systemic refers to patterns or structures deeply embedded within social institutions, norms, and attitudes

discrimination, prejudice, or bias based on someone's gender, typically favouring one gender over another

something that is widespread, common, or frequently encountered

challenging or overturning established norms, expectations or authority

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

Creating comparative analytical paragraphs

English

Exploring historical attitudes and perspectives in non-fiction texts

Discussing historical and societal attitudes

Exploring historical perspectives of men

Exploring autobiographical texts

Considering alternative perspectives of war in non-fiction texts

Developing analytical responses

Identifying and analysing a writer’s perspective

Comparing the presentation of perspectives in non-fiction texts

Comparing tone and language choices in non-fiction texts

Reading and forming opinions on a 19th century text

Exploring a non-fiction text with multiple perspectives

Comparing and evaluating non-fiction texts

Identifying and exploring complex ideas in a text

Creating layered language analysis

Planning an analytical response

Varying sentences and using anecdotes to express a viewpoint

Understanding what makes a persuasive speech

Persuasive writing: using credible and effective rhetorical devices

Developing a viewpoint using structural features

Writing a speech: openings and closings

Preparing to write a persuasive speech

Re-drafting a persuasive speech

Considering non-verbal features in presenting a speech

Preparing and delivering a powerful speech

In 'Women's rights across the ages', students look at the way language has evolved in the discussion of gender, from the 18th Century to today and to what extent this reflects changing social attitudes. In 'Macbeth: Lady Macbeth as Machiavellian Villain', students examine the play's unconventional female lead, considering how sympathetically she might be viewed by audiences across the ages. 

In 'Writing with passion', students complete the unit by writing an opinion article, protesting about something that they feel strongly about. In 'Women's rights across the ages', students practise voicing a strong personal viewpoint through a persuasive speech. 

In this unit, pupils read a wide range of non-fiction texts from across history that are centered around the topic of women's rights. They first read a range of texts and identify key themes and techniques within them, before then planning, writing, re-drafting and delivering their own speech.

Women's rights across the ages: non-fiction reading and writing

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Historic or outdated representations of people that may portray inequality or injustice.

Which word beginning with 's' can be described as challenging or overturning established norms, expectations or authority.

Both Bly and Saner use their texts to explore the experiences of women.

Bly focuses on her own experiences, and that of an investigative journalist.

By contrast, Saner's article focuses on the life of a survival expert.

Starting with the first, put these sentences in order for a paragraph which starts by comparing two texts.

In her book 'Around the World in 72 Days', Bly describes: "I was afraid that he would think the idea too wild and visionary." Which words are the adjectives in this sentence?

summarise the main ideas of the whole essay

In comparative analytical paragraphs, what should the final sentence do?

You should always compare the same methods from both texts.

You should compare throughout the paragraph, not just in the topic sentence.

You should use one quotation from each text.

You don't need to analyse methods, because comparison is the main method.

What is true of comparative analytical paragraphs?

You should include one quotation per paragraph so you can explore it in detail.

You should link quotations from different parts of the text together.

You should select quotations that are rich in methods.

You should include long quotations, so you have enough to explore.

You should analyse every quotation you include.

When analysing texts, you will use quotations. What is true of the way you could include quotations?

When given an analytical essay question about a text or texts, it's helpful to {{ }} the question, making short notes about its key words and your initial ideas.

a sentence used to make a point and does not expect an answer

the writer speaks directly to the reader or audience 

citing someone's exact words within quotation marks

narrative voice that uses the pronouns 'I' and 'we'

language use to evoke a specific feeling or emotion

When analysing non-fiction texts you will focus on a writer's methods. Match each of these selected methods to their meanings.

Which word best completes this sentence comparing two texts: "{{ }} Bly and Saner use descriptive adjectives to reveal the experiences of women."

Which words could complete this sentence comparing texts: "Bly uses a first person narrative perspective. {{ }}, Saner uses a third person narrative perspective."

When writing an analytical paragraph which compares two texts, you should start with a {{ }} which states the paragraph's main idea.

an in-depth narrative about a person: their life, achievements and personality

Creating comparative analytical paragraphs

Lesson outcome

Content guidance