the language a writer uses to communicate their perspective- this could be serious, hopeful or fun etc.

questions posed for effect, not requiring an answer, to emphasise a point

exaggerated claims not meant to be taken literally, used for emphasis

speaking directly to the audience using 'you' to engage and involve them in the message

Planning a speech and building your counter-argument

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

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

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

To refute something means 'to {{}} something wrong or untrue'

A good speech often includes rhetorical devices to engage the audience.

The tone of a speech should always be formal and serious.

Understanding the audience is crucial for effective speech writing.

Repetition can be used in speeches to emphasise key points.

Which of these statements about speech writing isn't accurate?

What is the name for the group of people who listen to a speech?

When you consider the opposite view to your central argument, it's called including a {{ }}. 

Which persuasive devices help best to add impact to your counter-argument?

Fair have a very negative impact on the local environment.

Fairs celebrate a local area's cultural diversity.

Imagine you are writing an opinion piece arguing that fairs should be banned. What are some reasonable counter-arguments we could expect?

Opinion pieces are often found in which type of daily print?

accept that opposing ideas may have a point but you don't agree with it

When you are writing a persuasive opinion piece it is good practice to refute opposing ideas. What does refute mean in this context?

writing an email to friends about a holiday

writing a letter to your MP about climate change

writing a speech to school governors about extra curricular activities 

Which of the following are examples of where a serious style, tone and register would be appropriate?

Which is **not** an example of transactional writing?

to impress readers with elaborate language

to express the writer's personality and emotions

to ensure language is appropriate, organised, and effectively communicates

to create a unique, unconventional writing style

Why do we need to consider the 'form' of a piece of writing?

Which of the following should be considered when approaching a transactional writing task?

Planning a speech and building your counter-argument

Lesson outcome