Creative Writing with Archival Sources - SWHEA Education Programme

1. DO NOW: On your MWB, write: • 5 synonyms for the word ‘restrain’ • 5 different types of sentence openings • The five senses • 5 different structural techniques • 5 different language techniques

2. Rachel Wood Learning Officer Saltaire Stories is the education programme of SWHEA: Saltaire World Heritage Education Association, charity no.115756 Photographs and information by courtesy of local Historians; Helen Broadhead and Alan Cattell. Only to be used for educational purposes.

3. GCSE English Language Paper 1 Q5 Learning intention: To use real archival sources as a prompt to extend and organise creative writing to make its content and structure more compelling, convincing and ambitious. Assessment Objectives • AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts • AO6: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

4. Watch the trailer for the film ‘Suffragette’ and answer the questions below: 1) What tone is created? 2) What camera shots and angles that are used in the trailer? What is the effect of this structure? How does it make the viewer want to watch the film?

5. There is a story behind every picture… What could the story be behind this one? Your story has to capture the reader in the same way as the beginning of a film or a trailer, does to a viewer.

7. Paragraph 1 - Panning shot Describe the wider setting What is the environment like? What is the weather like? Use pathetic fallacy What is the sky like? Create your tone. Outside? Where? What can be seen? What else is there but not on the picture? What can be smelt? What sounds would there be? How would it feel to be there? What is the weather like?

8. Paragraph 1 - Long shot Describe the setting Add detail. Focus on the place? Describe any buildings, the car, the road, the mass of people… Why are the cars not moving? What are the people doing on the street? What are they wearing? What are the differences in the way the people are dressed? What colours would be seen? What noises would be heard? Whose voices?

9. Paragraph 2 - Medium shot Describe the characters Whereare they? What do they look like? What are they wearing? What are they doing? Show their personality – don’t tell! Who can you see in the background? How does the Policeman look? He looks like he is holding the woman but not leading her – why? How are they walking – why?

10. Paragraph 3 - Close up/ Low angle shot Next your main character will do something. Could be a flashback/ flashforward/ something they are doing or even thinking about in the present. Could be looking at something from a different perspective. What does she want to happen? What could she be feeling? Flashback – where has she come from? What is her life like normally? Or Flashforward - Where is she going? Where could she end up? What could happen to her?

11. Paragraph 4 - Close-up Keep focus on your character or you can switch to setting but something changes in this paragraph. Add detail. You could change the tone. Why is she smiling?

12. Paragraph 5 - Extreme Close-up Zoomin further Something is revealed to leave the reader in shock or surprise you can end on a cliffhanger or you can link back to the beginning so you have a cyclical structure. How does the story end for her? What happens? Does anything change?

13. There is a true story behind this photograph… This is a picture of Annie Kenney, being arrested in a suffragette demonstration, in London. She was from a working class family and had worked in a mill from the age of 10 years old. She was imprisoned at least 12 more times for either speaking out about women’s suffrage or for obstructing police. The suffragettes were happy to be arrested as it gave more publicity for their cause of getting women the vote. They wanted to be seen and went to great lengths to have their ‘voice’ heard - they disrupted Parliament, chained themselves to railings, broke windows, burned down churches, held huge marches and demonstrations, attacked politicians, set post-boxes on fire, slashed paintings, went on hunger strike when arrested and endured force feeding when it began in 1910. Bradford was no exception. Annie Kenney’s older sister Nellie Kenney moved to Bingley and became Bingley WSPU Organiser. In 1907, Nellie Kenney was arrested (with other ‘Bradford Warriors’) after she commanded a procession to the House of Commons to convey to the Prime Minister a protest against the omission of all reference to the question of woman suffrage in the King’s Speech.

14. Taken from the Yorkshire Observer, 1908 – courtesy of Helen Broadhead Great Sunday Demonstration An open-air demonstration was held at Shipley Glen yesterday in connection with the Women’s Social and Political Union. Viewed from the standpoint of numbers the undertaking was a great success. The weather was delightfully fine, and all sorts and conditions of people trooped to the famous rendezvous in thousands from every part of the surrounding district. The tramours on the Saltaire section were packed in Forster Square, Bradford, as rapidly as they could be brought up. Indeed, the tramway officials were altogether unable to cope with the demands made upon them. The opportunity was accordingly a very good one for the Midland Railway officials to reap a harvest for their company, too, and they set about doing it. Special trains were promptly put on and between two o’clock and 3.40 there were 3700 passengers booked for Saltaire, or at the rate of 37 per minute…The crowd which eventually gathered on the Glen plateau was variously estimated at fifty, sixty and seventy thousand and must have been somewhere between the two extremes. The scene was most impressive. Nearly every person in the vast concourse was well dressed, and the varied hues of the summer costumes of the ladies made up a wealth of colour that was very striking and pleasing. On the whole, it w as a well-ordered crowd. Stories had been circulated about the probability of organised opposition of a determined, if not violent, character. These stories, however, proved to be unfounded. If any definite scheme had been devise by any band of mischievous persons it failed to be put into successful operation. Some small bands of noisy youths paraded about singing snatches of tunes, but little attention was paid to them. Six wagons were used as separate platforms, and two speakers were allotted to each. Around each of these improvised platforms there was a big ring of sympathisers, and the noisy, pushing youths did not find it easy to make even any effective disturbance. By their singing, so called, and the occasional tinkling of a bell they interrupted the thread of some of the speakers’ arguments at intervals, but the selected speakers stood their ground with great determination and succeeded in every in making themselves well heard by a large proportion of the people gathered around them. The stale joke of releasing sulphuretted hydrogen was tried, but the open air does not lend itself to that kind of offence like a closed room, and the attempt fell almost as flat as a damp squib…. The chief speakers were Mrs. Pankhurst, Miss Adela Pankhurst, Mrs. Baines, Miss Mary Gawthorpe, and Miss Nell Kenney….

15. T. Type = narrative A. Audience = general P. Purpose = to entertain Your school wants you to enter a creative writing competition. Write a narrative, suggested by this picture and with the title: ‘I will be arrested’ • YOU NEED to: • make your narrative convincing and compelling. • use extensive and ambitious vocabulary. • craft your sentences using detail, language techniques, whole text structural and grammatical structures. • Write in linked paragraphs • Use a range of accurate punctuation.

16. 35 mins TASK:Write a narrative suggested by your picture. Language techniques metaphor simile personification pathetic fallacy onomatopoeia alliteration sibilance contrast use of the senses anaphora oxymoron juxtaposition sensory language Structural techniques foreshadowing introduction of setting/ character rhetorical question semantic field juxtaposition flashbacks/ flash forwards cyclical structure/ cliff hanger dialogue chronological/ non-chronological tense narrative voice repetition parallelism Sentence starts 1.adverb beginning 2.verb beginning 3.prepositional start 4.conjunctions 5.double adjective start 6.triple noun colon 7.more more more 8 simile start Sentence types 1.Sentence fragment 2.Independent clause 3.Independent clause + conjunction + independent clause 4.Independent clause + semi colon + independent clause 5.Dependent clause followed by an independent clause 6.An independent clause followed by a dependent clause 7.Embedded clause surrounded by two dashes or two commas 8.Triple noun colon 9.Dash

17. Feedback Swap with your partner. What did you think about their response? What would you give it as successes and next steps?