How do you write a well-paced story that flows naturally within the structural and lexical constraints of a graded reader? These books, otherwise known as learner literature, are far more than simple school books. Whether they're at an elementary, intermediate or advanced level, they must keep the reader's focus on the story, not bring their attention to grammar structures. Remember that the aim of a graded reader is not simply to get students to read in another language, but to enjoy it!

Wordlists

Once you've been commissioned to write a reader, the publishers will send you a wordlist which gives you guidelines on the vocabulary you can use at each level. Each publisher has their own wordlist. You'll also receive a document with the different grammatical structures you can use to tell your story. These two resources will help you immensely, so pay careful attention to them unless you want your editor to ask you to rewrite your first draft.

Sometimes, despite your best efforts, there is just no other way to say what you want to say without using vocabulary that is not on the list. Publishers expect this and will allow you to use a small amount of non-listed words which will be put into a glossary at the end of the book.

Tricks of the trade

There are four elements to writing a successful graded reader:

- a solid storyline, a small number of characters and believeable dialogue

- action from characters who DO things instead of talking about doing them

- write naturally; if you are having trouble talking about a complex idea in simple language, think about how you would say it to a child

- write a first draft of your story and then check it against the wordlist, changing words as you reread it; don't write with the wordlist in mind

As you get better at “writing down to level”, you'll find that you can write more fluently without constantly thinking about how to do it. If you want to practise this skill, write a letter to someone, then rewrite it by making the structures and vocabulary easier. Once you've done that, do it again and again until you can't level it down anymore without changing the meaning of each sentence.

English Vocabulary Profile

All writers of learner literature should bookmark this website on their browser as an invaluable tool. On its home page, The English Vocabulary Profile states, “The EVP shows, in both British and American English, which words and phrases learners around the world know at each level - A1 to C2 - of the CEFR. Rather than providing a syllabus of the vocabulary that learners should know, the EVP project verifies what they do know at each level.”

Not only does the EVP assign CEFR levels to the words themselves, but to each individual meaning of these words. For example, the word walk has an A1 level when it means TO MOVE FORWARD USING YOUR LEGS, a B1 level for WALKING SOMEONE HOME, a C1 level for A PATH and a C2 level for the phrase “a walk down memory lane”.

Finally, remember that graded readers are learner literature, and the elements that make up a good story in mainstream literature also apply here. Don't forget to weave drama, conflict and choice into your book so that your readers won't be able to put it down.