– understand that some writing has to be
written straight off, with the only planning
taking place in the writer’s head
2
3
4
organise writing in short paragraphs
– understand that paragraphs normally consist of
more than one sentence
– understand that paragraphs are not arbitrary
divisions put in at the end of writing but a way
of grouping the main points and supporting
detail at the drafting stage
– understand that paragraphs are often
introduced by a topic sentence
– understand that paragraphs can be arranged
under headings in certain sorts of texts,
e.g. information texts
– understand that paragraphs need to follow on
from each other using appropriate linking words
sequence chronological writing
– understand that some writing is
sequenced by order of events in time
– understand that certain linking words are
useful to join sentences and paragraphs in
chronological writing, e.g. first, then, later,
while, before, after
proof-read and correct writing for
grammar and spelling
– know when to proof-read, i.e. after drafting
and editing, to check if the text can be the
final version
Example
Plan and draft their own writing to a
satisfactory final standard for the task, e.g. a
letter to a teacher explaining they are going
on holiday; a story or poem for a college or
community magazine.
Plan, draft and write a continuous coherent
text of at least half a page divided into short
paragraphs, e.g. a description of a place for
the opening of a story/novel, a reply to a
business letter received at home.
Write the chronological account of a recent
event in their own life, e.g. going to see their
child in a school concert.
Write the description of a process where
stages must occur in a particular sequence,
e.g. preparing a wall and hanging wall paper.
Proof-read their own writing, on paper and
screen, identifying and correcting the main
errors of sense and spelling; use a
dictionary/spell check if necessary.