AQA GCSE

1. AQA GCSE Creative Writing

2. The AO criteria At the end of the unit you will be assessed on: AO4 Writing • Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader. • Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic (simile, alliteration etc) and structural features to support cohesion and overall coherence. (The way it is put together)

3. The AO criteria At the end of the unit you will be assessed on: AO4 Writing • Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

4. Synonyms What is a synonym?

5. Synonyms A synonym is a word with roughly the same meaning as another word. Bright dazzle, shiny, clear, light Synonyms are required within creative writing to ensure that there is variety in the vocabulary.

6. Synonyms Create synonyms for the word annoying. Use the thesaurus if you’re stuck. Annoying

7. Synonyms Aggravating Irritating Annoying Frustrating Infuriating

8. Discourse Markers Discourse markers are words and phrases used in speaking and writing to ‘signpost’ discourse (written or spoken communication of a subject). Discourse markers ‘signpost’ by showing turns, joining ideas together, showing attitude and controlling communication. Examples include: Actually, OK, Anyway, Yet and Because.

9. Discourse Marker Task You should all be including discourse markers in your diary entry. Take the cards out of the envelope. Try to match terms (cards in bold) to the words that fit that marker. Adding something In addition n addition Adding something Further something Also

10. Knowing your TAP Whenever you write something you need to consider: • Text • Audience • Purpose • Things are written for a purpose. To achieve its aim, the piece must appeal to the target audience.

11. Pre-Starter On your sheet: “Describe the room you are in.”

12. Lesson Objective To develop creative writing skills through appealing to the 5 senses.

13. Starter You will work through the short tasks with a partner, however everyone must complete a worksheet. Each pair should have four things in front of them. You will be given instructions as to what you need to do with each item. When you have completed the short task you must update your worksheet with your findings.

14. The 5 senses Each item appealed to one or more of the 5 senses. Writers try to appeal to a readers senses to make their work have a bigger impact/lasting impression. Remember the AO criteria requires you to write imaginatively selecting vocabulary appropriate to task and purpose in order to engage the reader.

15. My sweet shop “Ding-ding” went the bell to announce my arrival. My mouth was watering as I excitedly bounced into the shop. Wall to wall vibrant colours of yellow, green, pink and blue sparkled through the glass jars like jewels. Exquisite flavours and wrappers decorated the store. My hands were clammy as I held my money tightly in my hand trying to decide. Done! I excitedly popped my choice into my mouth. An intense rush of fizz tickled my tongue, as it faded I had a surge of cherry before a soft sweet whizzed around my mouth filling it with a cola flavour. “Delicious,” I sighed.

16. Developing a complex description Read the two sentences below. He was sad. Carefully, he wiped away a glistening tear as he watched her turn away and move purposely towards the door. Which do you prefer and why?

17. Techniques/effects used Adverbs – ‘carefully’ Sight – ‘glistening’ Emotion – ‘tear’

18. Adding – ly, -ing and -ed Descriptive writing can often be improved by making a few changes. I walked through the dark alley and suddenly a hand reached out and grabbed my shoulder. I was breathing deeply as I crept through the deep, dark wood.

19. Descriptive Writing Task You will be given a title. Your task is to write a short descriptive scenario to match the title. You have 10 minutes to produce a paragraph. Success criteria – You must use Ambitious vocabulary Language techniques High impact start Appeal to the senses

20. Techniques Sight Adjectives Metaphor Touch Onomatopoeia Repetition Hearing Alliteration Personification Touch Sibilance Simile Smell

21. Peer Assessment Each of you will now read the work of another student. In reviewing the paragraph you must assess the work against the success criteria. Remember to comment on WWW (What worked well) and EBI (Even better if). Some students will be asked to feedback their findings to the class. Success criteria Ambitious vocabulary Techniques (Simile, repetition etc) Range of punctuation Variety of sentence lengths Appeal to the senses

22. A few golden rules... Have an impact opening ‘Bang!’ Vary the length of your sentences for effect. English is: “The best words in the right order.” Always plan – Quality beats quantity

23. Task - Appealingtothe 5 senses Create a short description of a room of your choice. Use as many of the 5 senses as you can.

24. Improving description Improve one of the following sentences to appeal to the senses: He was nice She was happy The wind blew hard It was sunny He was angry Be ready in 3 minutes to share some examples

25. Formal and informal A) I once saw a couple on Valentine’s Day eating dinner, hardly talking to one another, tapping into their black phones all evening. Why would email be preferable to conversation? B) Clubs are over-priced furnaces with sticky walls and the latest idiot tunes thumping through the air so loud you can’t hold a conversation, not that any of the planks in clubs are capable of it anyway. C) While mobile phones are useful for emergencies or trying to find someone, on the whole they remain superfluous. D) Let’s be honest, a bit of spread, a bit of fat around your bum and stomach is perfectly normal. E) Let’s not beat around the bush here – Holby City makes for excruciating viewing. F) Pointless mobile phone calls squander the time and money of everyone involved.

26. Informal/Formal Answers Formal: A, C, F Informal: B, D, E

27. Piece A If the ratings are to be believed, almost everyone in the country has been watching The X Factor since its return. We’re clearly not sick of Cowell and co just yet. In fact, we’re simply content to watch what is essentially the same series year in, year out. Rather than forming an angry mob and storming the ITV building armed with staves and clubs, we sit and dribble and clap our hands, gurgling ‘again! again!’ like toddlers enjoying the repetition of Teletubbies. Well, I do anyway. Since it’s year for sod all authenticity, I look forward to watching the following: • The scene where the producers ‘pre-audition’ the hopefuls and we have to endure their tales of how much they want to it, how they’ve sung at a few weddings, their families say how good they are (what do they know anyway?) and blah, blah, blah. Just get on with the show. • One of the comically ugly or dreadful singers recount a heart-rending tale about how their hamster died or how they’ve had such a hard time only to audition in front of the sniggering judges. Brilliant TV? I think I’d rather chew my own leg off than watch the new series. Alternatively, I’ll just watch one of the other series seeing as they’re all the same.

28. Piece B According to the television ratings, most people in the country have been watching The X Factor that returned to our screen some weeks ago. It seems that people still want to watch the programme despite having been on for several years now. What surprises me about this is that each series is just a repeat of its predecessors. People are essentially watching the same programme every year. Rather than complaining to ITV producers, people just happily watch the same scenes repeatedly such as the interviews before the audition actually takes place. This normally involves the person auditioning sharing some heart-breaking story in the hope that this will help them get through. It is ghastly to watch. What is even more awful to watch though is the judges laughing openly when people do audition. What has become of modern television? I certainly want nothing to do with it.

29. Which piece is more effective? Why? B A

30. AQA GCSE Commissions – L9

31. Imagery How does the imagery she used add to her argument?

32. Writing Task – 10 minutes On your own, write a paragraph about one of the Teenage problems you previously identified. You can choose a serious tone or a funny tone. You can write using formal or informal language dependent on who your target audience is. Your paragraph must include the following: • 2 synonyms for the word ‘annoying’ • 2 examples of language techniques • Imagery

33. Writing Task – 10 minutes Here are some sentence starters which you may want to use: • .... is annoying because... • Have you ever... • Irritating, unbearable, infuriating are some of the reasons why... Remember the devices used to make your argument more persuasive: Facts/Opinions Rhetorical question Alliteration Simile Repetition Exaggeration

34. Peer Assessment – 10 minutes You must swap work with a partner. Each of you must now assess a piece of work against the success criteria. The paragraph must include the following: • Serious/funny tone • Formal/informal language • 2 synonyms for the word ‘annoying’ • 2 examples of persuasive devices • Imagery Highlight WWW (what worked well) and EBI (even better if)

35. AQA GCSE Commissions – L10

36. Lesson Objective To consolidate understanding of simple, compound and complex sentences and be able to apply them to written work.

37. Punctuation Starter Within your books identify what punctuation you should Use in the following situations: • Asking a question • Ending a sentence • Creating suspense • Expressing/emphasising a strong emotion • Writing a list • When a letter from a word is missing or something belongs to someone

38. Punctuation Answers • Asking a question ? • Ending a sentence . • Creating suspense ... • Expressing/emphasising a strong emotion ! • Writing a list red, yellow and green • When a letter from a word is missing or something belongs to someone is not = isn’t or John’s

39. Your recreations piece requiresyou to use a variety of sentences. So... What is a sentence?

40. Sentences A sentence is a group of words that tells a complete thought. A sentence always tells who or what and what is or what happens.

41. Simple sentences Look at the list below and identify which are simple sentences and which are not.

42. Compound sentence A compound sentence is made up of two short, related sentences. They are joined by the linking words: • For • And • Nor Think: FANBOYS • But • Yet • So Example: Mobile phones are annoying but I cannot live without one.

43. Complex Sentences They often start with: • an -ing verb: Praying for forgiveness, Nancy accepts her fate that she must die. 2. an adjective describing a feeling: Exhausted, Oliver collapsed on the workhouse floor after the terrible beating.. 3. a relative clause (use which, that, who, when, where) The school, which was newly built, was burnt down.

44. Other types of sentences • A declarative sentence makes a statement.The boy is happy. • An interrogative sentence asks a question.Did you turn the light off? • An imperative sentence gives a command or makes a request.Open your mouth. • An exclamatory sentence expresses a strong feeling. It ends with an ! Ouch, that hurt!

45. Identify whether the sentences below are simple, compound or complex • Watching the Sheila’s wheels advert on television is thirty seconds of hell. • University tuition fees are unfair and prevent students from going to university. • Everyone has to queue for hours in A&E • Manufactured boy bands, replicas of one another, are incapable of creating any kind of authentic music of their own. • On some kind of magazine cover every month, Victoria Beckham’s pout, ridiculous and trout-like in proportion, appears.

46. Identify whether the sentences below are simple, compound or complex • Roads with speed humps damage cars and don’t reduce the amount of road traffic accidents. • Men who wear socks with sandals seem to be on the increase, at least in my neck of the woods. • It was a whole new world. • I loath celebrities who are famous for nothing. • All teenagers should be able to watch television.

47. Simple, Compound or Complex Answers 1 Complex 2 Compound 3 Simple 4 Complex 5 Complex 6 Compound 7 Compound 8 Simple 9 Simple 10 Simple

48. Writing Task Re-write the paragraph below to include: A variety of sentences used appropriately Punctuation Imagery Discourse markers Losing work on a computer is the worst thing. You spend hours labouring over your homework and it’s gone. You then have to explain to your teacher that you have lost it. Your teacher doesn’t believe you and sets you a detention. You have to sit in detention redoing the work all over again. The annoying thing is, is that it isn’t as good as the first piece you lost. Your mark isn’t as good as it could be and your teacher now thinks you are a liar. Losing work on your computer is the worst thing.

49. Writing Task “Nooo!” you cry at the screen. “Click, click, click” are the only sounds that can be heard as you tap furiously on all of the keys. “Why me?,” you wail as slow salty tears trickle down your face. Although you know it won’t, you expect the computer to answer you with a justified reason for causing this distress. After all, you have spent hours and hours slaving away to create your English masterpiece. Ok, it wasn’t going to be a headlining new release at Waterstones, but it was a pretty good read and now the only tears are yours and not that of the heroine as she won Prince Charming. I blamed it on the computer but it didn’t cut it with Deane. “It’s such an overused excuse,” she said as she shook her head at me. “A bad workman always blames his tools,” she added for good measure. Talk about kicking you when you’re down. I can still see the glint in her eye as she wrote the detention. Whoever said honesty was the best policy clearly didn’t have her for a teacher! What’s worse is the best grade I can now get is a ‘D’, I’ve got a detention, she thinks I’m dishonest and my computer is still broken. Forget new age, I’m sticking with stone age from now on.

50. Task Go back to the paragraph you created last lesson. Re-read it and identify places where you could now improve it based on your learning this lesson. You should be looking to include a variety of punctuation, different types of sentences as well as some imagery.