Writing Craft Vocabulary
Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader
Share and support
Teaching Table
Set out your lesson
Apply eighteen craft terms to fictional passages and an original short paragraph.
Read the message. Say who should read it and what it asks.
- Label
Readiness 1
PromptRead the message. Say who should read it and what it asks.
GivensDear Club Leader, Please add a quiet reading corner. From Mina.
Response
Readiness 1: ________________________________ ________________________________
Read only the readiness message aloud if needed. Use separate blank paper for the answer. Keep the glossary, passages, and later work covered until this check ends.
Read aloud, enlarge text, dictate, or use a scribe. Record the mode and any content help.
Use fictional characters only. Do not request private family events. Stop or take a break when needed.
Original Gakuva teaching and fictional examples. Canonical source identifiers remain in adult provenance.
Check first. If a hard prerequisite needs teaching, pause. Practise its supplied example before returning. Record all support. Show readiness alone first. Cover later teaching and worked responses. This requires adult page management.
Use paper and a pencil, or a plain text document. Keep adult keys separate. Work in short sessions.
Record actual responses and help. These tasks do not establish mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Use only the supplied fictional contexts.
Record reading, transcription, and content help separately.
A model response is teaching, not the learner’s own work.
The visible glossary supports word selection and use.
Work through the eighteen terms in six short groups.
Record actual responses and help. These tasks do not establish mastery.
Compare teaching approaches
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
Apply eighteen craft terms to fictional passages and an original short paragraph.
Apply eighteen craft terms to fictional passages and an original short paragraph.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
No additional resources are listed for this topic.
The teaching approach appears above.
Check understanding
- Explain the difference between 'formal register' and 'informal register' and give an example of when each is appropriate
- Use terms like 'coherence', 'cohesion', and 'paragraph structure' accurately when discussing or improving their own writing
- Identify the 'purpose', 'audience', and 'form' of a piece of writing and explain how these shape the language choices
“If your child is writing a persuasive letter compared to a story, can they explain the difference in 'tone' and 'register' — and why they'd make different word choices for each one?”
Curriculum record
- Type
- Language
- Subject
- English
- Domain
- Writing Composition
- Age range
- Ages 8–11