Year 3 · Unit 8 · Lesson 5 of 5
Planning, Timing and Proofreading: Finish Strong
45 minutes. One essay. Where do you start?
Most students start writing immediately. Why is that a mistake?
Without a plan, ideas run out halfway, paragraphs repeat themselves, and there is no time to check. Five minutes of planning usually saves more than five minutes of writing, and raises the mark.
Master the essentials
Step 1 · 1 min
Read the task and underline P, A and F.
purpose · audience · form
Step 2 · 2 min
Brainstorm 4–5 points.
Quick notes, not sentences.
Step 3 · 2 min
Order the points into paragraphs.
opening · 3 body paragraphs · ending
Step 4 · 35 min
Write.
One main idea per paragraph; link with furthermore, however, therefore.
Step 5 · 5 min
Proofread.
concord · tense · spelling · punctuation · register
Linking words
To add, contrast, give examples, show results.
furthermore · however · for example · therefore
Four criteria
What examiners mark.
content · organisation · expression · accuracy
See it done
1. Task: "Write an article for your school magazine on why students should eat breakfast." Make a five-minute plan.
P inform and persuade · A students and parents · F magazine article, lively but correct.
Headline: "Don't Skip It: Why Breakfast Matters"
Hook: "How many of you came to school this morning on an empty stomach?"
Points: energy and concentration in morning lessons · a steadier mood and fewer unhealthy snacks · quick, cheap options (eggs, fruit, porridge)
Ending: challenge readers to eat breakfast for a week and notice the difference.
2. Proofread: "Each of the students have finished there work."
Concord: each takes has. Spelling: their work. Corrected: "Each of the students has finished their work."
Common mistake: Skipping the final check. Most lost accuracy marks come from small slips a two-minute read would catch.
10 questions with instant feedback
Choose the best answer.
1.What should you do first when you receive a writing task?
Correct. PAF decides everything else.
Not quite. PAF decides everything else. Answer: A. underline the purpose, audience and form.
Not quite. PAF decides everything else. Answer: A. underline the purpose, audience and form.
Not quite. PAF decides everything else. Answer: A. underline the purpose, audience and form.
2.In a 45-minute writing task, how long should you spend planning?
Not quite. About five minutes leaves time to write and check. Answer: B. about 5 minutes.
Correct. About five minutes leaves time to write and check.
Not quite. About five minutes leaves time to write and check. Answer: B. about 5 minutes.
Not quite. About five minutes leaves time to write and check. Answer: B. about 5 minutes.
3.Each body paragraph should:
Not quite. One idea per paragraph keeps the writing organised. Answer: C. contain one main idea, developed with detail.
Not quite. One idea per paragraph keeps the writing organised. Answer: C. contain one main idea, developed with detail.
Correct. One idea per paragraph keeps the writing organised.
Not quite. One idea per paragraph keeps the writing organised. Answer: C. contain one main idea, developed with detail.
4.Which linking word best adds another point?
Correct. Furthermore adds a point.
Not quite. However shows contrast. Answer: A. furthermore.
Not quite. Therefore shows a result. Answer: A. furthermore.
Not quite. Furthermore adds a point. Answer: A. furthermore.
5.Which linking word best shows a result?
Not quite. Therefore introduces a consequence. Answer: D. therefore.
Not quite. Therefore introduces a consequence. Answer: D. therefore.
Not quite. Therefore introduces a consequence. Answer: D. therefore.
Correct. Therefore introduces a consequence.
6.What is the correct order for a speech plan?
Correct. This follows the conventions of a speech.
Not quite. This follows the conventions of a speech. Answer: A. greeting, introduction, points, call to action, closing.
Not quite. This follows the conventions of a speech. Answer: A. greeting, introduction, points, call to action, closing.
Not quite. This follows the conventions of a speech. Answer: A. greeting, introduction, points, call to action, closing.
7.Which sentence has a concord error?
Not quite. That is a spelling slip (they're), not concord. Answer: B. The students was late..
Correct. "Students" is plural, so it needs "were".
Not quite. That is a tense error (saw). Answer: B. The students was late..
Not quite. That is a spelling error (received). Answer: B. The students was late..
8."Mechanical accuracy" refers to:
Not quite. Accuracy is about correct language. Answer: C. grammar, spelling and punctuation.
Not quite. Accuracy is about correct language. Answer: C. grammar, spelling and punctuation.
Correct. Accuracy is about correct language.
Not quite. Accuracy is about correct language. Answer: C. grammar, spelling and punctuation.
9.Which is the strongest planning point for an article on the dangers of using phones while crossing the road?
Not quite. It is a clear, relevant point that answers the task. Answer: B. Distracted pedestrians may not see or hear traffic..
Correct. It is a clear, relevant point that answers the task.
Not quite. It is a clear, relevant point that answers the task. Answer: B. Distracted pedestrians may not see or hear traffic..
Not quite. It is a clear, relevant point that answers the task. Answer: B. Distracted pedestrians may not see or hear traffic..
10.You are running out of time. What matters most to finish?
Not quite. An unfinished piece loses organisation marks. Answer: D. a brief ending that completes the piece.
Not quite. An unfinished piece loses organisation marks. Answer: D. a brief ending that completes the piece.
Not quite. An unfinished piece loses organisation marks. Answer: D. a brief ending that completes the piece.
Correct. An unfinished piece loses organisation marks.
Make a five-minute plan
Plan (do not write) this task in five minutes: Write a speech to your class on why every student should learn to swim. Include P, A, F, a greeting, three points, one device and a call to action. Then compare with the model plan.
Your plan
Model plan. P: persuade · A: classmates and teacher · F: speech, formal but lively.
Greeting: "Madam/Sir, fellow students, good morning."
Points: (1) a life-saving skill near rivers, lakes and the sea; (2) excellent exercise for the whole body; (3) opens doors to fun and jobs, from water sports to lifeguarding.
Device: rhetorical question: "What would you do if a friend fell into deep water?"
Call to action: "Sign up for the school swimming lessons this term." Close: "Thank you for listening."
Next: the Lesson 5 exit quiz, then the unit test. The unit test has 15 questions and one timed writing task.