recounts narrativereports instructions argument journalisticformal literary devices-...
TRANSCRIPT
Recounts Narrative Reports
Instructions
Argument
Journalistic Formal
Literary devices- detailed Writer’s check list
Explanations
Literacy devices -brief
Words to replace ‘said’ Connectives Punctuating speech
Auto-/biography
Letters
Sentence punctuation
Diary entry Play scripts
Complex sentences Response partners
RecountsRecountsRecounts retell events either to inform the reader (Story of the Titanic) or to entertain (Mother saw a dancing bear)
Special features of recounts:
• an orientation telling who was involved, what happened and where and when it happened
• all the events are in chronological order
• at the end there is a reorientation connecting future actions or the thoughts of the narrator’s feelings
Language
written in the past tense
chronological order
usually about a how something happens/is done/works.
use of time connectives e.g. first…. next…once…later, afterwards….
use other connectives e.g. although, whenever, never the less
uses techniques from the writer’s toolkit
if appropriate use dashes (-) and ellipses (….)
BiographyBiographyA biography is the story of someone’s life
Special features of biographies:
• lively opening to get reader’s interest
• authorised – subject has given permission for their story to be written
• unauthorised – subject has not given permission for their story to be written
• the biographer (you, the writer) tells a true story or selects parts of the person’s life that will interest and entertain the reader (exciting events, main achievements, hardships and difficulties, opinions of others - quotations – stories from friends).
• at the end there is paragraph to bring the work to a close (details about death, summing up life’s work, how they have affected others)
• written in paragraphs or sections
• factual information
Language
written in the past tense
written in the 3rd person
chronological order often starting at the point where they become famous
descriptive and interesting languageCont.
AutobiographyAutobiographyAn autobiography is the story of your life
Special features of recounts:
• lively opening to get reader’s interest
• you, the writer, tell the true story or selects parts of your life that will interest and entertain the reader (exciting events, main achievements, overcoming hardships and difficulties, opinions of others - quotations – stories from friends).
• at the end there is paragraph to bring the work to a close ( a review, where you intend to go/do now).
• can be biased accounts – telling events from your point of view, putting on a rosy gloss on events, leaving out boring details
• written in paragraphs or sections
Language
written in the past tense
written in 1st person
chronological order not necessarily including details of childhood but perhaps with flashbacks
descriptive and interesting language Back
ExplanationsExplanationsExplanations describe how something happens (Frog’s life cycle), how something works (fairground ride) or how something is done (making a cake).
Special features of explanations:
• a general statement to introduce the topic
• a series of steps explaining how, when or why something happens
• set out in paragraphs each containing specific information possibly with sub-headings
• uses bullet points
Language
written in the past tense
chorological order
usually about a person/people or thing
logical connections, e.g. while, during, after, because, due to, only when, so;
uses time connectives e.g. first…. next…once…later, afterwards….
uses dashes, colons and semi-colons
NarrativeNarrativeNarratives tell a story
Special features of narrative:
• a constant structure beginning, build-up, climax and resolution
• needs to have a convincing ending
• written in paragraphs (new paragraph when story/action or time moves on)
• includes feelings, sounds, sights
• needs to include characterisation and setting details
Language
usually written in the past tense in the 3rd person by a narrator
uses language to create settings
uses devices (dialogue, description, action and authorial comment) to create characters
a mixture of direct (using “… ”) and indirect speech
formal style by narrator but can have informal/dialect by characters
uses a range of techniques for the writer’s toolkit
uses a range of punctuation ( - …… ! :)
ReportsReportsReports describe the way things are (Spanish culture or Micro-organisms)
Special features of reports:
• a short opening paragraph/sentence introducing the topic
• factual information
• material broken down into ‘subject paragraphs’ which contain specific information - perhaps with side-headings e.g Education, Food, Entertainment
• use of bullet points
Language
written mostly in the present tense
uses language to describe (adjectives, adverbs)
uses impersonal and formal language
clear language but sometimes technical- needing explanation (glossary)
uses dashes, colons and semi-colons
Also see journalistic writing
Journalistic writingJournalistic writingJournalistic writing relays information to its reader. It is another form of report writing The type of material printed – content, language - is dependant on the type of publication (newspaper, magazines, radio).
Special features of journalistic writing:
• ‘The inverted pyramid’ - the most important items in the story appear first in the article
• first paragraph (topic sentence) – Who, what, where, when, why, how: Second paragraph – story details: Third paragraph – background, eye witness comments: Final paragraph – closing remarks e.g. The case continues
• contain either a balanced or biased reports
• has a striking headline, written in columns, short paragraphs, different fonts, quotations
Language
uses language to describe (adjectives, adverbs)
minimum words – maximum information
standard, formal language, usually in the past tense
uses words to help the paragraphs flow e.g. ‘It appears that…’, ‘It is believed…’
uses language of persuasion when writer is trying to make you believe their point of view
uses dashes, colons and semi-colons and speech marks for quotations
InstructionsInstructionsInstructions describe how something is done
Special features of instructions:
• written in a clear, logical order
• introductory paragraph saying what your instructions are about
• bold headings
• use of bullet points, numbered points, headings/sub-headings
• concluding paragraph including phrases such as ‘If you follow these instructions…’
Language
written mostly in the present tense
plain language
keep sentences brief and to the point
time connectives e.g. Firstly, Secondly, Following this, Once you have done, In addition
imperative verbs e.g. Cut, blend, move, replace, jump, place
can include illustrations to help show your reader what you mean
Informal LettersInformal LettersLetters are a means of communicating with family or friends
Special features of informal letters:
• should be friendly/chatty/informal as written to a friend or relative
• set format: your address and date in the top left-hand corner: Dear …(person’s name), should be on the next line against the right-hand margin with the letter beginning on the next line
• write about only 2 or 3 subjects in detail, using paragraphs
• closing paragraph should sum up what you have said in main body of the letter.
• finish with closing phrase e.g. Give my love to, Don’t forget to write, See you soon…’ l before signing off with ‘Love …’ for family or ‘Best wishes/regards….’ for friends
• can also have a P.S. but this is a sign that it has not been planned carefully or it could be used as a feature
•Language
use slang e.g. mates, telly, contractions e.g. You didn’t, I’ll, and humour/jokes e.g. ‘It was the craziest thing I’ve ever seen
ask questions e.g. I had a great time in the hols. What about you?Cont.
Formal LettersFormal LettersLetters are a means of communicating with another person/persons
Special features of letters:
• letters should be written formally when written to someone in authority or someone unknown to you
• set format (see Informal Letters)
• they begin with Dear…., followed by the person’s name and have a definite ending Yours faithfully (Dear Sir – if you don’t know their name)/Your sincerely (Dear Mr Amies);
• written in paragraphs (when the subject changes)
Language
formal/standard language e.g. I am not I’m
be precise, accurate and clear using the appropriate tone for the purpose of the letter
if complaining: state the nature of the problem, be reasonable, use business like vocabulary e.g. ‘ I would like to refer to../ With reference to../I would be grateful if… Don’t forget to say what you want done about the situation
if writing to persuade: state why you are writing – to persuade the reader to adopt your point of view or course of action. Give good reasons and suggestions as to what to do. Be pleasant and use a persuasive tone
Back
Sentence variety: A variety of sentence lengths add interest
Minor – no verb: Can stop the story dead, quicken the pace by adding tension e.g. Then. Silence.
Short or simple: Can quicken the pace of the story e.g. There was no going back.
Complex – using commas: tends to slow the story down and adds extra information e.g. The dog, who’s bowl I’d just tipped over, was growling in the corner.
Compound – using and, but: He wanted to go out but it was raining.
Punctuation can create effects
-full stops
-commas
-semicolons
-colons
-dashes
-brackets
-ellipses
- apostrophes
-question exclamation & speech marks
Connectives: To add interest
later, the next day, until then, however, although, also, plus
Effective word/descriptive choices: to help with characterisation and setting
Adjectives - adventurous and mature adjectives: The scarred face turned from the flickering candle light.
Adverbs – well matched to the verb: The hunter bellowed loudly and ran swiftly to disturb his prey.
Verbs – powerful verbs bring work alive: clashed, bounded, whimpered, simmering
Similes – comparing 2 things: The sea was raging like a wild dog.
Metaphor – saying something is something else: The sea was a raging dog.
Writer’s tool Kit – include at least 2 from each box in your work. See other pages for many more ideas
Other literary devices to make your work stand out
•Pathetic fallacy
•Repetition
•Stream of conciseness
•Foreshadowing
•Broken speech
•Personification
•Alliteration
•Negative description
•Onomatopoeia
REMEMBER - Paragraphs - New speaker, new line
Passive and active voice: examples are
Active- the subject is the focus of the verb: Jim ate the bun.
Passive – the object is the focus of the verb: The bun was eaten by Jim.
Story FrameworkBeginning: tells the reader about
the place
the main character
a problem or reason for the story
asks questions
The story develops with
the characters feelings, actions, speech, senses
paragraphs when action moves on or when new person speaks
balance between narrative and speech
genre features (tension, adventure, historical, recount)
And ends with
convincing resolution
cliffhanger
leaves the reader thinking
Sentence structureI have used:
full stops
question marls
commas
speech marks (see help sheets)
a range of connectives
conjunctions and connectives
interrupted speech
a variety of sentence lengths - minor, simple, compound and complex sentences (see writer’s toolkit)
different word order- putting the adverb first e.g. Slowly the handle turned
StyleI have used these devices to effect my reader
adjectives to describe
powerful verbs for action
words other than said
adverbs to describe verbs
dashes, ellipses, exclamation marks for impact
repetition e.g. from rock to rock
similes e.g. quashed like a rotten tomato
metaphor e.g. the man was a lion
personification e.g. the wind sang
alliteration e.g. the wild wind whistled
onomatopoeia e.g. slithering snakes
Stream of consciousness
font size and layout
Look at these lists, check through your
work and include any of these ideas that
you think would improve your work.
Colons and semicolons Brackets and dashes
Commas and exclamation marks
Commas and exclamation marks
Speech marks and ellipses
Commas ,
Commas are used
• between items in a list - use ‘and’ or an ‘or’ between the last two words e.g. I wanted to sing, dance and scream for joy.
• to split up long sentences to make them easier to understand – separating the clauses e.g. Andy knocked on the door several times, but nobody answered.
•or to give extra information e.g. With a squeak, the mouse pounced on the cat!Exclamation marks !
Replaces a full stop
• in sentences which show really strong feelings e.g. I’m not doing that!
• if the sentence is a command e.g. Stop it! Go away! Leave him alone!
• replaces the comma if involved in speech when someone is shouting or to show anger or surprise e.g. “I just can’t believe it’s mine!” she cried.
Colons :
A colon is used
• when a list is about to begin e.g. We need to know that the school has: a hall, six classroom, a playground and an office.
• to divide up a sentence when the second part explains the first part e.g. The school was closed: it was the summer holidays.
Semicolons ;
A semicolon is used
• to turn two sentences into one. The sentences must be about the same thing and be of equal importance e.g. The rain battered the windows; it was the worst storm of the year.
• to break up lists when the items in the list are long phrases or clauses e.g. There were many items for sale in the market; rosy red apples; fresh baked cakes, too delicious to resist; Mrs Graham’s home-made lemonade; and many other things.
Brackets ( )
Brackets can be used like , and -
• to separate an extra piece of information from the main body of the sentence e.g. Sam went to Alton Towers (a very large theme park) for his birthday.
• to interrupt the sentence e.g. The two kittens (Morgan and Holly) were fast asleep.
• as something that the narrator had as an afterthought e.g. I wanted Mr Blair to win the election (although I don’t like the ties he wears).
Dashes -
A dash is used
• to separate off extra information like, and ( ) e.g. The two dogs – Rover and Fido – ran around wildly.
• to show a dramatic pause e.g. I peered under the sofa and there I saw – a huge spider.
• to mark the beginning of a list e.g. I inspected everything – the chairs, the cupboards, the paintings.
Speech marks “ ”
Speech marks are used
• when someone is actually talking, e.g. “ We’re going on holiday,” the boy said.
or The boy said, “We’re going on holiday.”
or “We are going on holiday,” said the boy, “and I’m very excited.”
LOOK VERY CAREFULLY AT THE USE OF PUNCTUATION AND CAPITAL LETTER
• reported speech does not need any speech marks e.g. The boy said that he was going on holiday and that he was very excited. Ellipses …..
Use to add interest and sentence variety
• in sentences to denote that there is something missing e.g. No one had noticed…..
• to how someone’s thoughts e.g. Now what was I going to do …..Oh yes.
• in cliff-hangers to create tension e.g. “What was that …..It Sounded like……It can’t be….” she cried
Tension Settings Action
CharactersWord and sentence variety
Technique Description/Purpose Example
Hiding Not revealing to your reader what might be coming/happening
The figure was ….Something came ……
Questions To draw your reader into what is happening and getting them to predict
What was it?Would it go in?
Cliffhanger Used at the end of a chapter.Left at an exciting part so that your reader has to read on
It was at that moment he realised what was behind him ….
Stream of consciousness
Tells the characters thoughts, creating an insight into his/her personality
What was that?...It sounded like… It can’t be …no….
Repetition Can create tension in a variety of ways: something coming closer, panting.
Nearer, NEarer, NEArer.
Sentence variety
Can be used to changes the pace of the story-1. Longer, complex sentences are slow2. Simple sentences can be quicker3. Minor sentences can either stop something dead or quicken the pace.
1. The lush green jungle, wrapped in the morning mist became silent, whilst the air above swirled with the fleeing birds3. It dived. It flicked, Its talons grasped. A hawk!
Pathetic fallacy
Uses the atmosphere to let the reader know what is to happen or to foreshadow what might happen.Also reflects a characters feelings
The calm evening, moonlit with sparkling dew, gave way to a fearful thunderous night.
Adverb The position of an adverb or adverbial phrase within a sentence can make the sentence more powerful
Stealthily, it slithered towards the opening door.
Broken speech
Develops tension (anxiety) between characters who are interrupting each other.
“What was …?” asked Tom.“I don’t kn…”“Watch out!”
Foreshadowing
A way to keep your reader interested by suggesting that something is going to happen.
He didn’t know it yet but something was about to change his life forever.
Tension
Technique Description/Purpose Example
Personification
Gives an object the characteristics of a living thing, bringing it to life.
The wind sang. The cave yawned.
Similes Likens something to something else giving a more detailed description.
As dark as the deepest ocean.Round like the pupil of my eye.
Interesting adjectives
Makes the story more interesting by using more imaginative descriptions, sometimes in a list.
Gleaming, glistening, whispery flakes of snow.
Negative description
Telling the reader what is not there is an effective way of showing how unpleasant, comfortless a place is
There was no cushion, no carpet, no warmth, no light and no comfort.
Camera – Pan and zoom
Using the ideas of how a film director works, you can give a wider view then focus in on one detail
From the withering trees he looked past the littered farmyard, across to the decrepit hovel. Its door hung sadly awry, the handle broken.
Nouns for detail
Scenes are filled with things that we see and therefore uses lots of nouns, even lists of nouns to convey what is there.
The room was crowded with lanterns fastened on oak panelled walls, tables laid with silver candlesticks and goblets.
Pathetic fallacy
Uses the atmosphere to let the reader know what is to happen or to foreshadow what might happen.Also reflects a characters feelings.
As I a walked home the menacing black crows began to circle above, casting shadowy images on the ground.
Senses All of our senses become aware in a new situation/place. Your reader needs to know how your characters are feeling.
Wafts of salt-laden air were in her nostrils as the skittering sand on her feet led her to the edge of the waves.
Metaphor Metaphors say that something is something else, giving the description more power.
The knives on its talons tore into the flesh.The lion is king of the jungle.
Settings
Technique Description/Purpose Example
Powerful verbs
Tells your reader the calmness/excitement/climax of the scene
Mellowed/thrilled/thundered
Verb lists Can create a rhythm to the action that is happening to create a greater effect on your reader
The storm thundered, thrashed, crashed against the lighthouse.
Simile Uses comparison to add greater interest to the description
His sword cut through the tree like a wizard’s wand through air.
Strong verbs Tells just how the action is happening/unfolding Slimily, silently he crept forward.
Repetition Can create pace in an action scene From roof to roof, balcony to balcony, wall to wall he leapt.
Sentence variety
1. Longer, complex sentences slow the pace2. Simple sentences can be quicken the pace3. Minor sentences can either stop something dead or quicken the pace.However, you as a writer, may decide to change their use as in this example
Terrified! He scrambled up the boulders, leaping from rock to rock, glancing fearfully behind him as the waves of noise crashed into him. He must get out. Must get out.
Onomatopoeia
Brings things to life through sound Shhssst! Thwock! The arrows flew.
Broken speech
Interruptions show how fast the action is happening. They make the reader fill in the gaps in their own mind.
“Quickly. You must….!”“Must what?” asked Ben“Anything! Before it’s too la…..”
Changes By moving the scene from quiet to action, back to quiet, the action scene has a more dramatic effect
Too difficult to give an example here.
Action
Technique Description/Purpose Example
Adjectives to describe
What a character looks like are always important but they can be revealed gradually rather than all at once.
His scaly, wrinkled nose sniffed the air. Clean it felt, clean and dry. Eyes twinkled with delight as he saw food.
Nouns to fit the personality
Clothes, particularly need to match the personality of the character.
Scruffy, torn trousers suggested a life of apple scrumping
Interesting adjectives
Can bring your writing alive through the ambitious use of imaginative adjectives.
Leathery, line, crinkled faces peered out at him.
Negative description
Detailing what is not there is an effective way of making your reader aware of what the character might be like
This hobbit had no jacket, no shoes, no umbrella, no sense.
Camera- pan and zoom
Using the idea of how a film director works. As a writer it lets you give a wider view and then focus in on one detail of the character.
A huge, hulk of a troll stood in the way, biceps bulging, enormous tree-trunk legs either side of the door but as he looked into its eyes, the very pupils, he could see his escape – there was no life.
Stream of consciousness
Helps your reader to get inside your character’s head. I’ve got to decide…it’s so difficult….they’ll never believe me.
Subtle reaction
Rather than say a feeling let your reader work it out. Her foot began to tap and tap as she waited and waited.
Movement The way your character moves gives away a lot about their personality or their current feelings.
Shoulders hunched, feet dragging, he shuffled towards the darkened house.
Metaphor States that something is something else, giving the description more power.
Sauce-pan eyes glared at him.
Characters 1
Cont.
Technique Description/Purpose Example
Similes Uses comparison to add depth to description. His knees shook like twanged guitar strings.
Changes How your character changes or is revealed through the experiences in your story is vital to the resolution of many problems.
Too much to say on this area but for example – a character may change from someone who is afraid to someone with courage.
Unusual features
A limp, scar, way of talking can tell a story that lies behind a character.
Across his hand lay a jagged scar and behind that scar was the reason for his journey.
Accents The voices and the words we use tell us a lot about our characters personalities.
“E’ll niver git aht ‘o that ‘ole.”“I was so frightfully upset, old boy.”“We loves our presciousss.”
Characters 2
Back
Technique Description/Purpose Example
Hiding Not revealing to your reader what might be coming/occurring
The door slammed closed and Kitty hear footsteps. The door opened.
Questions To draw your reader into what is happening and getting them to predict
Was that him? How can I be sure? No surely not?
Italics Used to stress an important word within a sentence. No one told him he was lying but they went away shaking their heads.
Ellipses ….denote there is something missing from the text. Very useful for cliff-hangers and thoughts.
No one had noticed…yet. What was that?.... It sounded like …..It can’t be…
Graphology Matches the layout of words/sentences to what is happening in the story by changing boldness/font size
Near, nearER and NEARER
Minor sentences
Do not have the usual subject, verb, object pattern e.g. The dog (subject) chewed (verb) the bone (object). By themselves they do not make sense. They are mainly used to create impact through the use of one or two words within a sentence.
Laughter drifted.No stop. Faster. Faster.Oh!
Simple sentences
Follow the subject, verb, object pattern. They are used to convey simple information and are direct and to the point.
Father closed the door. He picked up his strap. The boy shook.
Compound sentences
Where there are two clauses which have been joined together and make sense in their own right. Words are used to join two simple ideas.
He moved his treasure to the cave and he kept watch on the dragon.I wanted to go shopping but I had no money.
Word and sentence variety 1
Cont.
Technique Description/Purpose Example
Complex sentences
There are a wide variety through the use of commas or connectives but the main idea is that one clause becomes either combined together or dependant on it to make sense-subordinate to it.
The moon, the revealing, full moon, rose into the blanket of the night.
Pace and sentence variety
Changes the pace of the narrative through the length of the sentence – Generally longer, complex sentences are slow. Simple sentences can be quicker. Minor sentences can either stop something dead or quicken the pace. This is not always true – you, the author, can vary their use.
The dancers took to the floor, spotted lighted in a halo of light as the audience was hushed waiting for the music to begin.They danced. The light followed. The audience clapped. The end.
Variety of punctuation
Using , : ; - ( ) and ….. add variety to your sentences. Remember to check the help sheets for advice.
On the table there was a wide range items: a glass bowl, an old baccy jar, various newspapers turning brown at the edges.The girls – Susan and Betty-ran along the beach to join the rest of he group.
Word and sentence variety 2
Back
bellowed called
exclaimed yelled
cried shouted
screamed shrieked
inquired asked pleaded
requested begged beseeched
heckled interrupted retorted
protested persisted advised
counted objected warned
whimpered drawled mumbled grumbled sobbed stammered
whinged moaned complainedgiggled
sniggered
chuckled laughed
sneered snorted
chortled guffawed
Altern
ativ
e
Altern
ativ
e
wor
ds fo
r
wor
ds fo
r
“sai
d”
“sai
d”
Additionalsofurthermoremoreover
Oppositionhoweverbutneverthelessinsteadin contraston the other hand
ReinforcingBesidesawayafter all
Listingfirst of allsecondlyfinallyinitially
Explainingfor examplein other words
Resultsthereforeconsequentlythanks to thisas a result
Subsequentjust thenin the endafter thatlatereventually
Priorat firstBeforeuntil thenin the beginning
Concurrentin the meantimesimultaneouslymeanwhile
Indicating timelaterthe next day
Conne
ctiv
e
Conne
ctiv
e
ss
Speech
and
Speech
and
pickl
e
pickl
e
sand
wich
sand
wich
1. First piece of bread = “
4. Second piece of bread = ”
3. Pickle = Punctuation ( . , ? ! )
2. Filling = words
4 easy steps to PERFECTLY PUNCTUATED SPEECH
1 +
2 +
3 +
4What a perfect punctuation sandwich
“ !”
Cont.
Remember, it is important not only punctuate your speech correctly BUT also to set it out correctly – new speaker, new
line
Chapter Seven
I leaned over the tea chests and shone the torch and
there he was. He hadn’t moved. He opened his eyes and
closed them again.
“You again,” he said in his creaked, squeaky voice.
“What are you doing there?” I whispered.
He sighed like he was sick to death of everything.
“Nothing,” he squeaked. “Nothing, nothing, and nothing.”
I watched a spider scrambling across his face. He caught
it and popped it in his mouth.
Taken from Skellig by David Almond
The same character is speaking, so there is no
need to start a new line.
Character begins to speak so, new line
New speaker, new
line
The narrator starts to
write again, so new line
How many literacy devices can you spot- Repetition, powerful verbs, adjectival phrases,
variety of sentence length….
To see the sandwich again, click here
Response partners for narrative writingResponse partners for narrative writing
Response partnerWhen you read someone’s work Ask your partner to read his/her work Listen carefully as they read their work to you Then read the work yourself
Is it a good read?Say what you like about the writing. Try to find at least two good things to say Think about how the story could be improved
For exampleDoes it have an interesting opening and setting? Are the characters well described? Does the story have an interesting plot? What do you think about the ending?Is there any part that could be improved?Can you make any suggestions? Are there any techniques for the toolkit that could be used?
Is it easy to read?Do any spellings need checking?Do any punctuation marks need to be put in?
Writer
When you have finished drafting
Read it aloud to yourself
Ask yourself:• am I pleased with it?• is there anything I want to change or add?• could I use a technique for the toolkit to improve it?
Now read your writing to a partner• listen to what he/she says• has he/she got any good ideas to help? • think about how many changes you want to make
Show your work to your _______• tell them about your ideas• listen to what they say• have they got any ideas to help you make your work better?
Cont.
Response partners for other types of writingResponse partners for other types of writing
‘Response partners’ are a very effective way of improving your writing.
• they help to reinforce the fact that if you are a writer, you have a reader to entertain and thrill.
• they encourage you to look for ways to improve your work
• they will point out the most effective parts/phrases in your work
• they will suggest techniques from the toolkit that will enhance your writing
However, we write in many other genre and a different approach is needed
When you have checked your work, your partner will read it and
check your WILFs:
•check the sheet/display to ensure that you have included all the features that belong to that genre e.g. bullet points for instructions, time connectives for recounts, topic sentences for newspaper reports.
• look to see that you have all the correct language points e.g. present tense for reports, chatty/informal language for letters to a friend etc.
• they will suggest techniques from the toolkit for ways to interest your reader
• finally they will point out punctuation, spelling errors that need to be checked
Back
Complex sentencesComplex sentencesComplex sentences are used by writers for a number of different reasons. For example they can they add variety your writing, slow down the pace of your writing and they can be used to give a lot of information (description, characterisation, creating an atmosphere). Let’s look at ‘simple’ complex sentence….
A complex sentence is made up of two parts:
• a main clause which tells you about the main point of the sentence
and
• the dependant or subordinate clause which adds extra informationIqbal took the dog for a walk
Before he had tea,
Notice how need we to take a pause and so
we put a comma into the sentence to separate
the clauses
If you take away the subordinate clause the main clause still makes sense but by itself, the subordinate clause does not make sense.
before he had tea.
Iqbal took the dog for a walk.
The sentence can be re-arranged
Macbeth washed the blood from his hands after he had killed Duncan.
After he had killed Duncan, Macbeth washed the blood from his hands.
Remember: Changing the sentence order gives the sentence a much greater impact!