Matching Writing to Purpose

1. Show the four organization cards and give a one-line example of each. Time order: first, next, then. By importance: the biggest reason first. By category: sort into groups with headings. Problem and solution: what is wrong, then how to fix it.
2. Give a quick purpose: "Tell a friend how to make a sandwich." Ask which card fits. Time order. Then: "Tell the class about the animals at the zoo." By category (big cats, birds, reptiles). Note aloud that the facts did not choose the shape — the job did.

1. Read the bike shed fact card: The shed was built in 2009. It has 12 spaces. On dry days 31 students cycle to school. Bikes that do not fit are locked to the fence by the gate. In March, two bikes by the gate were scratched by cars turning in. Parents have offered to help build a bigger shed. A 30-space shed would fit on the grass by the gym. Students who cycle get exercise before school.
2. Write purpose 1 on the board as a full sentence: "I want to persuade the principal that we need a bigger bike shed." Ask: "What does the principal need to feel?" That there is a real problem and an easy fix. Choose problem and solution. Outline: Problem — 31 cyclists, 12 spaces, bikes scratched by the gate. Solution — 30-space shed on the grass, parents will help.
3. Now try the same facts in time order: "In 2009 the shed was built. Then more students started cycling. In March two bikes were scratched." Ask: "Does the principal feel this is urgent?" No — it sounds like a history lesson. The scratched bikes are buried in the middle.
4. Write purpose 2: "I want to explain to new Grade 1 students how to use the bike shed." Choose time order: arrive, walk your bike through the gate, find a space, lock the wheel to the rail. Point out that half the fact card is no use now — a six-year-old does not need the year it was built. Audience decides what stays as well as the order.
5. Write the rule on the board: "PURPOSE first, then SHAPE."

“Same facts, different job. The order you put your facts in is an argument about what matters most. So before you plan anything, finish this sentence: "I want to ___ my reader, who is ___." Then pick the shape.”

1. Give pairs a new fact card about the school cafeteria: it is noisy, 200 students eat in two sittings, the line takes 15 minutes, there is a new salad bar, the cafeteria was painted in summer.
2. Purposes: (a) "Persuade the principal to add a third lunch sitting." (b) "Write a newsletter piece telling families about lunch at our school."
3. Pairs write each purpose sentence, choose a card for each, and outline each in three or four bullet points.
4. Under each outline they finish: "If we used ___ instead, we would lose ___." Expected: for (a), time order would lose the urgency of the 15-minute line; for (b), problem and solution would make families think lunch is a problem.

“Tell me your purpose sentence before you show me your outline. If you cannot say the purpose, the shape is a guess.”

1. Students complete the organization page. It gives a fact set and two purposes; students choose and justify an organization for each.

1. Give a purpose aloud: "Explain to a visitor what there is to do at our school's fun day." Students hold up the card they would choose (by category) and one student says why.