everyday · Classroom writing
Information leaflet
Make reliable practical advice easy to scan.
Classroom practice; use your course’s own task instructions for assessment.
Teach from noticing to independence
Complete annotated model
Task: Help a new visitor join the library, borrow books and find support.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
Your first library visit The local library offers books, information and a quiet place to read. Membership is free for local residents. To join, to the reception desk and ask for a membership form. Staff can explain which documents are accepted before you complete the form.
Borrowing books Choose up to six books and take them to the borrowing desk with your membership card. Return them within three weeks, or renew them online before the due date . Check the return date printed on your borrowing record. If you are unsure how renewal works, ask staff before you leave.
Need support? Ask at reception for large-print books or help using the . Staff can also explain how to find a book by its title, author or subject. Tell them what you are looking for rather than worrying about using the correct catalogue term. Opening times are posted at the entrance.
Before you leave Check that you have your membership card, borrowing record and the books you selected. Note the return date and check when the library is next open. A few minutes of preparation will make your next visit simpler.
Read · evaluate · revise
Compare three responses
Task: Help a new visitor join the library, borrow books and find support.
The weak and good options isolate choices for comparison. The excellent option shows the complete teaching response. These are not awarded grades. Compare specific choices rather than treating length or complicated vocabulary as automatic quality.
Weak: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
Good: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
Excellent: complete teaching model
This is the whole response. Hover, click or focus a passage for advice on its place in the text.
Complete annotated model
Task: Help a new visitor join the library, borrow books and find support.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
Your first library visit The local library offers books, information and a quiet place to read. Membership is free for local residents. To join, to the reception desk and ask for a membership form. Staff can explain which documents are accepted before you complete the form.
Borrowing books Choose up to six books and take them to the borrowing desk with your membership card. Return them within three weeks, or renew them online before the due date . Check the return date printed on your borrowing record. If you are unsure how renewal works, ask staff before you leave.
Need support? Ask at reception for large-print books or help using the . Staff can also explain how to find a book by its title, author or subject. Tell them what you are looking for rather than worrying about using the correct catalogue term. Opening times are posted at the entrance.
Before you leave Check that you have your membership card, borrowing record and the books you selected. Note the return date and check when the library is next open. A few minutes of preparation will make your next visit simpler.
A frame to adapt
These openings support rehearsal on new content. Adapt or remove them once learners can make the choices independently.
To join, bring … to …
Choose up to … and return … within …
Need help? Ask … for …
Discuss the whole text
- How does the opening establish the reader and purpose?
- How does each paragraph develop or qualify the message rather than repeat it?
- What makes the instructions actionable rather than merely welcoming?
- How does the ending follow from the earlier information?
Make the writing choices audible
“Who is the reader of this information leaflet, and what do they need from you?”
“Show me the detail that supports your point. What would be unclear if you removed it?”
“Read your revised sentence aloud. What has changed for the reader?”
A short feedback conversation
- The writer identifies one intended effect.
- The partner points to words that achieve it and one gap.
- The writer revises, then explains the choice.
Adjust support and check transfer
More support
Read the model aloud, explain essential vocabulary and rehearse ideas orally. Offer the move labels with one optional sentence opening. Accept a labelled sketch before a short written response.
Greater independence
Hide the model and change the reader, topic or evidence. Ask learners to choose their own structure and justify one language choice.
Age and task fit
For younger learners, select one or two moves and work with familiar experiences. Older learners can compare alternatives and qualify claims. Use the actual course task and criteria when preparing for assessment.
Check learning
Use a new prompt without the model. Look for the same purposeful moves in original wording; copied phrases alone do not show transfer.