everyday · Classroom writing
Proposal
Help a decision-maker evaluate a practical plan.
Classroom practice; use your course’s own task instructions for assessment.
Teach from noticing to independence
Complete annotated model
Task: Propose a four-week lunchtime reading club using existing school resources.
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
Proposal: a four-week lunchtime reading club Some students have requested a quiet shared space at lunchtime, but the school does not currently offer a regular reading session. A small reading club would provide that option without requiring every student to take part. Its purpose would be to support voluntary reading and discussion, rather than add another assessed task.
I propose using Room 4 on Tuesdays for 30 minutes over four weeks. A librarian would lead the first meeting and explain how the available books can be borrowed. Students would then choose short texts and decide whether to read quietly or discuss a passage with a partner. Existing books should be used so that the does not depend on an initial purchase.
The room to be confirmed as available, and a member of staff would have to supervise each session. Participation should be voluntary. If the group becomes too large for the room, the organisers should review the location rather than assume that the original arrangements can serve any number of students.
Record attendance and collect brief anonymous feedback after four sessions. Ask whether students used the space, found the choice of texts suitable and would attend again. participation and staffing make the club . This evidence would support a decision about extending, adjusting or ending the pilot.
Read · evaluate · revise
Compare three responses
Task: Propose a four-week lunchtime reading club using existing school resources.
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: Propose a four-week lunchtime reading club using existing school resources.
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
Proposal: a four-week lunchtime reading club Some students have requested a quiet shared space at lunchtime, but the school does not currently offer a regular reading session. A small reading club would provide that option without requiring every student to take part. Its purpose would be to support voluntary reading and discussion, rather than add another assessed task.
I propose using Room 4 on Tuesdays for 30 minutes over four weeks. A librarian would lead the first meeting and explain how the available books can be borrowed. Students would then choose short texts and decide whether to read quietly or discuss a passage with a partner. Existing books should be used so that the does not depend on an initial purchase.
The room to be confirmed as available, and a member of staff would have to supervise each session. Participation should be voluntary. If the group becomes too large for the room, the organisers should review the location rather than assume that the original arrangements can serve any number of students.
Record attendance and collect brief anonymous feedback after four sessions. Ask whether students used the space, found the choice of texts suitable and would attend again. participation and staffing make the club . This evidence would support a decision about extending, adjusting or ending the pilot.
A frame to adapt
These openings support rehearsal on new content. Adapt or remove them once learners can make the choices independently.
The need is …
Use … on …; the responsible person would …
Continue only if …
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?
- Which details make the plan possible to evaluate and resource?
- How does the ending follow from the earlier information?
Make the writing choices audible
“Who is the reader of this proposal, 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.