the closing paragraph of a non-fiction text

to sum up or conclude the main body of the text

something substantial left behind after a person’s death like a significant body of work

Planning and writing the conclusion of an essay about the Windrush

English

In this unit, pupils will learn to base an essay on research around the Windrush Generation and their experiences of arriving and staying in Britain. In 'Polar Regions: Essay Writing', pupils will learn techniques to develop the strength of their argument throughout an essay.

In 'The Empire Windrush: Diary Writing', pupils learnt about the historical context and lived experience of Caribbean immigrants' arrival in Britain after the Second World War. In this unit, pupils will learn to base an essay on research around the Windrush Generation and their experiences of arriving and staying in Britain.

In this unit, pupils use research of the Empire Windrush to write an essay about why the Windrush Generation immigrated and what life in Britain was like for them. Pupils write formally throughout, using facts and varied sentence structures, and they follow a clear line of argument across the essay.

The Empire Windrush: essay writing

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

the first paragraph that encourages the reader to read on

paragraphs of specific information related to an aspect of the subject

the last paragraph that summarises the key information of the text

Fill in the gap in the following sentence. 'The conclusion is __________.'

why the Windrush Generation came to Britain

the Windrush Generation's experiences of life in Britain

Put the parts of our essay about the Windrush in the correct order.

specific information related to aspects of the essay's subject

the last paragraph that summarises the key information

Match the parts of an essay to their purposes.

something substantial left after a person’s death like a body of work

Match the key words to their definitions:

Match each cohesive device to its example.

Which of these is **not** a feature of an essay?

Fill in the gap in the following sentence. 'The first paragraph of an essay is called the ...'

types of words and language that a writer chooses carefully

words and phrases about the subject of the report

a sentence starter followed by a comma that is formal in tone

a sentence starter that explains cause and effect across two sentences

a sentence starter that give the writer’s point of view

Match each type of fronted adverbial to its definition.

happens because of another event or action

Match each term to the correct definition.

'As a result,' and 'Consequently,' are examples of which type of fronted adverbial?

Content guidance

Depiction or discussion of discriminatory behaviour

Adult supervision recommended

This lesson will be removed by end of Summer Term 2025.

Planning and writing the conclusion of an essay about the Windrush

Lesson outcome

Content guidance

This lesson will be removed by end of Summer Term 2025.