Homework 1 Due: 15/1 (Extra Lesson)

1. Homework 1Due: 15/1 (Extra Lesson) You will be working in teams of 4. Produce a DRAFT OF SECTIONS 2-5 for the Jan 2013 question. You must use Slides 3-4 to inspire you. Take time to plan (we will work more on this on 22nd). Share out the conventions of persuasive and descriptive writing to include in the writing. Even if you share out the paragraphs, all must be on one sheet of A4 You must have the work to be involved in the extra lesson; otherwise you will work on this individually in detention.

2. January 2013 (First Mock)

3. How will your writing be structured? 1. • Final impact – semantically linked to intro 2. 6. 5. 3&4. Ideas – in priority order

4. Suitable Conventions (Persuade) Explain Describe • Rhetorical questions • Statistics (twenty-one to ninety-nine) • Emotive language • Repetition • Personal pronouns – ‘we’ and ‘our’ • Tripling: horrific, devastating and catastrophic • Imperatives • Irony – no time but watch Corrie five times a week • Counter-arguments: You are probably thinking, “ “ • Quotes from experts • Parallel phrasing or anadiplosis for emphasis • Colons to evidence • Declaratives • Facts • Definitions • Clarification • Concise vocab • Imagery • Anecdotes • Exemplification • Imagery • Concise vocab • Semi-colons to list phrases of detail and description

5. EXTRA LESSON 1:STRUCTURE: Text and Sentence Level

6. starter: Conventions have you got them all? HIGHLIGHT THEM IN YOUR WORK! • Rhetorical questions • Statistics (twenty-one to ninety-nine) • Emotive language • Repetition • Personal pronouns – ‘we’ and ‘our’ • Tripling: horrific, devastating and catastrophic • Imperatives • Irony – no time but watch Corrie five times a week • Counter-arguments: You are probably thinking, “ “ • Quotes from experts • Parallel phrasing or anadiplosis for emphasis • Colons to evidence • Declaratives • Facts • Definitions • Clarification • Concise vocab • Imagery • Anecdotes • Exemplification • Imagery • Concise vocab • Semi-colons to list phrases of detail and description

7. Our Purpose and Our Audience The relationship between writer and audience changes as our writing progresses. We seek to develop that relationship through a text, e.g. from ignorance to full awareness backing of our idea. How do these sections of a piece of writing help us do that? What is the true goal of this writing?

8. Why are structural techniques particularly important to our writing?

9. How to move between paragraphs

10. By Creating a Voice! Otherwise your work will be boring! How to construct an impactful detailed main body paragraph Michelle Obama And Hadiya? Oh, we know that story. Just a week after she performed at my husband’s inauguration, she went to a park with some friends and got shot in the back because some kid thought she was in a gang. Hadiya’s family did everything right, but she still didn’t have a chance. And that story -– the story of Hadiya’s life and death –- we read that story day after day, month after month, year after year in this city and around this country… See, at the end of the day, this is the point I want to make: that resources matter. They matter. That what it takes to build strong, successful young people isn’t genetics, or pedigree, or good luck. It’s opportunity. And I know from my own experience. I started out with exactly the same aptitude -– exactly the same intellectual, emotional capabilities -– as so many of my peers. And the only thing that separated me from them was that I had a few more advantages than some of them did. I had adults who pushed me. I had activities that engaged me, schools that prepared me to succeed. I had a community that supported me and a neighbourhood where I felt safe… Because we know that every single child in this city has boundless promise no matter where they live. And whether we give them the chance to fulfil that promise and grow into productive adults who lead meaningful lives -– see, that’s on us. That’s our job. And our kids know when we’re fulfilling that obligation. They know. They know the difference between lip service and reality. They see it and feel it every single day. https://www.youtube.com/watch?v=iL__GmEhgVY

11. Tweaking to Transform You are to improve the ‘voice’ in the paragraph you created using the advice given to you today ON PARAGRAPH LINKS AND SENTENCE/PUNCTUATION CHOICE. I will circulate to help and support you. Trial ideas today. You next English homework will be to provide a redrafted version of this middle section of the writing that you teacher can mark ahead of the next extra lesson. To improve the writing you have the following enable pack: • Revision guides you have purchased • Learning mats • Examples of writing/speaking to argue

12. Stuck Wall Three Before Me • Use your support pack: • Revision guide • Learning mats • Examples of writing/speaking to argue • Plus what you know about positioning topic sentences, using punctuation for effect and structuring and varying sentences for effect. • Re-engage brain • Look it up • Ask a friend Our Goal

13. Choose your speaker… Create a WILF for your work… Someone is going to read your improved paragraph in the role of envoy to a neighbouring group. You will then talk through with them how you made your writing so emphatic and meaningful and they must tick off your WILF.

14. Heads up! Your next English homework will be to ensure that the main body of the writing has been redrafted (one copy per group) so that I can mark it ready for next extra lesson. In the next extra lesson, we will look at motifs, intros and conclusions and vocabulary… Another redraft will then take place and then finally we can produce class booklets for each of you of you’re A* answers!

15. Homework 2Due: 00/1 (ahead of Extra Lesson) Redraft main body of writing applying all the advice given in the extra lesson and by using resources such as your revision guide.