the attitude and emotion of your voice - written or verbal

the reason something is done; the motivation behind doing it

a nonfiction account of something written from a person's memories

the tools a writer uses to create their work- structure and language choices are the most obvious examples

Writing a letter from the British home front: tone, audience and purpose

English

Understanding why people write about war

World War One: propaganda and trench warfare

Reading 'Propping Up the Line', a short story about World War One by Ian Beck

Analysing the presentation of the gas attack: Ian Beck's 'Propping Up the Line'

Ian Beck's ‘Propping Up The Line’: Alice’s experiences on the Home Front

The presentation of trauma in Ian Beck's short story, 'Propping Up the Line'

Symbolism and motif in Ian Beck's short story, ‘Propping Up The Line’

Vivid descriptive writing using Ian Beck's ‘Propping Up The Line’ as stimulus

Using sentence structure to create rhythm in writing about World War One

Reading Katherine Mansfield’s short story, ‘The Fly’ (1922)

Katherine Mansfield's 'The Fly' (1922): exploring character foils and symbolism

Exploring the presentation of the boss in 'The Fly' by Katherine Mansfield

Debating different interpretations of Katherine Mansfield’s ‘The Fly’

Creative writing in the third person inspired by Katherine Mansfield's 'The Fly'

Skim reading and close reading: Wilfred Owen’s 1917 letter to his mother

Letter writing: planning, using Wilfred Owen’s 1917 letter as stimulus

Writing a letter as a soldier in the trenches of World War One

Improving the style of a letter: sentence structure and rhythm

Skim reading and close reading: 'Testament of Youth' by Vera Brittain

Letter writing: planning, using Vera Brittain’s ‘Testament of Youth’ as stimulus

Improving a letter: deliberate verbs and precise adjectives

Comparing texts about World War One using comparative topic sentences

Comparing texts about World War One in comparative analytical paragraphs

In 'A World at War: Short Stories', pupils explore the reasons for writing war literature and how it seeks to convey the suffering of soldiers and civilians, in times of conflict. In 'Power and Conflict Poetry', students explore the many types of conflict that arise through war, with themes including patriotism, propaganda, fear, guilt and duty.

In 'The Tempest', pupils are encouraged to write from the viewpoint of Caliban and Ariel, adopting character voices in creative writing. In 'A World at War', pupils emulate the writing styles of the authors that they encounter, to create an authentic voice in their writing. 

In this unit, pupils explore and compare texts written about the First World War. They first read Beck's 'Propping up the line', Mansfield's 'The Fly' and Wilfred Owen's 1917 letter home to his mum. They finally read Brittain's 'Testament of Youth', and then plan and write a comparative response.

Literary perspectives from the First World War

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Letters were an important method of communication during World War One. Letters end with a sign off. Which sign off is correctly punctuated?

Wilfred Owen was a British poet and soldier, most famous for his poems about World War One. How might you characterise the overall tone of his poems?

I had little patience [...] for my mother's middle-aged acquaintances

life would seem so utterly empty and purposeless without him

I began to look carefully through his letters

Match each quotation from Vera Brittain's 'Testament of Youth' to its tone.

In Vera Brittain's 'Testament of Youth', Brittain recalls how "{{ }} telephone call" filled her with worry, in case it should bring bad news.

In Vera Brittain's 'Testament of Youth', Brittain recalls how the household clock marked off each "hour of {{ }}" during World War One.

In 'Testament of Youth', Brittain recalls her anger at older people who she felt were not affected by war in the same way as the young. She says they "{{ }}" her.

the person or people you intend your text to be read or seen by

Before writing any text, it can be useful to consider its tone, audience and purpose. Match these key words to their definitions.

angry, anxious, despairing, formal, reflective

to present the experiences of those on the home front

Vera Brittain wrote 'Testament of Youth' in 1933. Match 'Testament of Youth' to its tone, audience and purpose.

Letters were an important method of communication during World War One. Letters start with a greeting. Which greeting is correctly punctuated?

fear their loved ones would never return to them

there were food shortages and rationing was introduced in 1917

many women were employed in industries traditionally worked by men

During WW1, soldiers fought on the front line. However, civilians experienced war on what is called the home front. Match the aspect of the home front to its impact.

She says they aren't taking the war seriously.

She feels they patronise her when talking about the sacrifices she has made.

They refuse to buy the flowers she is trying to sell.

They encourage her to give up her studies and become a nurse.

Vera Brittain wrote 'Testament of Youth' in 1933. In Chapter 4, why does she express anger at her mother's friends?

Brittain recalls the anger she felt at young people being killed.

Brittain reflects on how slowly the time passed during the war.

Brittain remembers always feeling a sense of dread during the war.

Brittain remembers imagining what it would be like if she heard Roland was dead.

Brittain knew that if Roland died, university wouldn't help her get over him.

Brittain remembers worrying war would change Roland as a person.

Brittain remembers rereading Roland's letters and crying.

Starting with the first, order these events from an extract of Vera Brittain's 'Testament of Youth' in chronological order.

Writing a letter from the British home front: tone, audience and purpose

Lesson outcome

Content guidance