prose writing that is informative or factual rather than fictional

say or estimate that (a specified thing) will happen in the future or will be a consequence of something

written or spoken language in its ordinary form, without metrical structure

providing useful or interesting information

reflection of one's thoughts, feelings, and opinions on a particular topic or piece of literature

Developing reading skills and personal responses to non-fiction texts

English

Using inference and embedded quotations to craft effective summaries

Considering and understanding the attitude of a non-fiction text

Crafting an effective comparison of non-fiction texts

Considering and emulating the use of direct address in the opening of a speech

Considering and emulating the use of anaphora in speech writing

Considering and emulating onomatopoeia and alliteration in speech writing

Using colons, dashes, and semicolons effectively in opinion writing

Considering and emulating the use of rhetorical questions in opinion writing

Considering and emulating the use of extended analogies in non-fiction writing

Considering and analysing the use of anecdotes in a non-fiction text

Considering and emulating the use of similes in non-fiction writing

Considering and analysing attitude in non-fiction writing

Analysing and comparing language techniques in non-fiction writing

Considering and emulating the use of hyperbole in opinion writing

Using comparatives and superlatives to effectively compare non-fiction texts

Planning a speech and building your counter-argument

Using rhetorical devices to write an effective speech

In 'Non-Fiction: Changing Views', pupils compare language choices used in non-fiction texts. In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language, to express similar or differing viewpoints.

In 'Non-Fiction: Crime and Punishment', pupils analyse the language choices of authors in non-fiction texts. In 'Non-Fiction: Changing Views', pupils compare language choices in non-fiction texts.

In this unit, pupils develop their non-fiction reading and writing skills. They look at a range of nineteenth century and modern texts in tandem, and practise comparing viewpoints. They then practise emulating different techniques from the texts in order to develop their speech and opinion writing.

Non-fiction: changing views

Depiction or discussion of violence or suffering

Which of the below can be helpful in predicting what an article is going to be about?

'Reflection of one's thoughts, feelings, and opinions on a particular topic or piece of literature' is the definition of a {{ }} response.

The title implies an encounter with a tiger.

It was published in 'The Boy's Own Paper'.

Which of the following factors might contribute to the implication that Jamrach may want to portray himself as brave in his encounter with a tiger in the article 'My Struggle with Tiger'? 

'Written or spoken language in its ordinary form, without metrical structure' is the definition of {{ }}.

Rawlinson's article is likely to be more sympathetic.

Jamrach's article is likely to be more sympathetic.

There isn't likely to be any change in attitude.

Rawlinson's article, 'Gorilla recaptured after escape...', is written over a hundred years after Jamrach's 'Tiger' article - how do you think this might affect attitudes towards animals in captivity?

It was published in a national newspaper.

Which of the following factors from Rawlinson's article, 'Gorilla recaptured after escape...', might suggest a less emotional, personal response to the animals?

'Prose writing that is informative or factual rather than fictional' is the definition of?

A text that provides useful or interesting information is the definition of which word beginning with 'I'?

Complete this sentence: If a writer uses "I", it suggests that the text is written in {{}} person.'

Which reading skill can help you before reading a complex text?

Complete this sentence to fill the blanks: Contextual information can include; __________, __________ and _________.

In a first-person narrative, which pronoun is typically used to refer to the narrator?

Developing reading skills and personal responses to non-fiction texts

Lesson outcome

Content guidance