Beginning with reading: why effective immersion matters at the start of a writing unit
One of the most important decisions teachers make when planning a writing unit is the choice of reading and immersion activities that come first.
Too often, immersion can become a collection of disconnected tasks: retrieving facts, completing comprehension questions, identifying language features, or highlighting examples of punctuation. Whilst these activities may have value, they do not necessarily help pupils develop the deep understanding required to write successfully themselves. If we want pupils to write with purpose, authenticity and impact, then immersion must be carefully designed to build knowledge, develop rich mental models and help children understand how texts affect readers.
Reading as the Foundation for Writing
The recently published DfE Writing Framework (2025) emphasises the close relationship between reading and writing: "What writing means for reading" is a key element of the framework's conceptual model, recognising the reciprocal relationship between the two disciplines. [assets.pub...ice.gov.uk], [gov.uk]
Similarly, the DfE Reading Framework states: "Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils' success." [assets.pub...ice.gov.uk], [gov.uk]
These statements remind us that reading and writing are not separate components of the English curriculum. Writing grows from reading. Before pupils can craft an effective text, they need to understand what successful texts look like, how they are structured, why authors make particular choices, and how readers respond to those choices.
This means that reading activities at the beginning of a unit should not simply identify features for replication. Instead, they should help children construct a detailed understanding of the text, the genre and its intended effect.
Building Mental Models
One of the most significant ideas within the DfE Reading Framework is the importance of constructing a "mental model" of a text. The framework even includes a dedicated appendix entitled Building a Mental Model. [assets.pub...ice.gov.uk]
When readers develop a mental model, they do more than remember individual facts. They build a coherent representation of the text in their minds, connecting events, ideas, characters, settings, themes and prior knowledge into a meaningful whole.
For writers, these mental models are invaluable.
Consider a Year 5 narrative unit based on The Arrival by Shaun Tan. A superficial immersion activity might ask pupils to identify descriptive vocabulary or generate expanded noun phrases. A more purposeful approach would help pupils build a rich understanding of:
- the protagonist's emotional journey
- themes of isolation and belonging
- how visual choices shape meaning
- how readers are encouraged to empathise with characters
- the author's intended message
Through discussion, drama, visualisation, prediction and exploratory talk, pupils gradually build a detailed mental model of how the narrative works. When they come to write, they have much more than a bank of vocabulary. They have an understanding of how narrative creates emotional impact.
Moving Beyond Feature Spotting
Many writing units begin with an exercise that asks pupils to "find the features" of a genre. Whilst understanding genre conventions remains important, feature spotting alone can lead to imitation without understanding. Children may learn that persuasive texts contain rhetorical questions, emotive language and facts, but they may not understand why those choices matter.
Instead, immersion activities should explore questions such as:
- Why has the author included this?
- What is the reader supposed to think or feel here?
- How does this section contribute to the overall purpose?
- What would happen if this part were removed?
- Which choices make this text effective?
The DfE Writing Framework emphasises the importance of teaching pupils to think about purpose and audience:
"For successful writing, it is important to establish a clear purpose from the beginning. Pupils should be guided to articulate their ideas and consider their audience." [hfleducation.org], [assets.pub...ice.gov.uk]
If pupils are to consider audience when writing, they must first learn to recognise how authors consider audience when reading.
Understanding Impact on the Reader
Perhaps the most powerful immersion activities are those that focus explicitly on reader response. Experienced writers constantly anticipate how their audience will react.
Children need opportunities to explore these same questions as readers. For example, when studying a persuasive text, pupils might discuss:
- Which sections are most convincing?
- What makes them persuasive?
- How did the text influence your thinking?
- Which techniques created the strongest reaction?
When exploring narrative, they might consider:
- Where did you feel most worried for the character?
- Which section helped you imagine the setting most clearly?
- Which sentence stayed with you afterwards?
As children become increasingly aware of how texts influence them as readers, they begin to make more intentional choices as writers.
The Role of Talk
High-quality immersion is rarely passive.
The Reading Framework repeatedly highlights the importance of discussion and talk for developing comprehension. It includes guidance on developing talk, supporting discussion and enabling pupils to explore ideas collaboratively. [assets.pub...ice.gov.uk], [gov.uk]
Talk helps pupils externalise and refine their mental models. Through discussion, children test interpretations, justify opinions and hear alternative viewpoints.
Before asking pupils to write, we should therefore ensure they have had extensive opportunities to:
- discuss themes and ideas
- debate authorial choices
- explore alternative interpretations
- articulate emotional responses
- explain how meaning is constructed
These conversations deepen understanding and provide the conceptual foundations upon which strong writing can be built.
A Curriculum Review Perspective
The 2025 Curriculum and Assessment Review Interim Report reaffirmed the value of a knowledge-rich curriculum whilst emphasising the need for depth and mastery. The report highlights the review's continued commitment to a "knowledge-rich curriculum" and the importance of ensuring appropriate "depth and mastery of knowledge" within subjects. [education-uk.org], [gov.uk]
This principle has important implications for English.
Depth is not achieved through covering more activities. It is achieved when pupils develop increasingly sophisticated understanding of texts, language and communication.
Well-designed immersion activities contribute directly to this ambition by enabling pupils to develop secure and meaningful knowledge about genre, audience, purpose and craft before they write independently.
Practical Principles for Effective Immersion
When planning the start of a writing unit, teachers might ask:
- Will this activity help pupils understand the text more deeply?
- Will it strengthen their mental model of the genre?
- Does it encourage discussion and exploration?
- Does it help pupils understand the writer's purpose?
- Does it draw attention to the impact on the reader?
- Will pupils be able to transfer this understanding into their own writing?
If the answer is "no", the activity may need refining.
Final Thoughts
The strongest writing units do not begin with writing. They begin with reading, thinking, talking and understanding.
Effective immersion activities help pupils build rich mental models of texts and genres. They enable children to understand not only what writers do, but why they do it and what impact those choices have on readers. In turn, this gives pupils the knowledge and insight they need to make deliberate authorial choices in their own writing.
When immersion is thoughtfully planned, reading becomes far more than preparation for writing. It becomes the foundation upon which successful writing is built.
Upcoming professional growth session
If you'd like to find out more about effective immersion in the classroom, do join us for this training session:
Primary – Making reading and immersion activities more meaningful | Education Services
Teachers will examine how carefully planned reading, discussion and immersion activities can help children internalise key features of language, text structure and authorial choices across a unit of work. Through examples and ready-to-use strategies, participants will consider how to move beyond isolated comprehension tasks and create meaningful links between reading and writing.
Article by
