 Punctuation
Full Stops .

Used at the end of a sentence which is not a
question
Capital Letters

Used at the beginning of sentences

For the names of people, places and some
events – e.g. London, Prince Charles
Question Mark ?

Used at the end of a sentence when it’s a
question
The Apostrophe ’

Used to show that letters have been missed out

Used to show possession e.g. the teacher’s pen
Comma ,

Used to separate lists/words/clauses

Used to separate connectives such as however,
moreover from the rest of the sentence
Brackets ( )

Used to mark off separate, additional
information e.g. My two brothers (who are in
the army) have both bought a horse
Colon :

Used to introduce a list/definition

Used to introduce an idea that is an
explanation of the one that comes before the
colon e.g. You only have one option: leave this
place immediately
Semi Colon ;

Used to link two connected ideas. Both parts
of the sentence should make sense on their
own – e.g. She walked slowly to the top of the
hill; her feet ached and her legs felt heavy.

Used to separate longer items within a list
Dashes –

Can show a sudden break in sentence, or a
change in thought

Can act as brackets

Used to show a strong interruption e.g. The
trees – the one in front and the one in back –
were cut down to make room for the new
driveway
Speech Marks “ ”

Used to indicate quotes (evidence)

Used to mark direct speech, eg:
James said, “I want to be king.”

KS3 students can consult their English Target
Booklets for more details > DO IT!!
What
What are
are you
you
writing?
writing?
Starting a new
paragraph
 Connectives
T = Text
T = Text Type
A = Audience
A = Audience
P = Purpose
P = Purpose
Think TIPTOP
Time Place
Topic Person
To emphasise
Point > Evidence > Explanation
Ways to start a sent ence
With an adjective – Terrible secrets lay under the sea.
With a verb – Absorbing sunlight and water regularly keeps
plants healthy.
With a preposition – Below sea level there are many
interesting marine species and old wrecks.
With an adverb – Strangely, red rain does actually exist.
With a pronoun – He shouted furiously at the top of his voice.
With a connective – Unlike Great Britain, Austria is a landlocked country.
With a noun – David Almond’s use of bird imagery helps the
reader to understand some of the novel’s key ideas.
Always use full sentences
 The composition of this painting suggests…
 I disagree because…
 The evidence suggests that...
Types of sentences
 Simple : The war started in January.
 Compound : The war started in January and
continued for four years.
 Complex : Having started in January, the war
continued for four years causing thousands of
casualties and widespread damage to infrastructure.
Frequently misspelt words – learn them!
necessary
definitely
recommend
pursue
fulfil
knowledge
permanent
principle
receive
quiet
judgment
apparently
independent
analyse
embarrass
technique
different
familiar
separate
business
achieve
appropriate
believe
column
argument
environment
immediately
above all in particular especially
significantly indeed notably
To compare
equally likewise similarly as with
like in the same way
To contrast
whereas instead of alternatively
otherwise
unlike but on the other hand
To add more information
and also as well as moreover
too furthermore
To sequence ideas or events
firstly secondly thirdly finally
eventually then next since meanwhile
To further explain an idea
although however unless except
apart from yet if as long as
To show cause and effect
because so therefore thus
consequently due to
afterwards before
SEE - I
State: this means
Elaborate: In other words
Exemplify: For example
Illustrate: It’s as if
Question Stems
I discovered…
I learned…
I never knew…
I liked…
I think I will…
I still wonder…
I was surprised…
Sophisticated Questioning…
 CREATING
What is your opinion? Why? Using the evidence can you prove or disprove it?
 EVALUATING
What changes would you make to improve it and why?
Is there a better solution to...? • Do you think…is a good or a bad thing? • What
changes to . . . would you recommend? • How effective are...? What do you think
about it?
 SYNTHESIS
• Can you design a … to...?
• W h y n o t c o m p o s e a s o n g a b o u t ...?
• C a n y o u s e e a p o s s i b l e s o l u t i o n t o ...?
• I f y o u h a d a c c e s s t o a l l r e s o u r c e s h o w w o u l d y o u d e a l w i t h ...?
• W h y d o n ’ t y o u d e v i s e y o u r o w n w a y t o d e a l w i t h ...?
• W h a t w o u l d h a p p e n i f ...?
• H o w m a n y w a y s c a n y o u ...?
• C a n y o u c r e a t e n e w a n d u n u s u a l u s e s f o r ...?
• H o w e f f e c t i v e a r e ...?
• W h a t d o y o u t h i n k a b o u t ...?
 ANALYSING
Explain what you think, but this time using evidence? • What
questions would you ask to learn more? •Is there a hidden meaning?
If…happened, what might the ending have been? • How was this
similar to...? What was the underlying theme of...? • How is . . .
similar to...?
 APPLYING
What approach should you use to organise your research?
Do you know another instance where…? • What factors would you change if…?
Could this have happened in…? • How is…similar to…?
 UNDERSTANDING
Can you compare/summarise/explain? • What do you think might happen next...? •
Can you write in your own words...?• Can you provide a definition for...?
Can you write a brief outline...? • What was the main idea...?
 KNOWLEDGE / REMEMBERING
What is…? • How is...? • Where is...? • Can you describe...? • Can
you tell why...?
What happened after…? • How many...? • Who was it that...?
Can you name the...? • Described what happened at…?
+ Remember, discussion is good!
+ Always use full sentences.
Whiteboard