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

writing that expresses personal views on a topic, backed by reasoning, to persuade or inform readers

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

informal language used in everyday conversation

understanding and sharing the feelings of another person, showing emotional connection

Considering and emulating the use of hyperbole in opinion 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

Analysing and comparing language techniques in non-fiction 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

What is being described here: 'exaggerated claims not meant to be taken literally, used for emphasis'?

Which of the following contexts is useful to consider when forming your initial response to a non-fiction text?

this article may be about the writer's personal experience

Elizabeth Day's article is called 'Are we there yet?'. What inferences can we make from the title?

The results were statistically significant.

Which of these is an example of hyperbole?

Complete this sentence: We can use contextual information to make {{}} about what we expect to see in a text.

It builds suspense and maintains reader engagement.

It helps to break up a series of long sentences.

It helps to vary the pace of the text when read aloud.

What two effects does Day's use of hyperbole create?

writing that presents unbiased, factual information

writing that explains how to complete a task

writing that shares personal views on a topic

a question meant to be answered literally

a question used to make a point or emphasise something

Which of these is an example of colloquial language?

to memorise and recite the text word for word

to analyse the text's structure and language

to express your own feelings, thoughts and interpretations about the text

What does it mean to form a personal response to a text?

When responding to a text, which of the options below could be useful synonyms for 'this suggests'?

Considering and emulating the use of hyperbole in opinion writing

Lesson outcome