the fact of two things being seen or placed close together with contrasting effect

to overpower the thoughts, emotions or senses

a group of words or phrases with a related meaning

words that imitate the natural sound associated with their meaning

Analysing and comparing language techniques in non-fiction writing

English

Developing reading skills and personal responses to non-fiction texts

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

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

Both Dickens and Day use which adjective beginning with 'c' to suggest busyness in 'Greenwich Fair' and 'Are we having fun yet?'?

Day {{ }} the word "crammed" with "sipping" in 'Are we having fun yet?' to dampen the chaotic effect.

In 'Greenwich Fair', Dickens uses words like  'clanging' and 'squeaking'. We could say these are {{}} verbs.

Dickens enhances the busyness of "crammed" in 'Greenwich Fair' by using a {{ }} of chaos.

By using listing throughout 'Greenwich Fair', Dickens arguably makes the reader feel which sensation beginning with 'o'?

'Having an unpleasant mixture of sounds' is the definition of which word beginning with 'c'?

'To overpower the thoughts, emotions, or senses' is the definition of feeling which word beginning with 'o'?

What is being described here:  'the words, ideas, feelings or concepts we associate with a word or symbol.'?

Which of the below are examples of word classes?

What word is missing from this definition of semantic fields: 'A group of words {{}} in some way'?

What semantic field has been used here? 'The fair buzzed with the cacophony of excited chatter, clattering rides, lively music and clanging amusements.'

'The fact of two things being seen or placed close together with contrasting effect' is the definition of which word beginning with 'j'?

Analysing and comparing language techniques in non-fiction writing

Lesson outcome