the use of words that imitate the sounds associated with them, like 'buzz' or 'clang'

repetition of the same initial consonant sound in closely positioned words, e.g 'terribly tall trees'

the first reaction or reply given to a statement or stimulus, often immediate and spontaneous

give special importance to something in order to highlight its significance or draw attention

Considering and emulating onomatopoeia and alliteration in speech 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

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

The repetition of vowel sounds in a line of text.

The use of parallel structure in writing.

A figure of speech where two contradictory terms are combined.

The use of exaggerated statements for effect.

The repetition of vowel sounds in a sentence.

The repetition of the same initial consonant sound in closely placed words.

using too many examples too close together

using to represent sounds outside of the natural world

using it in the same sentence as alliteration

not matching the words with the tone/subject of the speech 

Which of these things should you avoid when using onomatopoeia?

distract from your main points by not focusing on the key ideas

using alliteration on the final line of a speech

using alliteration in conjunction with other devices

Which of these things should you avoid when using alliteration?

To give special importance or prominence to it.

What does it mean to 'emphasise' something?

Onomatopoeia and alliteration are both aural devices. This means they both link to...

Which of the following means 'words used to refer to people without saying their name'?

Speeches and opinion pieces can be considered what type of writing?

'When a word or phrase is repeated at the beginning of a number of sentences or clauses.' What device is being described here?

It confuses the audience and makes the message unclear.

It enhances the audience's engagement and helps reinforce the main message.

It makes you sound like an expert and people are more likely to believe you.

It isn't - in fact, it can make your speech boring and difficult to follow.

Anaphora and a refrain are both examples of repetitious devices. Why can repetition be effective in a speech?

Lucas was given some feedback to make his speech more engaging and make it seem like he is speaking to an actual audience. Which of the below would be good things for Lucas to include to achieve this?

Choose which methods you'll use in your speech and write some examples.

Decide what your counter argument will be.

Decide how many paragraphs you'll need to write.

Make notes about your initial response to the statement.

When given a statement to write about a speech about, what is the first thing you should do?

Considering and emulating onomatopoeia and alliteration in speech writing

Lesson outcome

Content guidance