Writing to describe. Metaphor Alliteration. Simile Senses Interesting ideas Vocabulary for effect Emotive language

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1 Make sure that your work is technically accurate use a wide range of punctuation, check your spelling and grammar. Remember your vary your structure: Sentence structures Range of paragraph lengths Connectives Sentence openers No dialogue No names, backgrounds just describe the characteristics Develop a character/setting Senses Breakdown an image Metaphor Alliteration Writing to describe Simile Senses Interesting ideas Vocabulary for effect Emotive language Don t forget to use Personification Pathetic fallacy Adverbs Onomatopoeia

2 Pay close attention to: Dialogue Characters Plot Setting Metaphor Alliteration Simile Senses Interesting ideas Vocabulary for effect Emotive language Writing to narrate Sentence structures Adverbs Pathetic fallacy Onomatopoeia Punctuation Grammar In the exam you will only have a brief amount of time - maybe 45 minutes - to write your story. Therefore it is important that you stick to a strict timeframe. Below is a time plan for a 45 minute story: 3 Mins Plan your writing 8 Mins Gripping opening 8 Mins Back-story 8 Mins Problem and complications 8 Mins Crisis 8 Mins Resolution 2 Mins Check your work

3 Used to give reasons for a phenomenon, problem, situation or issue Present tense Writing an Explanation text What language features should be included? Sequence, cause and effect, contrast and comparison, addition connectives used Encyclopaedia entry Technical manual Question and Answer articles and leaflets Write up of Science experiments Geography and Science text books A general statement to introduce the topic Paragraphs used to introduce different reasons or show different steps in a process Impersonal, factual, plain writing to ensure the explanation is clear and concise Third person active voice

4 Connectives to add detail or introduce new topic firstly, in addition, to begin with, furthermore, Sharp introduction and conclusion needed Writing to argue Acknowledge the counter argument, but make sure that your viewpoint outshines this! Ingredients: A good few numbers of opinions, for and against the argument. At least three well-structured points for why your argument is right; progressing in a logical order. Language appropriate to the audience formal/informal. Use of the counter argument (degrade it for extra taste) Evidence/stats to back up your argument. Language devices A strong introduction and conclusion to the argument, drawing the audience

5 Used to argue the case for a point of view and to convince the reader to follow advice or take action Advert Pamphlet from pressure group or political party Travel brochure Poster or flier Book blurb Letter to the Editor Present and past tense used. Writing to Persuade What language features should be included? Emphasis, illustration, summary and sequencing connectives used First person can be used Your view needs to be backed up with supporting evidence such as FACTS and STATISTICS You should use emotive language e.g. Wildlife threatened...forests destroyed. Ask rhetorical questions e.g. Would you like to.? And use REPETITION FOR EMPHASIS Appeal to your reader by involving them: We all know that...

6 Give clear advice use cohesive devices e.g. firstly, step one, when beginning, the next step, finally Writing to advise Structure: Headings/subheadings Bullet points Tables Checklists Numbered points Paragraphs Sentence structures Punctuation Be encouraging and motivating - you can achieve success if you Give the reader a choice you may find it better if you Be polite, but informal you ll find that Explain all of your advice in detail and give alternatives Give good reasons and evidence Write in a tone and style appropriate for the reader

7 Instructions are written to outline how something is done, in a series of sequenced steps D.I.Y instructions Non-fiction book ( e.g. sports skill, art) Instructions on packaging Recipe Present tense used Writing Instructions What language features should be included? Sequence and addition connectives used Reader referred to as you Start with an aim or goal what is to be achieved in the writing This is followed by a list of what is needed The steps are written in CHRONOLOGICAL ORDER and the PRESENT TENSE using IMPERATIVE VERBS Use of bullet points, numbers, letters, headings and subheadings to make sequence of actions clearer

8 Used to organise and record factual information Tourist guide book Information leaflet Magazine article Writing to Inform What language features should be included? Information texts are held together by subheadings and/or clear topic sentences at the start of paragraphs that signal the subject Presentational devices (e.g. different fonts/sizes, bullet points, boxes) used to guide readers through the text They use a formal style which is clear and factual Headings and subheadings used to sort information clearly Contrast/comparison, cause and effect connectives used Sentences tend to be short for clarity

9 This is a reasoned and detailed response, breaking down a text or issue. Essays used in different curriculum areas Quotations from the text are very important when analysing! Writing to Analyse What language features should be included? Writing that analyses a topic or question is held together by clear, direct topic sentences (points) at the start of paragraphs and supporting evidence which is used to expand the point. Uses PEE (point, evidence, explanation) to analyse different aspects of a topic/text Comes to a conclusion about the topic in question Past or present tense Comparison, cause and effect, illustration and summary connectives are used. Third person but First person can be used to give your own views

10 Used to retell an event or series of events, in the order in which things happened (chronological order) Postcard Newspaper report Diary or journal Blog Biography Write up of trip or activity Writing a Recount Text What language features should be included? Start by setting the scene, e.g., what?, where?, when?, how? This is followed by a series of events, in the order that they happened They focus on specific people or events, not general topics Paragraphs mark change of focus, time or place Past tense Sequence, casual and contrasting connectives Use of active voice to make it clear who did what.

11 Used to present arguments and information from differing viewpoints. Leaflet or article giving a balanced account of an issue Newspaper editorial Essay on an issue Present tense Writing to Discuss What language features should be included? Cause and effect, contrast and comparison, summary connectives used. Starts with a statement of the issue under discussion Summarises or outlines the main arguments as you see them Provides arguments to support one side of the case. Give examples and evidence Provide arguments to support the opposing view. Gives examples and evidence Comes to a conclusion about which side you agree with Third person used/passive

12 Records the strengths and weaknesses of a performance or product along with targets for the future (where appropriate). Writing to Evaluate What language features should be included? Evaluations in Science or Design Book reviews Film reviews Performance reviews in Drama Starts with a brief summary of the item/issue Focuses on positives aspects and negative while finding possible reasons for these Gives examples and evidence for both positive and negative (subheadings can be used) Comes to conclusions and sums up while also giving recommendations or setting targets Past tense and future tense for target setting Illustration and cause and effect and summary connectives used. I/We used as well as Third Person

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15 S summary C context I intention of the writer T themes T techniques L language E effect on the reader S - structure Level 6: convincing, critical analysis and exploration Level 5: thoughtful, developed consideration Level 4: clear understanding Level 3: explained, structured comments Level 2: supported, relevant comment Level 1: simple, explicit comments Inference Image and atmosphere Writing a literature essay Comparison suggests establishes contrasts implies creates contradicts connotes establishes juxtaposes indicates constructs reinforces shows devises refers expresses develops alludes demonstrates epitomises opposes symbolises outlines supports represents encapsulates develops illustrates reveals signifies intimates insinuates typifies

16 Academic Writing During this soliloquy, Macbeth agonises over his indecision, recognising that he lacks a spur to prick his intent, a metaphor that surely foreshadows the very weapon he later uses to commit regicide. In Macbeth s speech, he is feeling unhappy about the fact he can t decide whether to kill Duncan or not. This is proved by the quote I have no spur to prick the sides of my intent. The spur he wants is like the dagger he will later use to kill the king and shows us that he probably will do it. The first paragraph is better as it uses: Subject terminology Precise quotes judicious/precise Contextual info Structural reference Participle phrases Adverbials