Planning and Organising Writing

The Importance of Planning

 

Some 11+ English exams ask for a short piece of writing, but not all of them. When writing is included in 11+ English exams, children often don’t have much time, and long, detailed plans aren’t expected. In fact, the best planning at this level is quick and simple. A few bullet points or a basic structure can make a big difference.

This section helps children learn why planning matters and how to do it quickly, whether they’re writing a story, a letter, or a short explanation.

 

Why Plan?

 

Planning your writing might seem like extra effort, but it actually makes things easier.

Here’s how:

1. It keeps you on track
When you make a plan, you know what’s going into each paragraph. That means you’re less likely to miss something important or wander off topic.

2. It makes your writing clearer
Organising your ideas in advance helps your writing flow. It’s easier for the reader to follow.

3. It saves time overall
It might take a minute or two at the start, but it saves you from getting stuck halfway through. With a plan, you know what’s coming next.

4. It stops you repeating yourself
Writing without a plan often leads to saying the same thing again and again. If you plan your main points, you won’t end up repeating things.

5. It helps you answer the question properly
The exam question gives you a task – you might need to write a story, diary, description, explanation, persuasive text or something else entirely! Planning helps you stick to that task and make your answer fit what the examiner is looking for.

 

 

Tip: You don’t need to write a long plan. A few quick bullet points or a simple mind map is enough. Try to spend no more than a couple of minutes planning before you begin.

A little planning makes for clearer writing, fewer mistakes, and better marks.

 

 

How to Make a Mind Map (Spider Diagram)

 

A mind map (sometimes called a spider diagram) is a quick and simple way to plan your ideas before writing.

 

Example Exam Question:

Describe a day out that you really enjoyed.

You may wish to write about:

  • What you could you see, hear and smell
  • How you felt
  • Something interesting or unusual that happened

 

 

 

How to Plan This Using a Mind Map

 

 

Step 1: Put the task in the middle

Write the task or your main idea in the centre of your page. This is the body of your spider, which reminds you what your writing should be about.

 

 

Step 2: Add the key features

Around the centre, give your spider some ‘legs’ and jot down details about:

  • Purpose: To describe what happened and how it made you feel
  • Audience: A general reader (e.g. the examiner or someone reading a diary)
  • Style: Personal and a bit informal
  • Tone: Positive and cheerful

 

 

 

Step 3: Ask yourself questions using the 5Ws and How

This is where you build your ideas. Around your central topic, draw lines and ask yourself some who, what, where, when, why and how questions you’ll need to answer in your writing.

  • Who was there with you?
  • What did you do during the day?
  • What did it look/sound/smell like?
  • What was interesting or unusual?
  • When did the trip take place?
  • Where did you go?
  • Why was it special or enjoyable?
  • How did you feel at different times?

You don’t need to write long answers. Just jot down some short notes to remind yourself of key moments or details. You won’t have time to cover all of the points in detail, so just use the mind map to start getting some simple ideas before you write.

Tip – The exam task might give you a few question prompts like this to help you. If it does, make sure you use them!

 

 

 

Step 4: Add a few reminders (optional)

If you’ve got a bit of spare time, you could include short notes to help you remember useful features, such as:

  • A few language features that match the purpose of the text
  • How you’ll organise your paragraphs
  • Any formatting features that you might need for the type of text you’re writing

 

 

Tip: Keep it quick and simple. Your mind map is just to help you, so you don’t need full sentences. Spend no more than 5 minutes planning before you start writing.

 

How to Plan Using Bullet Points

 

 

Not a fan of mind maps? No problem. Bullet points are just as good, and many people find them even easier to use when planning quickly.

Let’s look at the same writing task, but this time we’ll break it down using bullet points.

 

Example Exam Question:

Describe a day out that you really enjoyed.

You may wish to write about:

  • What you could see, hear and smell
  • How you felt
  • Something interesting or unusual that happened

 

 

Step 1: Understand the Task

Start by noting down the key details from the question so you stay on track:

  • Text type: Description
  • Purpose: To describe what happened and how you felt
  • Audience: General audience
  • Style: Personal and informal
  • Tone: Positive and upbeat

 

 

Step 2: Use the 5Ws and How to build your ideas

Before you decide what to put in each paragraph, take a minute to ask yourself questions. This helps you remember key moments and feelings.

  • Who? – My family (mum, dad, little brother and sister, dog)
  • What? – Went to the beach, made sandcastles, climbed rocks, splashed in the sea
  • When? – Summer holidays, sunny afternoon
  • Where? – Beach with cliffs and rockpools, not too many people
  • Why was it a good day? – I felt happy and relaxed, and we all had fun together
  • How did I feel? – Excited, playful, then tired but happy at the end
  • What was unusual or interesting? – My brother tried to eat sand & the dog was scared of the water

 

 

Step 3: Plan Your Paragraphs

Now turn your ideas into a more detailed plan for your writing. Use bullet points to outline each paragraph.

Aim for a clear beginning, middle and end when you plan out your paragraphs.

  • Paragraph 1 – Getting there – Describe the journey (what I saw, music in the car, what I was wearing). First thoughts when I arrived
  • Paragraph 2 – What I did – Climbing on rocks, building a sandcastle, playing in the sea. How I felt (fun, excitement, energy)
  • Paragraph 3 – Something unusual or interesting – Brother eating sand (funny). Dog’s reaction to the sea (VERY funny).
  • Paragraph 4 – Ending the day- Eating fish and chips, feeling tired. Explain why it was special

 

 

That’s it – a simple, organised plan you can follow while you write.

Stick to short notes, not full sentences. Just a few minutes of planning can help your writing feel clear, focused and enjoyable to read.

 

 

Tip – Most 11+ exams will only ask for a very short piece of writing (one or two paragraphs), so planning should be very concise. However, it’s good to create longer plans and practise writing longer pieces. This will prepare children for a range of writing-based subjects at high school level.

 

 

Spiders or Bullets?

Not sure whether to use a spider diagram (mind map) or bullet points for planning?

The best thing to do is try both. Some people find it easier to see their ideas spread out in a spider diagram, while others like the clear step-by-step feel of bullet points.

Try practising each method with the same question. See which one helps you stay organised, come up with ideas, and feel confident when you start writing. There’s no right or wrong – just what works best for you!

 

How to Plan Fiction Writing (Stories, Descriptions and Diaries)

 

A quick plan helps to make sure your child’s fiction writing has a clear structure, and is emotionally engaging for the reader.

Here’s how to plan for each common type of fiction task:

 

 

Story Writing

If your child needs to write a story in the 11+, they’ll usually be given a story starter or a short prompt (e.g. Write about a time something strange happened at school). They don’t need to finish a whole story. Instead, they should focus on a key moment.

What to include when planning:

  • Setting – Where and when does it happen? (e.g. a school, forest, street)
  • Character/s – Who is the story about? Think about their name, age, personality, thoughts and feelings
  • Problem or event – What goes wrong or changes?
  • Mood – Should the story feel scary, funny, exciting or calm? Choose your vocabulary accordingly!
  • Structure – Make quick notes on what happens at the beginning, middle and end of the scene

Tip: There’s no need for a big plot twist. Focus on one moment, and make it detailed and believable.

 

 

Let’s take a look at an example plan…

 

Example task: Write a story that begins with a mysterious knock at the door

 

 

 

Description Writing

Description tasks might ask children to write about a place, a moment, an experience or a feeling (e.g. Describe a storm, Describe a time you felt nervous).

What to include when planning a description:

  • The five senses – What can be seen, heard, smelt, felt and tasted
  • Language features – Similes, metaphors, alliteration, strong adjectives and adverbs
  • Emotions – Feelings and mood
  • Order – How will the description be structured

Tip: Descriptions usually don’t have a detailed storyline. Instead, they bring things to life with clear, thoughtful details.

 

 

Let’s take a look at an example plan…

 

Example task: Describe a busy train station.

 

 

 

Diary Entry Writing

Fictional diary tasks ask children to imagine a character’s thoughts, feelings and experiences and write from a first-person perspective.

What to include when planning a fictional diary entry:

  • Character/s: Who is writing? Are they writing about other people?
  • Plot: What happened? Pick just one or two key events. Try to choose something unusual, exciting or emotional
  • Emotions: How does the character feel at different points? (their feelings might change as they reflect on their experiences)
  • Personality: What is the character like? Do you want the reader to like or dislike them?

Tip: Start with a feeling or question rather than just saying what happened. Try to take the reader on an emotional journey.

 

 

Let’s take a look at an example plan…

 

Example Task: Write a diary entry about a day you had to perform in front of a crowd.

  • Who?: Raj (shy 11-year-old)
  • What?: Talent show
  • Where?: School
  • When?: Early evening
  • Why?: Wants to be better at public speaking and feel less nervous
  • Plot:
    • Nervous all day, wakes up with dread, can’t focus in lessons
    • Big build-up as he’s too scared to step onto the stage
    • During performance – feels more confident, forgets about the audience
    • After performance: Proud, relieved, smiling

 

How to Plan Non-Fiction Writing

 

In the 11+ exam, non-fiction writing tasks usually ask children to describe or explain personal opinions or experiences.

However, a few schools ask children to write more specific texts e.g. a persuasive letter to a teacher or an informative newspaper article.

Whatever they need to write, it’s important that children create a quick, clear and purposeful plan. 

 

 

1. Understand the Task

Before you do anything else, read the question carefully.

Ask yourself:

  • What type of writing is it? (e.g. letter, explanation, article)
  • What is the purpose? (To persuade? Explain? Describe?)
  • Who is the audience? (A friend? A company? A general reader?)

This helps you choose the right tone and structure.

 

 

2. Focus on the Main Ideas

Don’t overthink the details. Stick to a few clear points that you can develop into paragraphs.

Ask yourself:

  • What do I want to say?
  • What reasons, examples or facts will help me say it?
  • What’s the best order to put them in?

 

 

3. Keep the Structure Simple

Most non-fiction writing can follow this basic structure:

  • Introduction: Tell the reader about the topic or reason for writing
  • Main body: Main points or events, explained with evidence or reasoning in separate paragraphs
  • Conclusion: End your writing with a reflection or summary

Aim for a clear beginning, middle and end when you plan out your paragraphs.

 

 

4. Language Matters

Use words that match your purpose:

  • Persuasive? Try rhetorical questions, strong opinions, emotive language and other language features. You might also want to use evidence to support your ideas
  • Informative or explanatory? Use facts, clear reasons and write it in time order
  • Personal or reflective? Use first person (‘I’), express feelings and thoughts, and keep it interesting with a few language features.

 

Tip – When planning, note down key features and language that you want to use when you write your non-fiction piece.

 

 

A note on formality:

Some tasks (like letters to companies) need a polite, formal tone. Others (like diary entries or letters to friends) should sound more natural and informal. Think about the audience and purpose when deciding whether to write in a more professional or more casual way.

 

Basic Formatting Features

 

Formatting isn’t the most important part of the 11+ writing task. Content, clarity, and structure matter more. However, it’s still helpful to show that you understand the basics of how different texts are set out.

 

Heading = A short phrase at the start of the text that tells the reader what it will be about.

Subheadings = Short phrases used to introduce different sections of a text.

Date = Included in some texts to show when they were written.

Strapline = A phrase or sentence under the heading in articles. Works with the heading to tell the reader what the text is about

Greeting = A word or phrase that says ‘hello’ to the reader.

Sign-off = A word or phrase that says ‘goodbye’ to the reader. Sign-offs are usually followed by the writer’s name.

Writer’s name = Used in some texts to show the reader who wrote the text.

 

Don’t panic if you forget a few formatting features – clarity and content are what matter most!

 

 

Some independent school papers like to surprise pupils with a more unusual format – especially if it still tests explanation, persuasion or creativity. Encourage your child to practise writing a wide range of texts.

To practise adapting their style and tone to different texts, your child might also want to have a go at writing:

  • An instruction guide (e.g. ‘How to make pasta bolognese’)
  • A discussion or balanced argument (e.g. ‘Should school uniforms be banned?’)
  • A poster or advertisement (e.g. ‘Try our new chocolate bar’)
  • An interview script (e.g. ‘An interview with an explorer’)

 

Final tips for Planning and Organising

 

When tackling a writing task in an exam…

  1. Underline the key words (e.g. describe, explain, write a story, persuade). What does the reader need to know?
  2. Spot the format. Is it a story, a letter, a diary, or something else?
  3. Think about the audience. Who are you writing to, and how should you sound?
  4. Plan around what the question is really asking, not just what you feel like writing

Planning and Organising Writing Example Questions

Have a go at planning these tasks. Why not time yourself and see if you can get faster each time you plan?

 

Q1 – Write a letter to your local council suggesting how to improve your local park.

Example plan:

  • Text type: Letter
  • Audience: Council – formal, respectful
  • Purpose: To explain and persuade
  • Tone: Polite but passionate
  • Style & features: Persuasive phrases, clear reasons, facts/examples

Structure:

  1. Paragraph 1 – Introduce the issue: park is useful but not safe or welcoming
  2. Paragraph 2 – Suggest adding benches and a shaded seating area
  3. Paragraph 3 – Explain how this would help families and older people

Language: ‘I believe’, ‘This would benefit…’, ‘Please consider…’

Q2 – Describe a time when you felt excited about something.

Example plan:

  • Text type: Description
  • Audience: General/examiner
  • Purpose: To describe a moment in detail
  • Tone: Lively, energetic
  • Style & voice: Informal, first person

Structure:

  1. Start with the morning of the big event (school trip to theme park)
  2. Describe packing bag, journey there, rising excitement
  3. Focus on standing in the queue for a huge rollercoaster
  4. End with the moment just before the ride starts

Language: Similes, metaphors, energetic verbs, sensory details

Q3 – Write a diary entry from the point of view of someone who got lost somewhere unfamiliar.

Example plan:

  • Text type: Fictional diary
  • Audience: Self – informal, honest
  • Purpose: To reflect and show emotion
  • Tone: Worried, thoughtful
  • Style & Voice: First person, informal, emotional

Structure:

  1. Begin with walking ahead of your family on a forest trail
  2. Realise you’ve taken the wrong turn – forest looks unfamiliar
  3. Feel panic, start shouting, then stop and listen for help
  4. End with hearing your dad’s voice and finding your way back

Language: Rhetorical questions, short sentences, ellipsis for hesitation, emotional language

Q4 – Write an article about something your school did to help the environment.

Example plan:

  • Text type: Article
  • Audience: General reader/school community
  • Purpose: To inform
  • Tone: Positive, informative
  • Style & features: Third person, Formal, Heading, subheadings, short paragraphs, quotes

Structure:

  1. Start with what the event was – whole-school tree planting day
  2. Describe pupils working in teams, digging and planting
  3. Include results – 50 trees planted in school field
  4. End with pupil quote and future eco plans

Language: Facts, statistics, positive tone, clear time order

Q5 – Write a story that begins with a character seeing something unexpected from a window.

Example plan:

  • Text type: Story opening
  • Audience: General reader
  • Purpose: To entertain
  • Tone: Curious, mysterious
  • Style & features: First person, Building tension

Structure:

  1. Main character (Maya) looking out her bedroom window on a rainy afternoon
  2. Sees a strange figure in the field holding a red umbrella, not moving
  3. Watches for a while, unsure what to do – no one else seems to notice
  4. Ends with her grabbing her coat to go outside and investigate

Language: Short sentences for tension, adjectives, alliteration, triplet, rhetorical question, metaphor