Brochure / leaflet / pamphlet
Inform and encourage action through audience-aware writing.
Write for the situation
Audience
students considering a programme
Purpose
Inform and encourage action
Register and tone
Clear, inviting and easy to navigate
Avoid
Decorative slogans replacing developed information
Conventions that help the reader
A title; useful subheadings; practical information; direct address where appropriate; a clear next step. These are adaptable guidance: task, audience and purpose decide the choices.
A flexible route through the text
- 1Who it is for
- 2What it offers
- 3Practical details
- 4How to take part
Language to develop
Choose precise verbs and examples. Connect reasons and consequences, qualify claims when necessary and vary sentence forms without forcing unfamiliar language.
Planning question
What does the reader need before deciding to participate?
Model extract · Social organization
This original teaching extract shows selected choices. It is shorter than a complete Paper 1 response and is not an IB-marked exemplar.
A friendly start: peer mentoring
Who is it for?
New students who would like a guide to school routines and activities.
What happens?
You meet a student mentor, choose one activity to try together and agree how to stay in touch. You decide which questions to ask; there is no requirement to share personal information.
How can I join?
Speak to the student-support coordinator to arrange a first meeting. Tell us if you need a different meeting time or another way to communicate.
Read as a writer
Find evidence of the intended reader, purpose and register. Identify a convention that makes the text usable.
Explore the content
Underline an example, reason or practical detail. Explain what it contributes, then develop the next paragraph yourself.
Connect it to each core theme
Identities
Your school is considering a multilingual welcome project.
Write a brochure / leaflet / pamphlet for students considering a programme. Explain who it is for, develop its benefits and practical arrangements, and tell readers how to participate.
Theme connection: how language choices shape belonging.
Planning focus: What does the reader need before deciding to participate?
Plan this taskExperiences
Your school is considering a student exchange programme.
Write a brochure / leaflet / pamphlet for students considering a programme. Explain who it is for, develop its benefits and practical arrangements, and tell readers how to participate.
Theme connection: what students gain from an unfamiliar experience.
Planning focus: What does the reader need before deciding to participate?
Plan this taskHuman ingenuity
Your school is considering an AI-supported language-learning app.
Write a brochure / leaflet / pamphlet for students considering a programme. Explain who it is for, develop its benefits and practical arrangements, and tell readers how to participate.
Theme connection: how technology helps learners and where its limits lie.
Planning focus: What does the reader need before deciding to participate?
Plan this taskSocial organization
Your school is considering a school peer-mentoring programme.
Write a brochure / leaflet / pamphlet for students considering a programme. Explain who it is for, develop its benefits and practical arrangements, and tell readers how to participate.
Theme connection: how a community can support newcomers.
Planning focus: What does the reader need before deciding to participate?
Plan this taskSharing the planet
Your school is considering a student-led food-waste project.
Write a brochure / leaflet / pamphlet for students considering a programme. Explain who it is for, develop its benefits and practical arrangements, and tell readers how to participate.
Theme connection: how individuals and institutions can reduce waste.
Planning focus: What does the reader need before deciding to participate?
Plan this taskTeach, practise and refine
- Read a real example of this text type and identify its readership and purpose.
- Annotate the model extract, then discuss how a different audience would change its wording.
- Select a theme task. Plan all required actions before writing; develop examples rather than listing them.
- Draft independently, review audience and task coverage, then revise one paragraph.
Teacher language
What does the reader need before deciding to participate?
Support without fixing every sentence
Offer an audience–purpose planning grid, a few useful connectors and oral rehearsal. Then remove the paragraph openings and ask for independent wording. Extend by developing an alternative viewpoint or a justified qualification.
Self-check
- Have I addressed every instruction?
- Do the reader, purpose, tone and conventions match?
- Does each main idea have a developed example or explanation?
- Have I checked verb forms, reference, spelling and punctuation?