Drafting for Cohesion

Overview

Lesson 4 of 6 in Informative Paragraphs in Practice. Students turn their plans into a cohesive first draft, using paragraph structure, precise transitions, repeated key terms, synonyms and cohesive references to make ideas flow.

Learning intentions

• WALT draft connected paragraphs from a plan.
• WALT use topic, supporting and linking sentences to build paragraph unity.
• WALT connect ideas within and between paragraphs using transitions and cohesive references.
• WALT make deliberate choices as writers and respond constructively to feedback.

Success criteria

• I can write a clear topic sentence for each paragraph.
• I can support claims with relevant facts, explanations or examples.
• I can use linking words, pronouns, repeated key terms and synonyms accurately.
• I can write concluding or linking sentences that connect to the next idea.

Curriculum links

• Creating texts: plan, draft and shape ideas for a clear purpose and audience.
• Language features: use paragraphing, sentence structure, vocabulary and cohesive devices for effect.
• Reading as a writer: notice how informative texts organise and connect ideas.
• Key competencies: managing self, thinking, using language effectively, and participating and contributing.

Lesson structure (60 minutes)

1. 0–5 minutes – Reconnect and hook. Display the question, “How can a reader tell that a text is easy to follow?” Open with the cohesion hook and learning goals. Students reread their information-text plans, then briefly identify where their planned paragraphs change ideas.

2. 5–17 minutes – Teacher modelling: live-write. Use the model paragraph sequence to live-write one paragraph from a familiar Year 7–8 topic, such as reducing plastic waste. Think aloud while writing the topic sentence, explanation, fact/example and concluding or linking sentence. Highlight how pronouns, repeated key terms, synonyms and transitions such as “for example”, “as a result”, “in contrast” and “another reason” connect ideas. Explicitly model combining two choppy sentences into one precise sentence.

3. 17–27 minutes – Guided revision. Show the deliberately choppy paragraph in the guided revision task. As a class, identify missing links, unclear references and repeated sentence openings. Jointly revise it by adding precise linking words, replacing vague pronouns, and combining related ideas. Students suggest alternatives and explain how each choice affects flow and meaning.

4. 27–32 minutes – Drafting directions and checklist. Distribute the drafting and cohesion checklist and, where useful, provide the Academic Connectives Word Mat as a reference. Explain that students may draft by hand or digitally. Remind them to follow their plan but make sensible changes if drafting reveals a stronger order. Model checking one paragraph against the criteria before students begin.

5. 32–51 minutes – Independent drafting. Students draft the introduction, body sections and conclusion of their planned informative text. Circulate and sample writing for topic sentences, relevant support, paragraph unity and connections between ideas. Hold brief conferences with selected students: ask, “What is this paragraph mainly teaching?” and “How will you lead the reader to the next idea?” Record one next step for each conference.

6. 51–57 minutes – Peer cohesion check. Students exchange one paragraph with a partner and use the drafting and cohesion checklist to focus on one transition or connection. The partner identifies one place where ideas flow well and suggests one specific improvement, such as adding a transition, clarifying “this” or varying a repeated sentence opening. Writers decide whether to accept and apply the feedback.

7. 57–60 minutes – Share and exit reflection. Return to the reflection prompt. Students complete the sentence: “One cohesion choice I made today was…, because…”. Invite two or three students to share an effective transition or linking sentence. Collect drafts or note students requiring a writing conference next lesson.

Resources

• the cohesion modelling and practice deck
• the drafting and cohesion checklist
• the Academic Connectives Word Mat
• Students’ information-text plans and research notes
• Exercise books or digital writing platforms
• Highlighters or coloured pens
• Teacher conference notes
• Mentor informative texts for optional comparison

Assessment

• Sample drafts during independent writing, checking topic sentences, supporting details, cohesive references, transitions and paragraph unity.
• Use mini-conferences to identify one precise next step for selected writers.
• Review the peer check and reflection to assess whether students can explain how a cohesion choice improves flow.

Differentiation

• Provide paragraph frames, sentence starters and a transition mat; explicitly construct and rehearse sentences orally before students write.
• Use mentor texts and colour-coding to show topic sentences, evidence, explanations and links. Offer a reduced writing load, such as an introduction, two body paragraphs and a conclusion, without reducing the thinking required.
• Support EAL learners with visuals, bilingual dictionaries, vocabulary banks and oral rehearsal. Offer speech-to-text, scribing, additional processing time or a teacher writing conference for students with learning needs.
• Extend confident writers by varying transitions and sentence openings without unnecessary repetition, then explaining how their choices affect tone, emphasis and flow.