Week 6 Learning Intentions (WALT)
Students:
1. Develop an understanding of how to identify sound techniques: assonance,
consonance, alliteration and onomatopoeia
2. Develop an understanding of the effect these literary techniques have on a text’s
pace, rhythm, meaning
3. Develop an understanding of how to use sound techniques in their own writing
4. Learn to use common connective words for adding information in its correct
context
Success Criteria – (WILF)- To assess for student understanding of the content covered, it
is important to effectively communicate these elements for each literary technique
covered.
1a. Assonance is defined as the act of repeating a vowel sound in a phrase or sentence. It
often occurs in poetry.
E.g. She seems to beam rays of sunshine with her eyes of green.
In this example, the speaker uses assonance to describe a pretty woman.
Assonance occurs in the repeating vowel sounds of seems, beam, and green.
1b. Consonance is the combination of consistently copied consonants.
consonance is all about consonant sounds, not vowel sounds.
Typically, the letter appears at the beginning of the words, meaning consonance is also
an example of alliteration, or a repeated first letter. However, consonance does NOT
have to appear at the beginning of the word or be spelled the same–it just has to be a
repeated consonant sound.
1c. Alliteration occurs when there are words in the same sentence that begin with the
same sound are placed close together. Although alliteration often involves repetition of
letters, most importantly, it is a repetition of sounds.
Example
Phillip’s feet
Is an alliteration because the sounds are the same. On the other hand:
Cheerful cop
It might begin with the same letters, but it is not alliteration because the sounds
are not the same
1c. Onomatopoeia refers to words whose pronunciations imitate the sounds they
describe.
Ask yourself: Does the word really sound like the sound they are making?
2a. The effect of assonance is it gives a sentence rhythm and musicality
2b. The effect that consonance has in a line or sentence is a rhythmic effect.
2c. Alliteration is a useful sound device found in many types of literature but mostly in
poetry. The repetition of consonant sounds at the beginning of words allow rhythm and
musicality. It also makes a phrase easy to memorise and fun to read or say out loud for
readers. Certain alliterative sounds can also affect the mood of a poem or spoken
speech.
2d. Onomatopoeias are a valuable way to describe sound, creating the actual sound in
the reader’s mind. This can bring more meaning to a reader’s experience as it has the
effect of creating vivid sound imagery, a strong, steady rhythm to express the mood of a
work.
3. The student has demonstrated an understanding of each of the sound-based literary
techniques in their own writing.
Their writing includes:
- correct and appropriate use of the sound technique
- correct punctuation
- correct syntax and sentence structure
4. Common Connective Words to Link Information
Week 7 Learning intentions (WALT)
Students:
1. Learn to understand and identify modality and emotive language in quality texts
2. Learn to understand the effect these techniques have on a text’s meaning and
how it hints at the author’s personal biases and intentions
3. Understand how to actively apply modality to influence audience perceptions
4. Understand high and low modal connective words and phrases in writing
(exposition vs information report writing styles)
Success Criteria (WILF)
1a. Modality is a category of linguistic meaning having to do with the expression of
potential possibility and absolute necessity. Students should be able to demonstrate an
understanding of modality in language by ordering different words on a modality scale.
1a. Emotive language is the deliberate choice of words to elicit/influence emotions.
2a. Emotive language is the term used when certain word choices are made to evoke an
emotional response. Emotive language often aims to persuade the reader or listener to
share the writer or speaker's point of view, using language to stimulate an emotional
reaction.
2b. The 'high modality' opinion can appeal to the emotions and so can be perceived as
persuasive and subjective in a text, therefore making the author come across as
persuasive and compelling sometimes. A moderate 'low modality' statement of opinion
allows for a more tentative (not certain/not fixed) conclusion to be drawn. It also
appears to present a reasoned and objective argument because it allows for the
possibility of evidence contrary to the perspectives presented by an author in a text.
3. The student has demonstrated an understanding of high modality, low modality and
emotive language in their own writing.
Their writing includes:
- correct and appropriate use of the high modality, low modality and emotive language
- correct punctuation
- correct syntax and sentence structure
- An active engagement with the question and stimulus
Week 8 Learning Intentions (WALT)
https://saylordotorg.github.io/text_handbook-for-writers/s20-01-using-varied-sentencelengths-.html
Students:
1.
2.
3.
4.
Learn to understand and identify syntax shifts/ varying sentence lengths
Understand the effect of syntax on pace, mood and meaning
Learn to apply modality to their own writing to modulate meaning
Learn about how to correctly use connectives for sentences with complex syntax.
(the issue regarding commonly misused connectives and prepositions will be
addressed).
Students will also learn about the implications of when syntax becomes
convoluted for a reader.
Success Criteria (WILF)
1. Text written with only one type of sentence can be boring for readers. To make
your writing more interesting, you should use sentences of varying lengths, with
different openings and endings, and with a variety of structures.
1a. Short sentences, when not overused, can be used to emphasize an idea and
catch a reader’s attention. A whole page of very short sentences, on the other
hand, is choppy and seems unsophisticated.
1b. A whole page of extremely long sentences is overwhelming. The sentences
are often long and involved, which results in difficult reading.
2. Syntax affects the nature of a prose text as well. It enhances its meanings, and
contributes toward its tone. Quickness, decisiveness, and speed are added to a text
by using short phrases, clauses, and sentences. Whereas, in a text where the subject
matter is serious, requiring contemplation, long, convoluted sentences are used to
slow down the pace of a prose text.
In literature, writers utilise syntax and diction to achieve certain artistic effects, like
mood, and tone. Like diction, syntax aims to affect the readers as well as express the
writer’s attitude.
Effective syntax can help writers develop tone, mood, and atmosphere in a text,
along with evoking readers’ interest.
3. WILF in writing
- appropriate use of varying the length of sentences. Aka a mix of short, moderate, long
sentences to fit the purpose and context of the student’s writing
- varied sentence beginnings to fit the purpose and context of your writing. This is to
make the writing more interesting to read.
- The student has demonstrated an understanding of syntax shifts/varied sentence
lengths and its purpose in their own writing.
Their writing includes:
- correct and appropriate use of the high modality, low modality and emotive language
- correct punctuation
- correct syntax and sentence structure
4. correctly use connectives for sentences with complex syntax. (the issue regarding
commonly misused connectives and prepositions will be addressed