The IPEELL Approach To Writing

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IPEELL is a writing process that encourages students to plan, draft, edit, and revise their writing.  IPEELL stands for Introduction, Point, Explain, Ending, Links, and Language.

It is a structured approach to teaching writing based on memorable experiences.   It uses frameworks and mnemonics, which remain constant to all genres.    It involves self assessment, peer assessment and goal setting which allows the children take ownership of their own work.    There are six stages which support the children through the writing process.    

Stage 1: Why write?

• Discuss why writing in a particular genre is important
• Set a cold task by asking the pupils to write on a given topic

Stage 2: Discuss it

• Read a model text in the same genre
• Analyse in terms of purpose, structure and language features
• Introduce the mnemonics PAT and IPEELL and link to the model text
• Introduce a writing organiser / planning frame
• Create a mark scheme from the features
• Discuss positive attitudes towards writing

Stage 3: Model it

• Model positive self-talk
• Model planning and writing using IPEELL and the mark scheme
• Score the model report using IPEELL
• Model goal-setting based on the scoring
• Score the cold task using the mark scheme
• Introduce graphing of scores
• Children graph their scores and set goals
• Children write a further piece and score it using the mark scheme

Stage 4: Memorise it

• Use different activities to help pupils memorise IPEELL

Stage 5: Support it

• Model writing using a self-instruction plan checklist
• Children produce their own self-instruction plan checklist
• Fade and eventually remove the planning frames
• Extend writing by providing more detailed models and more detailed scoring
• Introduce peer review and scoring
• Refine goal setting
• Keep going until the strategy is embedded

Stage 6: Independent practice

• Children write independently, and because of the process they fill confident and able writers.

Why does it work?

• Develops positive attitudes towards writing
• Works alongside existing writing strategies and does not rely on additional expensive resources
• Is class based and does not need to be delivered through intervention groups
• Is easily adapted to reflect changes to English curriculum requirements