Transcript Slide 1 - Lowdham Primary School

Recounts
Explanations
Narrative
Reports
Instructions
Letters
Journalistic
Formal
Auto-/biography
Argument
Diary entry
Play scripts
Literacy devices -brief
Literary devices- detailed
Writer’s check list
Words to replace ‘said’
Connectives
Punctuating speech
Sentence punctuation
Complex sentences
Response partners
Recounts
Recounts 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 (….)
Biography
A 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 language
Cont.
Autobiography
An 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
Explanations
Explanations 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 subheadings
• 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
Narrative
Narratives 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 ( - …… ! :)
Reports
Reports 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 writing
Journalistic 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
Instructions
Instructions 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 Letters
Letters 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…’
before signing off with ‘Love …’ for family or ‘Best wishes/regards….’ for friends
l
• 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 Letters
Letters 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
Writer’s tool Kit – include at least 2 from each box in
Other literary devices
Punctuation to make your work
your work. See other pages for many more ideas
can create
stand out
effects
Sentence variety: A variety of sentence lengths add interest
•Pathetic fallacy
-full
stops
Minor – no verb: Can stop the story dead, quicken the pace by
•Repetition
adding tension e.g. Then. Silence.
-commas
•Stream of
Short or simple: Can quicken the pace of the story e.g. There was no -semicolons
conciseness
going back.
-colons
•Foreshadowing
Complex – using commas: tends to slow the story down and adds
-dashes
extra information e.g. The dog, who’s bowl I’d just tipped over, was
•Broken speech
growling in the corner.
-brackets
•Personification
Compound – using and, but: He wanted to go out but it was raining.
-ellipses
•Alliteration
- apostrophes •Negative description
Connectives: To add interest
later, the next day, until then, however, although, also, plus
Passive and active voice: examples are
Active- the subject is the focus of the verb: Jim ate the bun.
-question
exclamation
& speech
marks
Passive – the object is the focus of the verb: The bun was eaten by Jim.
•Onomatopoeia
REMEMBER
- Paragraphs
- New speaker, new line
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.
Story Framework
Beginning: 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
Look at these lists,
check through your work
and include any of these
ideas that you think
would improve your
work.
Sentence structure
I have used:
 full stops
 question marls
 commas
 speech marks (see help sheets)
 a range of connectives
 conjunctions and
connectives
 interrupted speech
Style
I 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
 a variety of sentence lengths
- minor, simple, compound and
complex sentences (see
writer’s toolkit)
 alliteration e.g. the wild
wind whistled
 different word order- putting
the adverb first e.g. Slowly the
handle turned
 Stream of consciousness
 onomatopoeia e.g.
slithering snakes
 font size and layout
Colons and semicolons
CommasCommas
and
exclamation marks
and
exclamation marks
Brackets and dashes
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
Settings
Tension
Characters
Action
Word and sentence
variety
Tension
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 story1. Longer, complex sentences are slow
2. Simple sentences can be quicker
3. 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 birds
3. 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.
Settings
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.
Action
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 pace
2. Simple sentences can be quicken the pace
3. 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.
Characters 1
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.
Cont.
Characters 2
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.”
Back
Word and sentence variety 1
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.
Cont.
Word and sentence variety 2
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.
Back
inquired
asked
pleaded
requested
begged
beseeched
whimpered drawled
mumbled
bellowed
called
grumbled
sobbed
stammered
exclaimed
yelled
whinged
moaned
complained
cried
shouted
giggled
sniggered
screamed
shrieked
chuckled
laughed
retorted
sneered
snorted
protested persisted
advised
chortled
guffawed
counted
warned
heckled
interrupted
objected
Opposition
however
but
nevertheless
instead
in contrast
on the other
hand
Reinforcing
Besides
away
after all
Addition
also
furthermore
moreover
Concurrent
in the
meantime
simultaneously
meanwhile
Prior
at first
Before
until then
in the beginning
Subsequent
just then
in the end
after that
later
eventually
Explaining
for example
in other
words
Indicating time
later
the next day
Listing
first of all
secondly
finally
initially
Results
therefore
consequently
thanks to this
as a result
4. Second piece of bread = ”
3. Pickle = Punctuation
(. , ? !)
2. Filling = words
1. First piece of bread = “
4 easy steps to
PERFECTLY PUNCTUATED SPEECH
1 + 2 + 3 + 4
“ What 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
Character
begins to
speak so,
new line
How many literacy devices can you spotRepetition, powerful verbs, adjectival phrases,
variety of sentence length….
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.
New
speaker,
new line
“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.
The same
character is
speaking, so
there is no
need to start
a new line.
“Nothing,” he squeaked. “Nothing, nothing, and nothing.”
I watched a spider scrambling across his face. He caught
it and popped it in his mouth.
The narrator
starts to
write again, so
new line
Taken from Skellig by David Almond
To see the sandwich again, click here
Response partners for narrative writing
Writer
Response partner
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?
When 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 example
Does 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?
Cont.
‘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
Response partners for other types of 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 sentences
Complex 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 information
Iqbal took the dog for a walk before he had tea.
The sentence can be re-arranged
Before he had tea, Iqbal took the dog for a walk.
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.
Remember: Changing the sentence order gives the sentence a much greater impact!
Macbeth washed the blood from his hands after he had killed Duncan.
After he had killed Duncan, Macbeth washed the blood from his hands.