Writing to

describe

Make sure that your work is technically

accurate – use a wide range of punctuation,

check your spelling and grammar.

Don’t forget to use… Personification Pathetic fallacy Adverbs Onomatopoeia

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 Simile Senses Interesting ideas Vocabulary for effect Emotive language

Writing to

narrate

Metaphor Alliteration Simile Senses Interesting ideas Vocabulary for effect Emotive language

Pay close attention to:

• Dialogue • Characters • Plot • Setting

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

Sentence structures Adverbs Pathetic fallacy Onomatopoeia Punctuation Grammar

• Encyclopaedia entry •Technical manual • Question and Answer’ articles and leaflets • Write up of Science experiments • Geography and Science text books

Writing an Explanation

text

Used to give reasons for a phenomenon,

problem, situation or issue

What language features should be included?

Present tense

•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

Sequence, cause and effect, contrast and comparison, addition connectives used

Third person – active voice

Writing to argue

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

Connectives to add detail or introduce

new topic – firstly, in addition, to begin with, furthermore, Acknowledge the

counter argument, but make sure that

your viewpoint outshines this!

Sharp introduction and conclusion needed

Advert

· Pamphlet from pressure

group or political party

· Travel brochure

· Poster or flier

· Book blurb

· Letter to the Editor

Writing to Persuade

Used to argue the case for a point

of view and to convince the reader

to follow advice or take action

What language features should be included?

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...’

Emphasis, illustration, summary and sequencing connectives used

First person can be used

Present and past tense used.

Writing to advise

Give clear advice – use cohesive

devices e.g. firstly, step one, when

beginning, the next step, finally…

• 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

Structure: • Headings/subheadings • Bullet points • Tables • Checklists • Numbered points • Paragraphs • Sentence structures • Punctuation

• D.I.Y instructions • Non-fiction book

( e.g. sports skill, art)

Instructions on packaging

Recipe

Writing Instructions

Instructions are written to outline

how something is done, in a series

of sequenced steps

What language features should be included?

•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

Sequence and addition connectives used

Reader referred to as ‘you’

Present tense used

Tourist guide book

Information leaflet

Magazine article

Writing to Inform

Used to organise and record

factual information

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

Contrast/comparison, cause and effect connectives used

Sentences tend to be short for clarity’

Headings and subheadings used to sort information clearly

• Essays used in

different curriculum

areas

Writing to Analyse

This is a reasoned and detailed response, breaking down a text or issue.

What language features should be included?

Past or present tense

•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

Comparison, cause and effect, illustration and summary connectives are used.

Third person but First person can be used to give your own views

Quotations from the

text are very

important when

analysing!

· Postcard

· Newspaper report

· Diary or journal

· Blog

· Biography

· Write up of trip or activity

Writing a Recount Text

Used to retell an event or series of

events, in the order in which things

happened (chronological order)

What language features should be included?

Past tense

•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

Sequence, casual and contrasting connectives

Use of active voice to make it clear who did what.

• Leaflet or article giving

a balanced account of

an issue

• Newspaper editorial

• Essay on an issue

Writing to Discuss

Used to present arguments

and information from differing

viewpoints.

What language features should be included?

Present tense

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

Cause and effect, contrast and comparison, summary connectives used.

Third person used/passive

• Evaluations in Science or Design • Book reviews • Film reviews • Performance reviews in Drama

Writing to Evaluate

Records the strengths and weaknesses

of a performance or product along with

targets for the future (where appropriate)

.

What language features should be included?

Past tense and future tense for target setting

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

Illustration and cause and effect and summary connectives used.

I/We used as well as Third Person

Writing a literature

essay

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 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

Academic 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.

Writing The first paragraph is

better as it uses: • Subject terminology • Precise quotes –

judicious/precise • Contextual info • Structural reference • Participle phrases • Adverbials