Procedure Texts
The text must serve a set purpose, be appropriate
Structure and features
of procedure texts
PURPOSE
The main purpose of a procedure is to direct,
inform and explain. A procedure explains how to
do something through a series of steps.
TYPES OF PROCEDURE
Procedures must serve a purpose and must be
appropriate for an audience such as a child or
adult. Procedures may be spoken, written or
visual and can take place face to face, in a
written form or in the media. While most
involve physical activity, many relate to mental
and emotional behaviour such as how to play
in a sportsmanlike manner.
There are different types of procedure texts
serving different purposes. Procedures can
instruct how to do a particular activity, for
example stage directions and operating
machinery, or explain the progression of an
activity, e.g. dance steps and meeting agendas.
Procedures normally take the form of directions
or instructions. Directions depend on someone
with the knowledge having the skills to pass
them on accurately, and will direct someone to
a place. Instructions will methodically explain
how to make or do something, how something
works or how it is used. Examples would be
instruction manuals or operating instructions.
People are involved in many activities which
include playing games and sports, making and
putting on clothing, using equipment, assembling
and operating machinery, making recipes,
diagrams, science experiments or craft creations,
following appliance manuals and instruction
manuals, directions and rules of games. All of
these require procedural texts so that the rules,
process or stages can be clearly communicated.
34
STRUCTURE OF PROCEDURE TEXTS
for the audience, coherent, contain only necessary
detail and be easy to follow. It is important to
remember that what the audience or reader
brings to the task will influence the writer’s
decision about format and style.The writer will
need to consider what the reader knows and how
much detail therefore needs to be told.
The successful communication of a procedure
depends on the person who is communicating
having the skills to pass it on accurately.
Misunderstandings can arise when the person
transmitting the information assumes that the
reader or listener has shared knowledge, e.g. the
phrase ‘a little bit further on’ in an oral procedure
could be interpreted completely differently by a
farmer and a city dweller.
Oral procedures follow a different format to
written ones. In an oral situation, repetition of
steps may result from attempts to clarify points.
Words and phrases that are part of the shared
physical environment are often used, such as ‘Walk
down there’. Rising intonation can signal the
asking for some type of feedback or can indicate
a break and directions will continue shortly.
Emphasis is given to important information,
while falling intonation will signal the end of a
set of directions. Unfamiliar names can be
exaggerated or spelled out with gestures added to
illustrate direction. Eye contact can be used to
check understanding, while facial expressions can
reflect the relationship, e.g friendly, irritated.
In written texts the reader presumes the writer
has greater expertise and because of the expert-
to-learner model, commands are usually used for
instruction.The writer often presumes prior
knowledge on the part of the audience.This
allows the writer to use some technical terms
and affects the amount of information included
in each stage and step of the instruction.
Procedures focus on people and things in general
terms, referring to the reader in general terms as
you. In procedure texts the focus is on a
systematically explained logical sequence of
actions or steps. Each event or step must be
clearly and explicitly written so that the reader
can carry out the same activity. For example the
sequence of actions to be taken to reach a
required location.Texts are usually written in the
present tense and in general terms.This enables
any person to use them.
Sometimes an introduction can contain extra
information and can be written in the form of a
paragraph. A first aid manual written for adults
and one for children is a prime example of a text
that would have completely different levels of
technical language for each audience even
though the purpose is similar.
Students should be reading clearly organised
texts, with headings and subheadings that indicate
different content.The texts should contain
symbols, numbered steps, bullets and indenting
that represent the relationship between parts of
the text. Comments on dangers or additional
ideas should be added.
Each type of procedure text will have a standard
format according to its purpose. Directions, rules
and spoken procedures usually have a structure
that is slightly different from one explaining how
to make something. Coded steps can be written
as a map and can use arrows, symbols or compass
points. Alternatively the steps can be written in
note form with illustrations, photos, diagrams,
cartoons and flow charts clarifying the meaning.
Teachers should provide scaffolding strategies that
will assist students to access information and
meaning in the texts. Other text types, for
example descriptions and explanations, can be
found within these texts.
Technical language needs to be understood and
the less predictable syntax deciphered. Students
should examine the texts they are writing to see
if there is sufficient explanation of the technical
vocabulary so that the reader is supported.The
texts can be written in language that is less formal
for an audience of beginners or learners.The
phrasing of instructions may have a friendlier
tone, for example ‘To play this game you...’.
Procedures are often accompanied by visual texts
that add to the meaning. It is important that
when students are developing their own visual
texts they make use of features that help the
reader access the text, for example highlighting
by using colour, connecting points by using
arrows or numbers, grouping sections under
headings and subheadings, and cross referencing
items using asterisks (* ) and footnotes.
In some procedures visuals may convey all of the
meaning, e.g. in a single exercise routine a
handstand can be displayed through photographs
or drawings. Photographs may indicate what the
finished results should look like or diagrams and
illustrations may assist with each step in the
process that needs clarification.The simplest flow
diagram consists of a sequence of images joined
with arrows while a forked sequence is similar to
a tree diagram when one path divides into
several. Cyclical flow diagrams are useful for
describing continuous or renewable processes, for
example how the telephone system works.‘How
to’ sequences are often found in brochures telling
you how to make a model plane.
The reading sequence of some visual texts is
dictated by the reader’s purpose. On a map, for
example, all the words are of equal importance and
can be read in any order.The visual elements, the
symbols, the roads, coastlines and the words or
numerals (such as the place names or the grid
numbers) are completely understood only when
they are interpreted together. Position is therefore a
vital part of a word’s meaning in some visual texts.
In a procedure, a picture glossary of the materials
needed and a flow diagram showing the method
or procedure and optional stages is frequently
appropriate. A sequence of photographs can be
interpreted as a meaningful text and a builder’s
plan of a building, even if it has no
accompanying text, can supply information about
relative sizes, positions and elevations.
The structure of a procedure usually consists of
these stages:
• A paragraph containing an introduction or
additional information (optional);
• A statement giving the heading, the goal or
the aim of the activity and stating what the
procedure is aiming to achieve. Sometimes the
goal is indicated in the main heading, for
example, ‘Building a model of the Endeavour’.
This may be aided by a diagram or map.
• The listing of materials or equipment to be
used for the procedure. (Not for directions.)
• The sequence of steps written in the order in
which they should be completed.This may
include reasons for actions, results of actions,
precautions (hints or warnings) to be noted as a
result of the action, enjoyable aspects of a task and
a choice of alternate directions to follow.This
therefore involves students in making a decision
about which step they will select to follow.
35
At this stage students should be incorporating • An ellipsis is used in place of repeating an item’s
more advanced ideas in their writing of name. For example in place of Put your book on the
procedures. table you would write On the table.The reader
may not be referred to or may be referred to in a
Some of these are:
general way as one or you.There is little use of
• The use of adverbial clauses to indicate reason
personal pronouns.
(if, so that, otherwise) and time (when, after).
• Use of complex sentences.This may be two
• The use of varying levels of modality to make
clauses related by conjunctions of condition (if,
meanings stronger or weaker, e.g. could,
then) or purpose (so that). Conjunctions show
should, might, like.
chronological order.
• The use of beginning of clauses to focus the
e.g. before, while, after, when.
reader’s attention on the important part, e.g.
• Present tense is generally used.
after a half and hour, with care, quickly.
• Action verbs start most sentences.
• The use of conditional forms to indicate
e.g. take, put, link.
potential problems or choices, e.g.The chains
• Words related to direction and specific location
should hold the canvas in a secure position but
are found.
if they loosen you would need to refasten them.
e.g. left, north, Selwyn Street.
• Adding reasons for actions, e.g.The door must
• Vocabulary ranges from precise technical to
be closed, otherwise it might slam;The sugar
everyday language according to the target
must be added so that the liquid becomes sweeter.
audience.
• Practising different ways of offering
• Emphasis is often given to important information
commands, e.g.When pitching your tent you
by underlining it or writing in bold.
must look for suitably flat ground. Do not turn
• Adverbs, prepositions and adverbial phrases add
your head away or you will miss the next step.
detailed information about how, when and
People on the merry-go-round should beware
where.
of falling over when they climb off.
• Adverbial clauses indicate reason (if, so that,
• Some procedures may have background
otherwise) and time (when, after).
information or explanations, and reach
• Use of modality when asking for something to be
conclusions.
done.
Procedures are written in many Key Learning
e.g. could you, would you, might.
Areas. For example in Personal Development,
• Focus on the beginning of clauses to draw the
Health and Physical Education instructions are
reader’s attention to the important part.
written for first aid procedures and in order to
e.g. after a half and hour, with care, quickly.
follow a How we digest food procedure. In Creative
• Conditional forms used to indicate potential
and Practical Arts, instructions explain how to
problems or choices.
fold origami and how to use marbling inks. In
e.g.The chains should hold the canvas in a secure
Science and Technology, instructions are followed
position but if they loosen you will need to...
to create an internal watering system, while in
• Reasons are added for actions.
Mathematics procedures are followed for working
e.g.The door must be closed, otherwise it might
out a pattern and solving problems. In Human
slam.
Society and Its Environment, a plan could be
• The sugar must be added so that the liquid becomes
followed to regenerate the bush in nearby areas.
sweeter.
• Use of varied commands.
e.g.When planting seeds you must look for
LANGUAGE FEATURES OF suitably fertile soil. Keep your eyes open so that
you don’t miss anything.The children crawling
PROCEDURE TEXTS on the ground should beware of the stones on
• Detailed noun groups including adjectival phrases the path.
provide greater detail.
• Adjectives add details relating to size, shape,
colour and amount.
e.g. Place the red cube there.

36
Sample Annotated Text
ome to
TEXT
ORGANISATION
C
Ring, ring! Ring, ring!
my house
garden. Wait ‘til you see how big
LANGUAGE
FEATURES

the fish are!”

“Hello?” Noun groups,
“As big as Dean’s?” e.g. a chocolate
“Hi Zoe! It’s Sarah. I’ve checked cake with lots of
sprinkles on
with Mum and she said that you “Bigger! But don’t hang around top; the fluffy
toys in the
can come over for afternoon tea. for too long, just in case the old window
We’ve just made a chocolate cake lady who lives in the house sees
Use of beginning
with lots of sprinkles on top. Can you. Ruby says she’s a witch!.” of sentence to
you come?” focus the reader’s
“Oh, sure.” attention
“Sure! I’d love to!.” Adverbial clauses
“Then cross the road and walk to to indicate result
or reason,
“Great! Listen carefully and I’ll tell the left until you reach the e.g. in case
Goal you how to get here. Turn left at wooden bridge over the creek. Adverbial
Detailed steps your front gate and walk down Cross the bridge then follow the clauses of time,
e.g. until
in chronological Webb Street until you come to the path on the other side. If you skip
order big white house with the red roses you can hear your shoes clicking Adverbs to
indicate manner,
hanging over the front fence. Next on the concrete. Stop when you get e.g. carefully
to this house is a narrow lane to the wattle tree with the seat Adverbial clauses
shaded by oak trees. Walk quickly under it. You might need a rest.” to indicate
condition, e.g. if
down the lane because sometimes
there is a hairy, black dog that lurks “I reckon! Is it much further?” Use of different
modality to make
around looking for stray cats to the meaning
“No. Just go down the end of the strong or weak,
chase. When you come to the end path and turn right into Ross e.g. might
of the lane turn right into Flint Avenue. Walk past four houses Use of
Street. Go down to the pedestrian and then turn left into Green action verbs,
e.g. go, walk
crossing and cross over. You should Street. Cross the road to the block
be in front of the chemist shop. You Use of commands,
of units. Turn left into Dean Street. e.g. Walk past,
can check out the fluffy toys in This is my street. There’s a park turn left
the window!” on the right.” Use of causal
conjunctions,
“Mum’ll flip if I get any more!” e.g. because,
“OK!” in case
“I know! Anyway, walk left down “We live in number 20. You might Words related
past the butcher shop. Turn right to direction
find it hard to see the number on and specific
into Young Road. Walk down to the location, e.g.
our letterbox. There’s a mess of Flint Street,
little red cottage on the right side of jasmine covering the numbers. Look (walk) left,
the street. It usually has a white (go) down
for the vacant block of land next
Persian cat sitting on the brick wall. door. I’ll wait out the front. Got all Use of
present tense,
He’s really friendly and so soft to that?” e.g. is, will
pat. After you’ve given it a pat, take
a peep over the wall. You’ll need to “Easy peasy! I’m on my way!”
stand on your tiptoes. There’s a
“Bye!”
beautiful fish pond in the front

37
BLM 22 Name _________________________________________ Date _______________

Outcomes Checklist Procedure Texts

At the end of the units on procedure texts, students will have worked towards achieving the
following National Level 4 (NSW Stage 3) outcomes.

SPEAKING AND LISTENING BLM DATE & COMMENTS

NA 4.1 NSW 3.1 Communicates and interacts confidently 30, 36, 39, 50
for a range of purposes and a variety of audiences to express
well developed, well organised ideas dealing with more
challenging topics.

NA 4.3 NSW 3.4 Controls and evaluates structures and features of 30, 39
spoken language. Interprets meaning and develops and presents
ideas and information in familiar surroundings.

NA 4.4 NSW 3.2 Interacts in different sized groups using effective 30, 39, 40, 50
communication skills and strategies and listening attentively.

READING AND VIEWING

NA 4.6 NSW 3.7 Analyses and explains techniques to position the 42
reader and to interpret experiences differently in texts.

NA 4.7 NSW 3.8 Identifies the structures of different texts and 33, 36, 37, 42,
with assistance discusses the grammatical structures and features that 48
shape readers’ and listeners’ understanding of texts.

NA 4.8b Working with peers, is able to find information and 32, 44, 49
resources for specific purposes.

WRITING
NA 4.9 NSW 3.9 Writes well structured literary and factual texts 31, 32, 38, 43,
using challenging topics, ideas and issues for a variety of purposes 44, 45, 49, 51
and audiences.

NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of 30, 31, 32, 33,
presentation of subject matter and adjusts to focus on context, 40, 45, 50, 51
purpose and audience.

NA 4.11 NSW 3.14 Discusses and evaluates how texts have been 33, 37, 43, 48,
constructed to achieve their purpose and shape readers’ and viewers’ 49, 51
understandings using grammatical features and structures.

NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and 31, 32, 44, 45,
proofread own writing. 49, 51

NA 4.12b NSW 3.11 Uses a range of strategies to spell 32, 38, 50

unfamiliar words.

NSW 3.12 Writes using a fluent and legible style. 38, 42, 48

38 Blake Education Fully Reproducible

Background
Lessons
Session 1
Oral instructions
Remind students that they are the experts who are
telling the readers or listeners what they have to do.
Ask students to prepare an oral procedure for their
peers, thinking of the interests and needs of the
audience.The topics may be a craft activity, a recipe
or directions. Students will need to predict and plan
answers to questions that may be asked by a familiar
audience.Ask students to use diagrams and visual
texts to support their instructions/directions. Before
they begin, ask students to identify the features of
oral directions such as intonation, repetition, use of
questions to clarify meaning and making gestures.
Ask students to focus on strategies such as tone of
voice, eye contact and selection of words to modify
the intensity of spoken instructions.
Encourage the audience to focus on and evaluate
the spoken procedures with reference to purpose,
structure and correct language features. Ask them
to focus on the order and clarity of the instructions,
any ambiguous aspects and to suggest possible ways
for improvement.They should assess the amount
of information that was provided and how the
content was organised.The focus of each set of
instructions should be on appropriate language and
content for the audience. Discuss whether technical
terms can be located. Encourage feedback from
students about the difficulties they encountered
and how they clarified their understanding.
Session 2
The structure of
a procedure
Before writing a procedure it is important that
the class is exposed to a number of procedures
so that discussion can take place as to the
format and content. Ask students to identify
the purpose and audience for each procedure
shared with them. The structure may use
subheadings, indents, lists and different fonts as
each of these features achieve different
purposes. The teacher should model the
writing of the instructions in a clear, precise
way focusing on the language features.
Jointly construct a humorous procedure text
with students, e.g. How to have a perfect week.
Each stage should be discussed, followed by the
modelling of the writing of the text by the
teacher. It is vital that the students have adequate
shared knowledge of the topic and the purpose
of the text before they begin to discuss the
content and appropriate language. Give the
students guidance and assistance so that they
select one way of expressing something in
preference to another.
The following questions will assist students to
discuss the structure of procedure texts.
What was the author’s intent in writing the text?
Who is the audience for these instructions?
Does each procedure have a heading?
Why is this important for the reader?
What follows the heading?
Is there an order to the list of ingredients?
What format does the method follow?
Can larger chunks of the process be written for
this audience or must each stage be written in
small steps and great detail?
What would the writer need to know before
starting to write the text?
Are words used that indicate action, sequence and
direction?
Are technical terms being used?
Is the procedure written in present tense?
Are the significant features of a recipe,
instructions and directions being used?
Create a text sequencing game by taking an
instructional text and cutting it into segments.
39
Ask students working in groups to improve the
organisation of ideas, explaining why they have
chosen a particular sequence. An alternative
activity involves giving students a series of
numbered stages of a procedure text. Ask them to
replace the numbers with time connectives to
sequence the steps, for example first, afterwards.
Ask students to compare the layout of different
procedures to see why the different features assist
the reader and different purposes. Encourage
them to look at use of subheadings, lists,
different font types and styles.
Session 3
Language features
To ensure full understanding of language features
it is important that concepts are reinforced. Play a
game with students while a procedure text is read
out aloud. Focus on an aspect, for example action
verbs, adjectives or adverbs. Encourage students to
respond each time they hear the specific term.
Ask students to find adverbs and adverbial phrases
in a variety of procedures and create a class word
bank as a resource organised into where, when
and how words. Encourage students to create a
word bank of abbreviations that they commonly
find in recipes and on directions in maps.
Point out to students examples of punctuation
patterns specifically found in procedures, for
example no full stops, capital letters left off, listing
of steps rather than writing in sentence form.
Divide students into groups and give each group
a procedure cut into individual words. Ask them
to arrange the words in a way they feel is most
effective with the most important word coming
first in each sentence.Then ask students to focus
on the following areas:
• Using the beginning of clauses to focus the
reader’s attention on important aspects, e.g.
‘Carefully lift’ and periods of time, for example
an hour later.
• Writing complex sentences, e.g. two clauses
related by conjunctions of condition (if...then)
or purpose (so that).
40
• Use of high modality when asking for
something to be done, e.g. could you, would
you, the person should, you must look.
• Focus on the use of prepositions as a feature of
procedure texts.
Session 4
Other ideas
These activities reinforce understanding of the
structure and the type of vocabulary suitable for
the procedure.
• Ask students to jointly construct conditional
procedures, where the reader must make
choices as they follow the instructions, e.g. first
aid procedures, an adventure game or offering
support for an ill person.They could create a
flow chart showing the path taken while using
a find-an-adventure series. Encourage them to
include choices they could have made so that
other options and outcomes become more
apparent. The animals should be able to move easily
but if they can’t then...and to include the reasons
for doing something, e.g. Hold this firmly
otherwise the animal might escape.
• Give students a recount and ask them to write
this as a procedure.They should focus on the
use of appropriate language and correct
structure.They must remember that they are
simply not telling people what they are doing
but are explaining what to do.
• Ask students to write brief instructions as they
would when writing telegrams or using the
Internet. It is vitally important that they do not
lose sight of their goal in spite of the brevity of
the content.
Session 5
Focus on an audience
Give students incomplete instructions and ask
them to complete them by continuing to write
in the same style and directing them to the same
audience, e.g. instructing a young child to set the
table for dinner.
Ask students to write instructions they would use
with a young child and then ask them to rewrite
them for the local shopkeeper, their grandparent
or a teacher. Discuss what changes would be
appropriate for each audience and ensure that
sufficient information is given to the more
advanced group. Alternatively the students can be
divided into groups and asked to write
instructions on the same topic for different
audiences; for example how to use the school
library or how to use a video recorder can be
written for children and for their parents.
Session 6
Visual texts
Ask students to compare visual/media procedures
with written procedures by listing similarities
and differences in the approach and ability
needed by the reader. Examples are: How to find
the treasure; Instructions of how to apply for a
free gift.
Ask students to write a procedure and to create a
visual text to accompany their text, e.g. How paper
is recycled; How to make a hamburger.The
illustration and the words make the meaning by
simplifying and symbolising the subject.This may
mean drawing a flow diagram to show the steps
in the paper recycling process, a pie graph
showing how much paper is recycled or a picture
glossary showing the labelled equipment,
structure and material needed for the process.
Scale diagrams can be used to compare an object
to a familiar object, while analytic diagrams
explain the working of an object, e.g. How a
television works.
Share a set of directions with the students
where the text is covered and only the map
remains. The map may be of their classroom,
school, shopping area or some imaginary area
based on a book they have read. Students have
to write their own text based on the map. Ask
students, either working independently or with
a partner, to describe the way to move from
one point to another.
Give students two copies of the same map and
ask them to add any features they wish to one
of the maps, keeping the other as a clean copy;
for example they may add mountains, a swamp,
desert or hidden treasure. On a separate sheet of
paper they should write instructions to assist the
reader to reach the objects.This may involve use
of compass directions, paces and measurements
and can serve as a good integration with
mathematics.The instructions should be given
to a second child who should follow them to
reach the objects that they mark on their clean
copy of the same map. Students should check
the original copy to see if they have marked the
correct areas and followed the directions to
reach the objects on their maps. Remind
students that they should give enough
instructions so that they can replicate what
appeared on the original page.
Session 7
Non-sequenced
instructions
This text can be categorised as a procedure
because the social purpose is to show how
something can be accomplished. These
instructions provide options for the reader
rather than instructing in an assertive matter.
They take a variety of forms and follow a
listing structure.
Ask students to write a non-sequenced set of
instructions on one of these topics: Ten ways to
save money or Ways to care for a kitten or What
makes a good friend or Rules for playing in a
swimming pool.They should focus on the use of
imperatives, questions and propositions. For
example Remember that any purchases will prevent
you from reaching your goal (Imperative). Is it
necessary to purchase a chocolate every day?
(Question) Work out your budget for the week and
stick to it (Proposition).
41
BLM 23 Name _________________________________________ Date _______________

Diagram of stages in a procedure

Date Comments Sketch

Date Comments Sketch

Date Comments Sketch

Date Comments Sketch

42 Blake Education Fully Reproducible

Name _________________________________________ Date _______________ BLM 24

Procedure Scaffold 1
Introductory statement giving the aim or goal
This may be a title or an introductory paragraph.

Material needed for completing the procedure

This can take the form of a list, or a paragraph, or may be omitted from some procedures.

Action plan
This is a sequence of steps in the correct order.The sequence can be numbered as first, second,
third etc. or the words now, next and after this can be used. Steps generally begin with a
command, for example fold or cross.
Step1

Step 2

Step 3

Step 4

Step 5

Evaluation ___________________________________________________________________

Any further action to be taken?

Diagram

Blake Education Fully Reproducible 43

BLM 25 Name _________________________________________ Date _______________

Procedure Scaffold 2
Purpose and audience

Heading or statement of goal or aim

Introduction or optional information

Materials or equipment

Write a multi-stage procedure with sequenced steps and a choice of directions to follow. (Step 1
or alternative step 1.) Include varied commands plus reasons, results of actions and precautions
with each step.

Conclusion

Diagram or illustration (Flow chart, graph, glossary)

44 Blake Education Fully Reproducible

Name _________________________________________ Date _______________ BLM 26

Procedure Outline
Introduction
(Optional) Introductory paragraph supplying additional information.

Audience and purpose

What is the aim, goal or purpose? Who is your audience?

Equipment/material
Have you listed or described all the materials that you need?

Series of events
Are you writing in the present tense and using detailed noun groups? Are you using an ellipsis in
place of the item’s name? Are you using complex sentences? Are you varying the use of technical
and everyday language according to the audience? Does the structure of the commands change? Is
your work organised through the use of diagrams or headings? Are you using adverbs,
prepositions, adverbial phrases and clauses? Are you using modality to make meanings stronger or
weaker? Is the most important information placed at the beginning of clauses to focus the reader’s
attention? Are you using conditional forms to indicate potential problems? Are you adding reasons
for actions? Are you adding alternative directions to follow?

Visual text
Does this help organise the data? Is the visual text clear, concise and supportive?

Evaluation
Is anything further needed? Do you want to end by writing a comment?

Blake Education Fully Reproducible 45

BLM 27

Procedure Skills Checklist

Name:
Class: Date/Level Date/Level Date/Level Date/Level
PURPOSE
Demonstrates understanding of the
purpose and audience.
STRUCTURE
Writes an introductory
paragraph (optional).
Writes an opening statement, goal
or aim.
Lists required materials or equipment.
Orders a series of steps chronologically.
Supplies a choice of alternate steps for
the reader.
Uses diagrams and headings to clarify
instructions.
Writes non-sequenced sets
of instructions.
TEXT ORGANISATION
Plans for more complex
procedural writing.
Writes a clear sequence of events.
Varies the amount of detail and content
depending on the target audience.
Writes each step on a new line.
Uses visual representations to clarify
directions or instructions.
LANGUAGE FEATURES
Uses clear, precise, but detailed language.
Uses nouns and noun groups.
Uses action verbs to start sentences.
Uses adjectives to add details.
Uses adverbs and adverbial phrases to tell
how, where and when.
Uses present tense consistently.
Uses conjunctions for time sequences.
Varies the commands used.
Writes reasons for actions.
Explains the results of certain actions.
Warns the reader to be cautious during
certain steps.
Varies language according to purpose
and audience.
Vocabulary ranges from technical
terms to everyday language depending
on audience.

LEVEL CODES 1 Consistently evident 2 Sometimes evident 3 Not evident

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 BLM 28

Procedure Writing Interview

Name Class Date

Self-assessment e.g. Do you vary the content, technical language and abstract terminology
according to audience? Are there a number of alternative stages or steps? Is there anything you
find difficult to write about? How do you rate yourself as a writer?

Range and preferences e.g. Do you prefer instructions to directions? Is it easier to use everyday
language or technical language? Do you vary the commands you use? What strategies do you use
to make your writing clear and interesting? Do your visual texts add detail, act as a glossary and
clarify your instructions? Do you vary the visual texts that you use?

Skills e.g. How do you plan your procedures? Do you ensure that you have sufficient knowledge
or researched material before writing? Do you use an introductory paragraph? Are the steps well
sequenced? Do you write reasons for your actions? Do you explain what the results will be? Do
you warn readers to be cautious? Do you give the reader a choice of steps according to the
situation? How do you edit your work?

Current projects e.g.What procedures are you writing now? Are you concentrating on making
them more complex and interesting? Which parts are you happy with and which do you think
need more thought?

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