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Now repeat the exercise for short pieces of writing

Spot the five differences and use connectives to compare and contrast the images. Write this in a paragraph of 6-8 lines. Now repeat the exercise for short pieces of writing . Excerpt from a comic’s autobiography. Excerpt from a short story about a desperate woman.

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Now repeat the exercise for short pieces of writing

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  1. Spot the five differences and use connectives to compare and contrast the images. Write this in a paragraph of 6-8 lines

  2. Now repeat the exercise for short pieces of writing Excerpt from a comic’s autobiography Excerpt from a short story about a desperate woman She looked into the mirror and straightened her red hat lightly. This was her time: her time to show them what she was made of, her time to shine, her time to show those guys that she was no loo-loo. She looked forward and sighed – would they care? Would they listen? This was it. And so, as I stood there trembling (I mean, literally shaking for Christ’s sake!), I suddenly felt all of the pressure on me. S**t. This was my audience, my time, my opportunity to stand up there and actually make someone laugh. Should I go on with the one about the Nun or the Priest? Balls.

  3. Question 4 – how do writers use language to appeal to their audiences? Compare Source 3 to another source 16 marks. English Language GCSE

  4. The passage has been crafted to have greater impact – how? The men held us in a room. We felt like men and smelt like hens. We had no idea of the time and dreaded the sound of boots and the lock on the door. It was torture…..

  5. Underline any words or phrases that the writer has used to have a greater impact on the reader They held us in a small room. We felt like condemned men and smelt like battery hens. We had no idea of the time and dreaded the dull echoes of sharp boots and crank of the lock on the door. It was an eternity of torture…..

  6. So let’s start to look at what types of words have been used MODIFIERS • A modifier describes the qualities or characteristics of a word or phrase. There are two types of modifiers in English, adjectives and adverbs. • Modifiers can come before (pre) or after (post) the word or phrase they are describing and they always modify a noun or a verb.

  7. How do the sentences change depending on the modifiers? • The girl sat on the chair • The podgy girl sat her swishy backside on the red velvet arm chair • The view was nice from the rocks • The vivid view was impressive from the mottled rocks

  8. Nouns • Nouns are naming words, you can get different types of nouns including: • Abstract: something that can’t be touched (emotions) • Concrete: something that can be touched • Collective: a name for a group of things • Proper: the name of a place or person (always has a capital letter)

  9. What type of noun…? • Love concrete • School of fish abstract • Table collective • Whitley Bay proper

  10. How has the writer of this autobiography used language to have a greater impact on the reader? They held us in a small room. We felt like condemned men and smelt like battery hens. We had no idea of the time and dreaded the dullechoes of sharp boots and crank of the lock on the door. It was an eternity of torture….. Green = nouns Red = pre-modifers (adjectives or adverbs) Purple = pronouns

  11. What an answer should look like The writer makes their captivity vivid by using a series of devices. First, two similes are used to stress their desperate situation (‘like condemned men’) and the inhuman conditions they were kept in (‘smelt like battery hens’). The impact of these similes is strengthened by the pre-modifiers‘condemned’ and ‘battery’. Alliteration is used as the jailors approach (‘dreaded the dull’), and the use of the pronoun‘they’ to name these men makes them sound even more intimidating. The fear of the writer is further intensifiedthrough the use of onomatopoeia ‘crank’ which captures the sound of the key turning. Finally, the metaphor of an‘eternity of torture’ is used to express how long and painful it must have felt for them at the time.

  12. OLD FAITHFULS Emotive language Rule of Three Use of colloquialism Short sentences Alliteration Metaphors Similes Rhetorical questions Powerful adjectives Humour and satire Powerful and shocking words Facts and figures Anecdotes Can we add any further Language techniques/devices to the list?

  13. Question 4 lesson 2

  14. Define the terms using the examples: His life could – no – WILL end today if you do not help him. He is desperate He was sad, lonely and tired Come on man –ya having a right laugh Peter picked some peppers That lolly was paradise on a stick She grinned like a Cheshire cat Surely you want me to win? It was: immense, intriguing and sophisticated 98% of people think that you are an idiot And so, the other day, as I said to Margaret, I said, I can’t believe this is happening and she said.......

  15. OLD FAITHFULS Emotive language Rule of Three Use of colloquialism Alliteration Metaphors Similes Rhetorical questions Powerful adjectives Humour and satire Powerful and shocking words Facts and figures Anecdotes

  16. Now repeat the exercise from earlier and now use some terminology Excerpt from a comic’s autobiography Excerpt from a short story about a desperate woman She looked into the mirror and straightened her red hat lightly. This was her time: her time to show them what she was made of, her time to shine, her time to show those guys that she was no loo-loo. She looked forward and sighed – would they care? Would they listen? This was it. And so, as I stood there trembling (I mean, literally shaking for Christ’s sake!), I suddenly felt all of the pressure on me. S**t. This was my audience, my time, my opportunity to stand up there and actually make someone laugh. Should I go on with the one about the Nun or the Priest? Balls.

  17. Sentence types • Simple sentences – • Compound – • Complex –

  18. Sentence types • Simple sentences – these contain one piece of information • Compound – these contain two pieces of information • Complex – these contain longer or less relevant pieces of information

  19. Checking – Sentence Functions • Imperative sentences – these are commands • Interrogative sentences – these are questions • Exclamatory sentences – these are powerful and have exclamation marks • Declarative – these are statements

  20. A way to remember • Question 1 ... [1a/1b in F paper] • Question 2... • Question 3... • What could we do for question 4? • How can writing have an impact on us?

  21. What impact could it have on the reader? • To make them laugh • To shock • To create tension • To prompt thought • To build a fuller picture • To follow a theme • To create urgency • To direct sympathy • To provoke a reaction • To invite a response • To show a different perspective • To highlight key points • To be concise • To leave the reader wanting to know more • To sustain interest Who can think of some examples of writing which achieve this impact?

  22. Source 3 Source 2

  23. Exploring some sources Read both sources, complete the venn and then write a response together Remember to use lots of connectives and then finish this writing off yourself

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