Dr.Chérihanne Achraf 01010687680 Cambridge Checkpoint Guide English 0058 as a first language 2024 Dr. Chérihanne Achraf MA. English Language Arts Teaching Methodology Techniques Brighton University.UK Dr.Chérihanne Achraf 01010687680 Text Types The text types are broken into three genres: 1. Narrative 2. Non- Fiction 3. Poetry Each of these genres has then been sub-divided into specific text types such as adventure, explanation or a specific form of poetry, e.g. haiku. Fiction (narrative) Non- fiction 1. Adventure 1. Discussion texts 2. Mystery 2. Explanatory texts 3. Science Fiction 3. Instructional texts 4. Fantasy 4. Persuasion texts 5. Historical fiction 5. Non-chronological reports 6. Contemporary fiction 6. Recounts 7. Dilemma Stories 8. Dialogue, Play scripts ,film narratives 9. Myths 10. Legends 11. Fairy tales 12. Fables 13. Traditional tales guidance Dr.Chérihanne Achraf 01010687680 Part 1 Fiction Dr.Chérihanne Achraf 01010687680 Dr.Chérihanne Achraf 01010687680 Genre 1 : Adventure story An adventure story is a story that might take you to a faraway landwith a journey full of action, and problems to solve. Why do we write adventure stories ? The purpose of an adventure story is to entertain the reader. What makes an adventure story? (Features /Elements) Adventure stories often: Have a title Have a main character going on a risky journey Have faraway setting described using lots of ambiguous adjectives Have a build-up; a hint of the problem that might show Have a problem Have short, snappy sentences for effect (tension / suspense) Have resolution when the problem is solved Have conclusion or ending Have dialogue using speech marks and reporting powerful verbs Are written in the past tense. Themes : Becoming lost Becoming chased Trapped Searching quest Nightmare Secrets Dr.Chérihanne Achraf Challenging threats Spies Isolation School adventure Camping adventure Ocean adventure 01010687680 Possible problems : The main characters Come across a villain where they are Are swept out to sea in a small boat Lose their pet who led them to danger Chased by someone /something unseen Board the wrong plane at the airport Lose a friend mysteriously while playing Kidnapped by pirates Organisation: Write a short opening paragraph and get into the story quickly Make sure the opening paragraph lets the reader know who the main characters are and what they are going to do Let the characters do this for you Separate paragraphs for each event of the story Build tension and suspense through each new paragraph up until the climax and resolution Use the last paragraph to bring the characters back to normality perhaps using a dialogue to round off the story and make a comment ''Well , I don't think we'll be going back there in hurry,'' laughed Billy. Show not tell Perfect punctuation Dialogues are important to show characters personality and move the story along remember 66 99 rule A new speaker, A new line. Remember punctuation inside as well as around speech commas question and exclamation marks Use an ellipsis at the end of a cliffhanger sentence but not too often. Dr.Chérihanne Achraf 7 01010687680 Tricks of the Trade Have characters that you readers will have strong opinions about . the hero / heroin should be likeable but not boring Use language for impact: Powerful verbs to show how someone speaks e.g. retorted blustered, whispered ,cajoled Adjectives to show power size appearance e.g. immense grotesque alarming, sinister. Adverbs to show the way in which actions were made e.g. nervously, surreptitiously, clumsily Describe your characters by what they do what they say and how they say it and how they respond to other characters When describing appearance weave it into the action rather than just tell e.g. Billy flew down the road with his red hair flapping about his friendly face how we hate those freckles. Don't tell the reader how to feel use description to make them feel scared ,tense or excited Show how characters feel by what they say and do e.g. with the heart thumping in his chest; 'I'm out of here!'' Make your main character interesting by giving him a fault or a quirky personality. Keep the number of characters manageable; too many and you will lose control of them Keep your characters in character, ask yourself what would this person do or see in the situation. Make your reader jump! create a calm scene and introduce the dilemma suddenly Use rhetorical questions to draw the reader into the story e.g. what should they do now? Super sentences write in the first or third person use past tense use powerful verbs to convey actions thoughts and feelings use simple sentences to build suspense or make your reader jump use compound sentences to show actions or reasons use complex sentences to show the reader who where and when and why start complex sentences with ed ,ing and ly starters to create rhythm use punctuation for impact e.g. ''help! '' Dr.Chérihanne Achraf 8 01010687680 Dr.Chérihanne Achraf 9 01010687680 Genre 2 : Mystery story Mystery writing usually follows the usual story structure structure is often chronological information is sometimes layered with facts being revealed one by one flashbacks are sometimes used to fill in missing information sections can be organised that tell a story before or after a main event suspense should be increased by hinting what might happen next then letting the reader work it out Why do we write mystery stories ? The purpose of a mystery story is: To entertain the reader and intrigue. To provide clues for the reader to try and solve To involve the reader by the use of subtle hints such as fingerprints scraps of clothing or notes What makes a mystery story? (Features /Elements) Mystery stories often: Have a title Have a clever main character solving a mysterious crime Have suspects and innocent characters Have a build-up; different clues and misleads. Have a crime Have short, snappy sentences for effect (tension / suspense) Have resolution when the problem is solved Have conclusion or ending Have dialogue using speech marks and reporting powerful verbs Are written in the past tense. Dr.Chérihanne Achraf 10 01010687680 Organisation Settings are often places the main characters is unfamiliar with and they seem mysterious from the start like the forests, uninhabited places or lonely rural landscapes Other settings can be familiar but with an unfamiliar event that triggered the mystery like a parcel that arrives or people who act strangely. Themes an unsolved crime disappearances theft of an object unexplained phenomena or events kidnapping incidence murders or was it Possible Problems Strange happenings in the deep dark Forest Answer a distress call Enter an old building Be captured and kept imprisoned Witness a crime Unexplained or mysterious events like shadows at the door Someone watching from the street Conflict between the villain & the hero All characters appear to have a motive but who is the culprit A character behaves strangely Receiving an unexpected message from someone thought to be dead Footprints and a broken window Dr.Chérihanne Achraf 11 01010687680 Tricks of the Trade Add suspects and innocent characters include events to make thereader begin to work out clues for themselves Make ambitious word choices to describe your character use well-known mystery stories and innovate - who killed grandma? Who ate the porridge? Who poisoned the apple? Use powerful verbs to convey actions thoughts and feelings especially ones that can be mysterious events oscillated ,flashed shimmered Use language effect for impact like adverbs, adjectives or precise nouns and some expressive verbs Use metaphors and similes e.g. They edged their way towards the door ;a lion's mouth waiting to swallow them whole include techniques such as red herrings (false clues) to make your readers think they have solved it then reveal that they were mistaken All the time drop clues ,hints and puzzles for the reader to think about but don't give away too much Use questions to highlight key moments as the mystery deepens :a sudden noise, what would be waiting for them through the door Reveal the answer to the mystery as late as possible. Super sentences Use simple sentences to build suspense or make your reader jump. Use complex sentences to show the reader who, where, when and why. Use language affects to bring the settings to life . Complex-compound sentences show good control of sentence structure, and allow writers to express sophisticated connections between ideas. However, there is a danger that the overuse of complex-compound sentences can make essays difficult to read and maybe confusing to the reader. Perfect punctuation use one or two exclamation marks when something dramatic occurs New speaker new line using speech marks. Remember punctuation inside as well as around speech commas question and exclamation marks ask your reader a question and use a question mark for one of your characters use one or two ellipses to show a cliffhanger but don't overdo them. Dr.Chérihanne Achraf 12 01010687680 Dr.Chérihanne Achraf 13 01010687680 Genre 3 : sci-fi stories (science fiction) Science fiction, also often known as 'sci-fi', is a genre of literature that is imaginative and based around science. It relies heavily on scientific facts, theories, and principles as support for its settings, characters, themes, and plot. Many of the storylines and plots within pieces of science fiction are possible or plausible according to science. Science fiction is usually futuristic and often presents alternative ways of life and living that are made possible by technological change. Science-fiction novels are similar to fantasy in that they imagine alternative worlds that exist outside the realms of our real world. Why do we write sci-fi stories? The purpose of a sci-fi story is: To entertain the reader and enthrall. To warn about the power of silence to warn of what might happen in the future to explore ideas of other worlds and times What makes a sci-fi story? (Features /Elements) Similar to other forms of fiction writing, science fiction contains the usual elements of the novel. These include a specific setting, character development, plot (central conflict, complications, climactic events, and resolution), themes, and structure. Setting: is the context in which a story or scene occurs and includes the time, place, and social environment. It's important to establish a setting in your story, so your readers can visualise and experience it. Science-fiction settings tend to include space travel, new galaxies or futuristic times. Character: is a person in a story - either a human, a fantasy character, mythical character or even an animal. Science fiction is no exception to this element of fiction writing and the characters in these stories often include aliens, time travellers and heroic adventurers. Plot: is the main event or events of a play, novel, film, or similar work, devised and presented by the writer as an interrelated sequence. The plot of science Dr.Chérihanne Achraf 14 01010687680 fiction usually centres around technological discoveries, time travel and alien invasions. Structure: is the basic events of a story and how its plot unfolds. Sciencefiction stories are usually full of action, adventure and plot twists that make up the structure. Organisation As the timing settings may be unusual they need to be revealed early in the story Relate events in chronological order or include flashbacks or start with the problem return to the original setting Structure Science fiction usually follows a usual story structure there may be flashbacks and forwards if time travel is involved. The time or setting must impact upon the characters and the plot. The resolution is often good overcoming evil or characters misplaced in place or time returning home. Avoid a list of action-packed events this is a story not a cartoon or a computer game . Themes Technology taking over Aliens on Earth Space exploration Time travel Good triumph over evil signs Discovering new life forms Space travel Utopias and dystopias Encounters with alien life forms Possible Problems Answer a distress call Slip into a parallel place Be misplaced in time Dr.Chérihanne Achraf 15 01010687680 Life in the future ruled by machines Create a new life form Invent a machine to give superpowers to the character Stranded on a planet Meet visiting aliens Be abducted by aliens Have an experiment go wrong Find a new life form Tricks of the Trade Have goodies and baddies: great people and lowly people. Include things that we know already so that the reader can relate to the science fiction element machines and transportation that have changed into futuristic form. The story is more important than the science fiction description should support the story not replace it. Use well-known stories and change to the Future - Jack And The Sky-Hook , Goldilocks And The Three Robots , Three Little Aliens ,Little Red Space Traveller ,Hansel And Gretel Or Lost In Space. Use language for impact: Powerful verbs to show how someone speaks e.g. retorted blustered, whispered ,cajoled Adjectives to show power size appearance e.g. immense grotesque alarming, sinister. Adverbs to show the way in which actions were made e.g. nervously, surreptitiously, clumsily Invent futuristic names for objects and people - the writer's own name spelt backwards often works Nasus-Yelsel-Esiuol-Trebor –Xela – Alocin- Aniwde Use dialogue to carry the story forward to tell the reader what is happening. Experiment with parallel events happening at the same time but in two different places or times. Super Sentences Use simple sentences to build suspense or make your reader jump. Use complex sentences to show the reader who, where, when and why. Dr.Chérihanne Achraf 16 01010687680 Use language affects to bring the settings to life . Complex-compound sentences show good control of sentence structure, and allow writers to express sophisticated connections between ideas. However, there is a danger that the overuse of complex-compound sentences can make essays difficult to read and maybe confusing to the reader. Perfect Punctuation Use one or two exclamation marks when something dramatic occurs. New speaker new line using speech marks. Remember punctuation inside as well as around speech commas question and exclamation marks. ask your reader a question and use a question mark for one of your characters Use one or two ellipses to show a cliffhanger but don't overdo them. Dr.Chérihanne Achraf 17 01010687680 Dr.Chérihanne Achraf 18 01010687680 Genre 4 : fantasy stories Fantasy is a genre of fiction that typically, taking inspiration from myth and legend, is set in a fictional universe and features supernatural characters and mythical creatures. This can mean that a fantasy story can include magic, the supernatural, alternate worlds, superheroes, monsters, fairies, magical creatures, mythological heroes. Essentially, these stories can include anything that an author or writer can imagine outside of reality. Fantasy stories are a great genre for you to explore with your students as fantasy has become a huge part of media, film, literature and gaming that young people enjoy. Breaking out a fantasy story in your lessons or adding these stories to your classroom library is a sure fire way to engage your children's imaginative minds. Why do we write fantasy stories? The purpose of a fantasy story is: To entertain the reader and fire the imagination What makes a fantasy story? (Features /Elements) Adventure, with the main character(s) going on a quest or being chosen to complete a special task. Magic: Inserting a little bit of magic into your story is a fantastic and common element of lots of fantasy stories. The presence of magic is what makes the fantasy genre stick out amongst other forms of fiction writing. A magical element refers to things that occur or exist in your story that do not or cannot exist in the real world. Elements of sorcery, witchcraft and enchantment, as well as fantastical creatures and the supernatural; advanced abilities or powers. You can use this plot to create conflict, drive the plot, or even spur on character development. Mythical creatures Intriguing characters:A character is a person in a story; either a human, a fantasy character, mythical character or even an animal. Characters in fantasy storywriting often include witches, wizards, heroes, kings and queens filled with magic and mystery. A portal between reality to another world Dramatic settings (castles, mountains, forest) : Just as any story, your fantasy story will need a great setting.Setting refers to the time and place that the story is set. For short fiction stories, this could be a single setting or time, whilst longer Dr.Chérihanne Achraf 19 01010687680 stories can make use of different settings. The setting of a fantasy story is usually wildly different from the one we live in. When you’re writing in this genre, your story can take place in a completely new world. To help you create the perfect fantasy setting, here are a few questions for you to answer: What does it look, sound and smell like? What are its people like? Are there distinct groups or classes? How does society operate? Who holds the power in your world? Organisation Open in a fantasy setting and create flashbacks to the real world. Move between the real world and the fantasy setting. Write a short opening paragraph and get into the story quickly Make sure the opening paragraph lets the reader know who the main characters are and what they are going to do leave the characters do this for you. Separate paragraphs for each event of the story Build tension and suspense through each new paragraph up until the climax and resolution. Use the last paragraph to bring the characters back to normality or wondering if life will never be the same again. Structure Use narrative structure of opening, build-up, problem resolution and ending A story told as a series of exciting events in the order in which they happened building towards the high impact resolution The story may have several peaks of dramas with the highest point of tension nearer to the end know your ending so that the events leading up to it and you avoid including irrelevant details Themes Time travel stories Different worlds stories Under seas world stories Magical worlds stories Dr.Chérihanne Achraf 20 01010687680 Possible Problems Be misplaced in time Slip into a parallel place Stranded underground A quest to beat a sea monster Meet visiting creatures Be abducted by aliens Threats to real world from another world Being lost in Candyland Dr.Chérihanne Achraf 21 01010687680 Tricks of the Trade Settings and characters are particularly important in fantasy stories to describe them in full details Choose adjectives carefully to describe the places and the things in the story Use similes to help the reader imagine what you're describing more clearly e.g. The glass castle was as big as a football field and as high as a skyscraper ,its clear walls sparkled like blocks of ice in the sunlight Don't make everything so fantastic that it is unbelievable Make what happens as interesting and detailed as the setting don't get so involved in creating amazing places Super sentences write in the first or third person use past tense use powerful verbs to convey actions thoughts and feelings use simple sentences to build suspense or make your reader jump use compound sentences to show actions or reasons use complex sentences to show the reader who where and when and why start complex sentences with ed ,ing and ly starters to create rhythm use punctuation for impact e.g. ''help! '' Perfect punctuation Dialogues are important to show characters personality and move the story along remember 66 99 rule A new speaker, A new line. Remember punctuation inside as well as around speech commas question and exclamation marks Use an ellipsis at the end of a cliffhanger sentence but not too often. Dr.Chérihanne Achraf 22 01010687680 Dr.Chérihanne Achraf 23 01010687680 Genre 5 : Real-life story (realistic fiction ) Realistic fiction is a genre of stories where the events are made up, but they could easily happen in real life. These kinds of stories take place in familiar, everyday settings and have ordinary characters. They aim to represent real life. Unlike fantasy or science fiction, realistic fiction features normal people and normal places - there are no fire-breathing dragons or adventures alongside aliens in outer space. Instead, realistic fiction focuses on conflicts and problems that any person might face in their life. For example, it might be about losing old friends and making new ones, moving to a new and unfamiliar place or winning a sports competition. Whatever the story's about, it shows our world and our society. Why do we write realistic fiction ? The purpose of a fantasy story is: To entertain the reader and fire the imagination What are the characteristics of realistic fiction? There are certain characteristics of a story that tell us what genre it is - so there are characteristics that tell us whether a story fits in the realistic fiction genre. The story takes place in the present or in the recent past (if it's set Setting further in the past, then it's historical fiction). The characters live in places that could be or are real. The characters seem like real people. Characters They behave and speak in a way that makes them appear to be real. Events The events that unfold are events that might happen in real life. The problems that the characters face are realistic and something that Problem people struggle with in real life. For example, moving to a new place, growing up, making friends. The solution to fix the characters' problems are believable and rooted Solution in the characters' actions. They don't just have a magic spell to wish it all away. The themes make the reader think about things that they face in Themes everyday life. Dr.Chérihanne Achraf 24 01010687680 Tricks of the Trade A good realistic fiction story is believable. The characters should be authentic and relatable, perhaps having just as many weaknesses as they do strengths. The problems the characters face should also be ordinary and realistic - issues that anyone could encounter during their life. The way that these problems are dealt with should also be realistic, not exaggerated or blown out of proportion. Just like other genres of fiction, themes are also important for realistic fiction. Some of the most common themes of realistic fiction are friendship, love, school, growing up and family. These should be woven into the story's plot and characters. Super sentences write in the first or third person use past tense use relative pronouns use powerful verbs to convey actions thoughts and feelings use simple sentences to build suspense or make your reader jump use compound sentences to show actions or reasons use complex sentences to show the reader who where and when and why start complex sentences with ed ,ing and ly starters to create rhythm use punctuation for impact e.g. ''help! '' Perfect punctuation Dialogues are important to show characters personality and move the story along remember 66 99 rule A new speaker, A new line. Remember punctuation inside as well as around speech commas question and exclamation marks Use an ellipsis at the end of a cliffhanger sentence but not too often. Dr.Chérihanne Achraf 25 01010687680 Dr.Chérihanne Achraf 26 01010687680 Genre 6 : Play script What is a play script ? A play script is a piece of writing written for the stage. Your child will learn the following facts about the play scripts they read, write and perform: A play script will include a list of characters (at the very beginning). It may be divided into acts which are then divided into scenes. Each scene will have a description of the setting at the start and then the characters' dialogue. Dialogue is set out with the character's name on the left, then a colon then the dialogue (without speech marks). Stage directions for the actors are written every now and again in italics and brackets. For example: Dr.Chérihanne Achraf 27 01010687680 What is the stage direction? - It is to put (verb or adverb ) between two brackets to show what the character should do or feel on the stage. Example : Capital letter + italics+ between brackets Sam:(Angrily)You have to go out, you've done terrible mistakes. Character colon Stage Direction Pete: (Walking to the door) ok ! I will go now . Capital letter + italics+ between brackets Dr.Chérihanne Achraf 28 01010687680 Dr.Chérihanne Achraf 29 01010687680 Part 2 Non-Fiction Dr.Chérihanne Achraf 30 01010687680 Dr.Chérihanne Achraf 31 01010687680 Genre 1 : Argumentative essay An argumentative essay is a text that presents both sides of an issue or argument. Why do we write argumentative essays? The purpose of argumentative essays is To present different points of view about the topic To present the evidence and information from both sides Audience Someone who wants to know all about the issue and understand the different points of view. someone who might want help in making up their own mind about an issue Typical topics Should children be allowed to watch whatever they want on television? Homework! Is there life after school ? Should pupils have to wear school uniform? Zoos! Good or bad for animals ? Should animals be made to perform in circuses? Chips with everything! Yes or no ? Should mobile phones be banned in schools ? Should fox hunting be banned? Should whale hunting be banned? Should children be allowed to choose their own books? Does the village need a by-pass ? Should children walk to school? Should bullies be punished or helped? Key ingredients An introduction stating the argument Arguments for and against with support supporting evidence and examples A summary and conclusion Logical connectives Complex sentences Present tense Balance all points of view Dr.Chérihanne Achraf 32 01010687680 Awesome outcomes A live debate A newspaper or magazine article with pictures and photographs bullet points in two or more columns as a leaflet or a flyer as an interview with people with opposing point of view as a letter presenting each side of the discussion Super sentences Use the present tense if you are writing about a current issue Use the past tense if you are writing about issues from history Use third person if you are writing about other people's discussion and first person if you are writing about your side of debate Use an impersonal voice it's so that rather than he or she thinks Use complex sentences Use connectives like the ones on this side to add detail and extra information to each point of view Start with general statements then move towards the arguments .e.g. Animal lovers believe that it is cruel to keep wielding captivity kieco. The orca whale in the film free willy was kept in captivity for years before being released into the ocean. Use conditionals if could would might Perfect punctuation use question marks for titles written as questions use exclamation marks for impact Remember to use commas to separate clauses Structure and organisation Say why you are discussing the issue Start with an opening statement of the issue and the general overview of the different points of view. Either write the argument for with supporting evidence followed by the argument against with supporting evidence or write one point for with supporting evidence then one point against followed by supporting evidence Carry on one point at a time present each argument in a separate paragraph Dr.Chérihanne Achraf 33 01010687680 Tricks of the trade Use a question for the title Introduce the leader to the discussion and why you are writing about it Keep the argument balanced and present both points of view as fairly as possible Support each side's point of view is reasons and evidence Use reasonable language often usually perhaps If you present your own point of view in the conclusion give the reasons for your decision Ask rhetorical question does anyone actually believe. Dr.Chérihanne Achraf 34 01010687680 Dr.Chérihanne Achraf 35 01010687680 Genre 2 : Persuasive essay An argumentative essay is a text that presents both sides of an issue or argument. Why do we write persuasive essays? The purpose of argumentative essays is To argue the keys for a particular point of view To encourage the leader to agree with you To persuade Audience Readers you wish to persuade to buy your product or believe in your course Typical topics Healthy eating stop smoking the exercising Persuading your teacher to reduce homework Persuading your teacher to abandon school uniform Persuading your teacher to allow football in the playground Persuading your teacher to allow mobile phones in school Advertising posters on radio jungles for products or attractions save our pork Save our school Save our woodland Joining your club Reading a particular book Persuading a friend to watch a film or tv program you have really enjoyed persuading a historical figure to change a course of action Persuading children not to bully Key ingredients An opening statement of the case Present simple logical connectives techniques to attract and engage Evidence and examples Persuasive language Powerful reasons and benefits A closing statement to reinforce the case Dr.Chérihanne Achraf 36 01010687680 Awesome outcomes A letter A leaflet A poster An article A radio jingle A video recording An oral presentation An advertisement A holiday brochure Super sentences Write in present tense You could write in the second person so that you sound friendly Start sentences with ly words like obviously ,evidently ,apparently, statistically ,clearly and surely Use questions to make the reader want to part of something e.g. Do you want to be left behind in the race to be fashionable? Use descriptive sentences when selling holidays or luxury goods e.g. Golden sands or the warmest of gentle breeze makes serenity island the perfect getaway destination Use emotive sentences when persuading your reader to believe in your cause e.g. Children have been playing in these woods for hundreds of years where will they play if …..? Perfect punctuation Use question marks at the end of the questions sentence Use exclamation marks at the end of sentences that attract the reader's attention Use bullet points to list facilities or benefits Use a colon after the list title Structure and organisation Say why you are discussing the issue Start with an opening statement of the issue and the general overview of the different points of view. Either write the argument for with supporting evidence followed by the argument against with supporting evidence or write one point for with supporting evidence then one point against followed by supporting evidence Carry on one point at a time present each argument in a separate paragraph Dr.Chérihanne Achraf 37 01010687680 Tricks of the trade Attract the reader's attention using alliteration ,rhyme ,puns, humour and questions Engage the reader, be friendly expect them to agree with you Use the second person ,you. Inform the reader ,tell the what it's all about Make the reader feel that everyone else does this ,agrees or has benefited from this Tempt the reader Organize and put in order the points you want to make Use emotive pictures such as tropical beach or cute puppy Be reasonable Don't use words such as stupid fool or thick Use evidence and statistics to support your case Think about opposing points of view and try to think of voice to make these seem incorrect use strong positive words Emphasize the benefits of your viewpoint rather than being negative about another point of view Dr.Chérihanne Achraf 38 01010687680 Dr.Chérihanne Achraf 39 01010687680 Genre 3 : Recounts What are recounts and why do we write them? A recount is written to retell a series of past events or experiences.Depending on the event that is being recounted , the text structure may include additional components . For example , procedural recounts may include results , conclusion and/or diagram . These recounts are usually scientific recounts. 1- Personal Recounts In personal recounts, the writer retells personal activities and experiences. Personal recounts include biographies and diaries. 2- Factual, impersonal, Recounts Factual recounts usually retell particular incidents that have happened. Factual recounts include police reports, scientific experience, historical recount and news report. What are the different forms of recounts? There are many different types of recounts including: Dr.Chérihanne Achraf Historical Recount News Report Biography Autobiography Story Retell Scientific Experiment Diaries Letters Newspaper Articles 40 01010687680 What are the features of recounts? 1- A Title This gives the reader an idea of what the text will be about. The title should be written to grab the reader's attention. 2- Opening Paragraph The opening paragraph acts as an introduction. It should provide a setting and a background for the reader; include who, what, when, where and why, orientation. 3- Body of paragraphs The body of paragraphs is a series of paragraphs about the events that you are describing. 4- Chronological Order The events in recounts are structured and organised in a chronological order. Chronological order means that the given events are organised in the order in which they occurred. This feature makes it easier to the audience to read and follow the progress of events. 5- Conclusion The conclusion simply sums up your text and gives some concluding comments about the events. You could include how you felt and what you thought about what happened in your text. (In personal recounts) Dr.Chérihanne Achraf 41 01010687680 1- Language of Description Recounts shall be rich with a range of adjectives, adverbs, and verbs to help the audience to imagine and comprehend the events. Adverbs, for example: He yelled loudly in the classroom. Adverbial phrases, for example: He yelled in a loud, angry voice in the classroom. Adjectives, for example: He was a very sad person. Adjectival phrases, for example: The girls from Year 4 won the school prize 2- Language of assessment and evaluation For example: Advent is a significant period in the Christian calendar Dr.Chérihanne Achraf 42 01010687680 Text Structure 1-A title This gives the reader an idea of what the text will be about. The title should be written to grab the reader's attention. 2-Opening Paragraph The opening paragraph acts as an introduction. It should provide a setting and a background for the reader; include who, what, when, where and why, orientation. 3-Body of paragraphs The body of paragraphs is a series of paragraphs about the events that you are describing. 4-Chronological Order The events in recounts are structured and organised in a chronological order. Chronological order means that the given events are organised in the order in which they occurred. This feature makes it easier to the audience to read and follow the progress of events. 5-Conclusion The conclusion simply sums up your text and gives some concluding comments about the events. You could include how you felt and what you thought about what happened in your text. (In personal recounts) Dr.Chérihanne Achraf 43 01010687680 Genre 4 : Newspaper report Newspapers have a range of features that attract the reader. A newspaper report must include : 1. The name of the newspaper at the top. 2. An interesting headline 3. A sub-headline. 4. A By-line 5. An introductory paragraph that includes the five Ws. 6. Captions for all pictures. 7. Writing in the third person and past tense. 8. Facts about the main events. 9. Quotes written as direct speech & indirect speech. 10.A conclusion paragraph to explain what might happen next. 1. Headline Newspapers use the headline to try to grab the reader’s attention. It might even use a pun , rhyme or alliteration. 2. A sub-headline A subheading is text placed under a headline, often with a smaller font, which expands on what the headline says, so we can say it is a smaller, secondary headline that usually elaborates on the main headline above it. It adds information about the headline or separates sections of an article. 3. A by-line a line at the head of a newspaper or magazine article carrying the writer's name. Dr.Chérihanne Achraf 44 01010687680 4. Introductory Paragraph (Lead paragraph) A newspaper report begins with an introductory paragraph that includes the five Ws. 5. Writing in the third person and the past tense Third Person Write about what happened to others (e.g. he, she ,it, they , him, her, them, it), not from your own perspective. Past Tense Newspaper articles are normally an example of a recount text. They are written in the past tense as the event has already taken place. 6. Facts about the main events A newspaper must give information that is factually correct about the events. 9.Quotes from eye-witness Quotations tell us what has been said and who has said it. They can help to make the story credible by giving the reader the opinions of the people involved. Remember to use inverted commas! 10. Concluding Paragraph (conclusion) A concluding paragraph is often used to tell the reader what might happen next. Newspaper Reports Purpose To inform Dr.Chérihanne Achraf Audience Readers who are interested in news. 45 01010687680 Genre 5 : Biography & autobiography Biographies and autobiographies are records of the events in the life of the subject (person) they are written about. The main difference between them is that biographies are written about the subject (person) and autobiographies are written by the subject (person). However, they share a number of features Biographies Autobiographies Usually written about people who have Can be written by anyone about their achieved or experienced something own life, but not all will be published as extraordinary, or whose lives have been books or online interesting journeys Are written in the third person(he or she) Are written in the first person (I) May include the subject’s personal Usually include quite a lot of the subject’s opinions and reflections, but also may not personal opinions and reflections More likely to have a formal, More likely to have a personal voice, informational tone. which may be informal Usually have an opening statement to May begin ‘at the beginning’ or talk explain who the person is about ‘now’ and later go back to the start of subject’s life Describe events in chronological order (the order that events) Contain adverbials to mark time passing, early in life, soon, after a few years… etc. Include facts, for example, dates, places, achievements Are mostly written in the past tense (did, learned) Include details about childhood, family and home, and significant experiences that have influenced the subject’s life May contain pictures and captions May include comments from others as direct reported speech May contain a closing statement that reflects upon life so far, or looks towards the future . Dr.Chérihanne Achraf 46 01010687680 Part 3 Vocabulary & starters Dr.Chérihanne Achraf 47 01010687680 Sentence starters and useful vocabulary 1) Advertisements Rhetorical questions Do you think that . . ? Don’t you think that . .? Isn’t it time to . . ? Have you ever thought about . . ? Why not . . ? Need a . .? Need to . . ? Fancy . . . ? Fed up with . . . ? Bored by . . . ? Haven’t you always longed for a . . ? Thought about . . ? Worried about . . ? Starting sentences with a verb Don’t . . . Go on, . Try a . . . Enjoy the . . . Imagine . . . Consider . . . Take a moment to . . . Find out . . . Guaranteed to . . . Persuasive statements You will be . . It will . . . You’ll never need to . . . again. Just think how . . . Now you can . . . For the rest of your life . . . Useful adjctives extraordinary remarkable amazing astonishing incredible phenomenal Dr.Chérihanne Achraf 48 01010687680 unbelievable startling tantalising attractive unmissable unique sensational outrageous 2) Biography Words and phrases to use at the start of sentencesTime connectives As a child . . . During his early life . . . At a young age . . . In his early years . . . As a teenager he . . . Shortly after this . . . Soon afterwards . . . The time came for . . . By the time he had . . . Many years later . . . In 1878, at the age of . . . he . . . In his later years . . . Towards the end of his life . . . In his final years . . . Other starters Either by chance or by design . . . As it happened . . . Sometimes he . . . Once he had . . . What is clear is that . . . Nobody is sure why . . . Making statements One of the interesting things about . . . was . . . One of the most remarkable facts about . . . Strangely . . . Another unusual thing about . . . was . . . Complex sentence starters Even though . . . Dr.Chérihanne Achraf 49 01010687680 Although . . . Despite the fact that . . . In spite of . . . Expressing a viewpoint In my view . . . As I see it . . . I believe that . . . In many ways . . . It’s difficult to understand why . . . Speculating He might have been . . . If he hadn’t . . . he would have . . . Legacy statements His one regret was that . . . His dying wish was that . . . He will probably be best remembered for . . . His greatest achievement was . . . He will be remembered most of all for . . . His life was . . . His lasting legacy is that . . . 3) Descriptive writing Some adjectives to introduce children toDescribing characters aggressive ambitious amiable anxious arrogant assertive astute avaricious bashful belligerent benevolent blunt bold boisterous bombastic caring carefree candid cantankerous capricious casual cautious charitable chivalrous compliant conceited conscientious confident considerate contrary convincing cranky creative deranged determined deceitful decent defiant diligent dishonest disrespectful dour dynamic eccentric elegant energetic enigmatic entertaining enthusiastic feeble flippant formidable frank frugal gallant generous genial gentle hyperactive ignorant immature knowledgeable narrow minded level headed loathsome neurotic obdurate patient persistent pessimistic Dr.Chérihanne Achraf 50 01010687680 gregarious grotesque heroic hostile humane humble humourous impatient pusillanimous responsible rowdy ruthless sarcastic scheming self-centred quarrelsome reckless repulsive resilient resourceful respectful inconsiderate independent insensitive irritating jaunty jovial self-conscious malicious malingering mature meek modest miserly mournful sensitive sharp spiteful squeamish stern stubborn sulky obedient obliging obstinate obnoxious optimistic outspoken overbearing phlegmatic placid pompous precocious prickly proud pugnacious surly sympathetic temperamental tenacious thoughtful treacherous truculent unpredictable unruly unscrupulous vain valiant vicious violent Some adjectives to describe settings in a narrative attractive barren beautiful bleak built-up cluttered colourful cosmopolitan cosy cramped crowded deserted desolate dingy drab dreary dusty eerie exquisite extravagant glittering gloomy glum isolated lively luxurious magnificent modern mysterious old fashioned peaceful picturesque placid polluted pulsating quaint remote restful rural scenic secluded sedate shaded spacious stunning tranquil vibrant warm welcoming windswept Some adverbs to describe actions in narratives accidentally admiringly adoringly aggressively angrily anxiously assuredly awkwardly beautifully boldly bravely carefully carelessly caringly casually cautiously clumsily confidently continually convincingly courageously courteously decisively defiantly desperately determinedly imaginatively impatiently impressively menacingly modestly needlessly persistently persuasively promptly Dr.Chérihanne Achraf disrespectfully ecstatically eloquently emphatically 51 energetically equisitely erratically excitedly expressively ferociously firmly foolishly forcefully frankly sarcastically sensitively spitefully gallantly generously gently gingerly gracefully graciously gratefully harshly hesitantly hysterically thoughtlessly timidly urgently 01010687680 insensitively instantly instinctively lazily loosely maliciously majestically negatively nervously nonchalantly optimistically painstakingly patiently perilously proudly surreptitiously pessimistically suspiciously rapidly reluctantly resentfully resourcefully respectfully sympathetically tantalizingly tenderly theatrically thoughtfully vaguely viciously violently willingly wisely wistfully worriedly 4) Diary writing Adverbs to start a diary sentence with: Hopefully Fortunately Unfortunately Fortuitously Luckily Unluckily Thankfully Lately Recently Incidentally Curiously Eventually Anyway Conversational manner with ‘speech like phrases’ By the way . . . To tell you the truth . . . I must tell you about . . . Right now I’m . . . You will never believe it but . . . I hope that . . . To be honest . . . I imagine that . . . I should have told you that . . I have been looking forward to . . . I am looking forward to . . . (I am not looking forward to . . .) I am worried about . . . (I am not worried about . . .) I was looking forward to . . . I expect that . . . I think that . . . As it happened . . . I didn’t expect . . . I don’t expect . . In truth . . . Dr.Chérihanne Achraf 52 01010687680 The best bit is . . . The worst part is . . . Worst of all . . . Best of all . . . (The best bit was . . .) (The worst part was . . .) Rhetorical questions You’ll never guess what happened? You know what? Do you know what? Can you imagine it? Have you ever . . ? Speculative sentence starters Perhaps I wonder if . . . I wonder whether . . . Maybe . . . Other sentence starters Even though . . For once . . . At least . . . At times . . . Sometimes . . . I felt so . . . 5) Discursive texts Openings This piece of writing will . . . I intend to . . . My intention is to . . . I am going to . . . I will present . . . I will begin by . . . To do this I will . . . Following that I will . . . Useful phrases In fact . . . AsI see it . . It appears to me . . . It seems to me that . . . One argument for this is that . . I would counter this view because . . . Dr.Chérihanne Achraf 53 01010687680 On the other hand . . . It seems plausible to . . . Therefore . . . In addition . . . Moreover . . . Furthermore . . . Nevertheless . . . Subsequently . . . Consequently . . . However . . . In point of fact . . . It is precisely because . . . The evidence I would use to support this is . . . Naturally . . . Doubtless . . . It is surprising that . . . It surprises me that . . . It is no surprise that . . . It would seem logical to . . . Let us now turn to . . . Let’s consider . . . An example of this is . . . My next point concerns . . . Concluding remarks In conclusion . . . It is my conviction that . . . It is clear that . . . Finally I would like to add . . . To sum up . . . My overall feeling is . . . On balance . . . The evidence presented leads me to conclude that . . . 6) Explanatory texts Opening statements This article will . . . The purpose of this article is to . . . This explanation is intended to . . . This article is designed to . . . The following information . . . I will try to . . . I will attempt to . . . Dr.Chérihanne Achraf 54 01010687680 It can be difficult to . . . so . . . Firstly I will . . . Following that I intend to . . . I am going to . . . The purpose of this explanation is to help . . . Time connectives To begin with . . . Next . . . After that Following that . . . After a while . . . Wait a moment before . . . Before long . . . After a minute . . . First . . . First of all . .. Firstly . . . Next . . . After . . . Afterwards . . . After that . . . When . . . At this point . . . Lastly . . . Finally . . . Subsequently . . . Causal connectives So . . . This causes . . . As a result . . . This results in . . . This leads to . . . This is because . . . This was because . . . Because . . . Therefore . . . Furthermore . . . Other useful phrases In addition . . . Everyone understands that . . . Nobody knows why . . . Many people believe . . . I believe that . . . Dr.Chérihanne Achraf 55 01010687680 It is true to say that . . . 7) Information texts (non-chronological reports) Opening statements This article will . . . The purpose of this article is to . . . The information presented will . . . This article is designed to . . . The following information . . . I will try to . . . I will attempt to . . . It can be difficult to . . . so . . . Firstly I will . . . I am going to . . . Each paragraph . . . Factual sentence starters for information texts are . . . is . . . They are . . . They are also . . . They like to . . . They don’t like . . . They avoid . . . because . . . They don’t . . . It doesn’t . . . They can . . . It can . . . Instead they . . . In addition, . . . Usually . . . Generally . . . Normally . . . As a rule . . . Frequently . . . They can be . . . They are usually . . . (It is usually . . .) They are rarely . . . (It is rarely . . .) They are never . . . (It is never . . .) They are a very . . . (It is a very . . . ) Like many . . . Unlike . . . Dr.Chérihanne Achraf 56 01010687680 This is a . . . Although . . . Even though . . . Despite . . . Despite the fact that . . . Sometimes . . . Often . . . Frequently they . . . Be careful if you . . . More than half . . . Less than half . . . Most . . . 8) Instructions and procedures First . . . First of all . .. To start with . . . Firstly . . . Next . . . After . . . Afterwards . . . After that . . . When . . . At this point . . . Lastly . . . Finally . . . More advanced language constructions To begin with . . . Begin by . . . Secondly . . . The next step is to . . . Continue by . . . Carry on . . . Do this until . . . Stop when . . . When you have done this . . . Try to . . . Try not to . .. Avoid . . . Don’t forget to . . . Be careful of . . . Don’t worry about . . . Dr.Chérihanne Achraf 57 01010687680 Concentrate on . . . Focus on . . . Try to make sure that . . . Whatever you do, don’t . . . I would suggest that . . . To conclude . . . Before . . . remember to . . . Whilst you are . . . Use the time you are waiting to . . If you find that . . .then . . . If . . .doesn’t . . . 9) Invitations Polite directives Please come to . . . It will be . . . It will take place at . . . It starts at . . . It finishes at . . . I am having a party because . . . I’m looking forward to . . . More advanced language constructions I would like to invite you to . . . During the afternoon we will be . . . At two O’ clock there will be . . . There will also be . . . The easiest way to get here is . . . At around . . . I think that . . I expect that . . . The thing I am looking forward to most is . . . It is anticipated that we will finish at around . . . If you would like you can . . . It would be good if . . . I hope that you will . . . Try to/try not to . . . Don’t forget to . . . If it’s okay with you . . . If you can remember to . . . Ten time connectives First of all . . . Later . . . Afterwards . . . Dr.Chérihanne Achraf 58 01010687680 After that . . . Next, we will . . . Soon after . . . At about . . . Following that . . . Finally . . . At the end of the afternoon/evening . . . 10) Letter writing Openings I would like to inform you that . . . It has come to my attention that . . . I am grateful to you for . . . I wish to . . . I wish to express . . . I would like to . . . Thank you for . . . It is with much pride that I can confirm that . . . It is with regret that . . . I am delighted to inform you that . . . I write to you because . . . Useful expressions Please accept my . . . I hope that . . . I trust that . . . It concerns me that . . . I wonder if you would be kind enough to . . . I would be grateful if . . . It would be helpful if . . . I wonder if . . . As I see it . . . I would rather not . . . I appreciate that . . . It is for this reason that . . . Closing remarks I look forward to hearing from you in due course An early response would be greatly appreciated I trust that this is all in order Thank you once again for . . . Please do not hesitate to contact me if I can be of any further assistance. 11) Narratives Dr.Chérihanne Achraf 59 01010687680 Words/phrases signifying the passage of time Instantly Immediately Just at that moment Before long So Presently Soon Later Afterwards After a while Much later At last In a flash In next to no time Within seconds Next day The next evening Eventually Towards nightfall At dawn At dusk As the sun set Simultaneously Finally Words/phrases that create more complex sentence constructions Sometimes Moreover However In spite of Nevertheless Surprisingly Strangely Similarly Incidentally Ironically Despite the fact that Even though Whilst Although Unusually In contrast Dr.Chérihanne Achraf 60 01010687680 Unknown to . . . Unable to . . . Without noticing that . . . Words/phrases to change the focus of the story Suddenly Meanwhile Not far away Some distance away While During 12) Newspaper reports Using indirect speech (no speech marks needed) He reported that . . . He also claimed that . . . He went on to state that . . . He confirmed that . . . She claimed that . . . He disputed that . . . She refused to accept that . . . He agreed that . . . He went on to tell us that . . . He continued by informing us that . . . In addition to this . . . He also spoke of how . . . He refused to accept that . . . He reputed . . . He emphasised . . . He continued by . . . A spokesman stated that . . . Using connectives in reports Shortly before daybreak . . . Later that day . . . Before long . . . As evening fell . . . As the sun set . . . Soon after . . . Hours later . . . Unfortunately . . . Fortunately . . . Soon So Afterwards Dr.Chérihanne Achraf 61 01010687680 After that Later on Next Moments later Seconds later Much later Within minutes Suddenly Without any warning . . . At that very moment . . . Presently In a flash Eventually Simultaneously 14) Persuasive writing Phrases using that I believe that . . . I think that . . . It seems to me that . . . It is clear that . . . It strikes me that . . . There is no doubt that . . . I am convinced that . . . It appears that . . . It is obvious that . . . (There can be no doubt that . . .) Rhetorical questions Is it any wonder that . . . ? Don’t you think . . . ? Isn’t it clear that . . . ? Isn’t it the case that . . . ? How can anyone believe this to be true? Does anyone really believe that . . .? Other phrases to start a sentence with In my opinion . . . As I see it . . . As everyone knows . . . Clearly . . . Obviously . . . Inevitably . . . My own view is . . . Dr.Chérihanne Achraf 62 01010687680 Initial phrases followed by a comma Surely, Firstly, Secondly, Thirdly, In addition, Furthermore, Moreover, Phrases to use when providing evidence For example, I cite, as an example . . . My evidence to support this is . . . I would draw your attention to . . . I would refer to . . . Phrases to finish off with My last point is . . . My final point is . . . Finally, In conclusion, In summary, To conclude I would like to say . . . On the basis of the evidence presented . . . On balance . . . The evidence presented supports the view that . . . It is my sincere belief that . . . 15) Recounts Useful language constructions Last week we . . . First . . . Next . . . After . . . Afterwards . . . After that . . . When . . . Suddenly . . . Just then . . Soon . . . Meanwhile . . . Finally . . . So Later on Before long Dr.Chérihanne Achraf 63 01010687680 Next Moments later Seconds later Much later Within minutes At that very moment At precisely Presently In a flash When this was complete . . . Eventually More advanced language constructions To begin with . . . Before long . . . Eventually . . . As it happened . . As a result of . . . Consequently . . . Subsequently . . . Evidence of viewpoint I found it interesting when . . . My favourite activity was . . . It was funny when . . . I liked the part when . . . I didn’t enjoy . . . The best part was . . . The worst part was . . . I was surprised that . . . I was pleased that . . . I didn’t expect that . . . It was difficult to . . . Dr.Chérihanne Achraf 64 01010687680 Part 4 Common Exam Questions Dr.Chérihanne Achraf 65 01010687680 100 Common Exam Questions Note: remember that these are general answers you just have to know and understand but not to memorize them as the answers may vary. 1.Why does the author use imagery ? To create an image in the reader’s mind and grab the reader's attention 2. Why does the writer use alliteration? To create rhythm and music to the text To add an emotive effect to the text 3. What are the features of explanatory text? Verbs are in present tenses It gives information Titles describe contents 4. Why is the story written in the first person (I and me)? The author/narrator is talking about himself/ herself. 5. Why is the story written in the second person (you)? To address the reader. 6. Why is the story written in the third person (he-she)? The author narrates what happened to another characters. Dr.Chérihanne Achraf 66 01010687680 7. What are the features of adventure writing? Must contain exciting plot. Must contain suspense. Brave Characters (often encounter situations that need quick thinking) Problem solving Obstacles to get over inner strength Action A hero/heroine A quest 8. Write two features of fantasy stories. The setting could be imaginary. The characters could be imaginary, perhaps with human characteristics. The events could not actually happen. Magical or fantastical creatures Magic could be involved 9. Write two features of ghost story It is scary and mysterious It has a lot of descriptions It has suspense & tension 10. What are the features of realistic fiction? The characters could be real people. The events could actually happen. The story has a contemporary setting. The plot is familiar theme for real life story. 11. What are the features of comedy? It amuses Mostly having a cheerful ending Dr.Chérihanne Achraf 67 01010687680 12. What are the features of fairy tale? Plot drives the story with action and suspense. Problems are resolved with happy ending Royalty is usually present in a fairy tale, a beautiful princess and handsome prince 13. Write two general features of fable Animal characters Non-specific countryside setting Simple moral lesson 14. What are the features of horror? a familiar setting often becomes unfamiliar scary. Characters could be frightening There is an element of shock and not just surprise The story often scares its readers The plot may involve nasty characters or monsters which need to be overcome It could be terrifying There may be gory details as blood There could be scary sounds, voices, nightmares and ghosts 15.What are the features of report writing? Contains all facts. Third person (he-she---) Uses formal language. The verbs used are in the present tense. 16. Write two features of science fiction? Space travel/ time travel / science & technology An unknown phenomenon Real life characters in a futuristic situation Futuristic characters :aliens & robots Futuristic gadgets : flying cars Dr.Chérihanne Achraf 68 01010687680 17- Write two features of mystery writing? There is a crime. A trail of clues are found. A satisfying ending 18-Why is the sub heading important? It divides the text into parts, so we can find information easily and quickly. To tell the reader what is the paragraph will be about. 19-Why sub-heading is in the form of question? To attract the reader to know the answer. 20-Why the author or the writer used short sentences and sentences fragments? Example Something red. Blood. The girl. The writer used short sentences to create suspense. The author is trying to create a sense of speed to build the tension and create the mood. The short sentences mirror the actions and thoughts of the character. The short sentences build excitement and suspense. To introduce a surprising fact. It emphasis the idea of the danger. (remember that you will not write all of these, you have to pick according to the text given to you) 21-Why is the paragraph short and not joined to the previous or next paragraph? This is an exciting part of the story and short paragraph emphasis it. It shows the change of place/action/new speaker To emphasise Dr.Chérihanne Achraf 69 01010687680 22-Identify how the writer has used language to create the mood Short sentences and sentences fragments. Rhetorical questions Imagery /Use of other senses Creating arguments between characters Short paragraphs 23-Identify how the writer has used language to create suspense The author uses imagery. (write example from the text given) The author uses descriptive adjective. (Example) The author uses short sentences and sentence fragments. (Example) The use of ellipsis 24-Why the author starts his story by description? To create suspense and to grab the readers' attention. 25-Why does the author write the name of the dog as Bob and not the dog? Why the author refers to the dog by He and not it? To make him seem like a person to the reader. 26- How the author makes the passage/paragraph exciting? The author makes the passage exciting by using short sentences, short paragraphs, sentence fragment, imagery or figure of speech./onomatopoeia /word choice. 27- Why are some letters in the middle of the sentences written in a capital form? DO NOT-------- To emphasise the idea (write which idea from the text given) To show that------ is essential/important. To show that the character is shouting or stressing the idea 28.Do you think the author is successful at creating the mood? "Yes," because it makes the reader wonder about what will happen next. He uses adjectives and phrases to describe the setting and the mood like "------" and " Dr.Chérihanne Achraf 70 01010687680 29.Why are some sentences written in bold? To attract the reader’s attention. To emphasise 30. Why is the passive form of the verb used? Because here the object is more important than the subject or it does not matter who is doing the process. 31. Explain why connectives are used to show time in the text. To sequence or to show the order in which things happen. To show the chronological order 32. "finally, we have chocolate!", "then come to us!" give two ways these short sentences are similar? Both are simple sentences Both have exclamation marks Both use the first person (we-us) 33. They also eat krill (tiny shrimpmlike animals), squid, shellfish and octopus." In this sentence why (tiny shrimp like animals) in brackets? Because it explains the meaning of the word krill by using a parenthetical clause to add extra information . 34. Look at this sentence: “imagine standing........., overlooking.........." What effect is the writer trying to have on the reader? Grab the reader's attention by addressing the reader directly To create an image in the reader's mind To trigger the reader's imagination. To feel how stunning it would be to be there. Dr.Chérihanne Achraf 71 01010687680 35. Look at this sentence:" it really is an ice paradise!" give two ways the writer has emphasised the information in this sentence. Use of exclamation mark Use of the word "really" which is an intensifier Use short sentence 36. What is the purpose of a biography? To tell the reader about someone s life. 37. Give two features of a biography Named person is mentioned Verbs are in the past tense Use of the third person The use of the formal language Mention of dates Chronological order The use of formal language Gives details of achievements 38.Why is a colon (:) used? To introduce a list / a list follows it To explain. To add extra information and data . To emphasise (remember that you will not write all of these, you have to pick according to the text given to you) 39. Why is a semicolon (;) used? To join two related sentences. To list phrases Dr.Chérihanne Achraf 72 01010687680 40. Look at these lines: "suddenly I heard high- pitched screams. "No-o-o-o screamed the scream. "NO! No! NO!”. The crowd froze. Every single person turned towards where the screams were coming from. Give three ways the writer builds up the tension in these lines. Choose any three: The repetition of the word "no" and "scream". The uses of exclamation mark. The use of the word "suddenly" at the beginning of the sentence. The use of the words "scream" and "froze" The use of the short sentence as "the crowd froze" built the tension. 41- When Netta describes the daily routine, she writes : walk. walk. walk... What does this way of writing tell us about the daily routine? To show fast pace To create the tension To tell us that they are in a hurry all the time. 42. But usually the place was half hidden in mis…..MMMMM ...." what atmosphere does the writer create with this description? A mysterious/ ghostly/ scary/ chilling atmosphere. As if it is a magical place. 43. This story is told by a narrator. Give 2 ways the story would be different if it was written from the point of view of the hero? The story would be told in the first person. We would know the hero's feelings/thoughts and opinions and we would see things from the hero's eyes. There would be no description or comments or opinion about the hero. 44. Their gymslips- a different colour for each house and the school badge which she often chewed absent- mindedly (another thing she was told off about) Why have dashes and brackets been used in these phrases? To add extra information or to give more details. Dr.Chérihanne Achraf 73 01010687680 45. The writer could have used commas (,) instead of dashes in these phrases above. What effect does using dashes instead of commas have here? (write anyone) The information and details are emphasised by the dash than the comma. To make the information stands out. To highlight the information. To make the information more visible. 46.The story is told by a narrator, but it is told from …………. (the character) ‘s point of view.How do we know it is told from …………….. (the character)’s point of view? We know what he is thinking. We know his feelings (and what he wants). We see everything through his eyes. 47. How would the story be different if it were told by (the character)? Use of 1st person instead of 3rd person Use of ‘I’ / ‘me’ instead of ………. (the character) 48. Why does the writer use questions in lines ………? to engage/excite/make the reader want to read on / to keep / hook the reader's attention /make it more interesting 49. Give two ways the story would be different if it was written from the point of view of …………... (the character) Story would be told in 1st person / first person pronoun used. The story would be one-sided. We would know …………. (the character)’s thoughts and feelings directly. 50. What effect does the short sentence create? To emphasis / highlight the information in the sentence. To build suspense. To create a dramatic pause Dr.Chérihanne Achraf 74 01010687680 51. The word suddenly comes immediately after the short sentence. What impact does this have? Adds dramatic effect It breaks the tension or quietness (from the short sentence). It surprises the reader 52. Why are dashes and brackets used in these phrases? To add extra information/ to give more details 53.Who is the point of view character? Write the name of the character or narrator don't just write 1st /3rd person 54.How do you know? We know what she is thinking. We know how she is feeling. We see everything from her eyes. We see what she sees. 55. List two different ways, other than imagery, in which the author creates suspense. Description of the character’s emotions. Descriptive adjectives Short sentences and sentences fragments Short paragraphs Repetition Alliteration 56. Reasons the author used for starting new paragraphs: Change of place Change of time New event or action New speaker Dr.Chérihanne Achraf 75 01010687680 57. Why do you think the author chose to write this story using a first person narrator? So that we see the events through the narrator’s eyes. So that we know the narrator’s point of view/ feelings. It describes what a person is going through. To tell you what the person is feeling. 58. Why do you think the author chose to use “Hyena”, rather than “The hyena”? To make him seem like a person to the reader when she gave him people’s ideas and feelings. 59. Why are exclamation marks used? To express the speaker's surprise /shock /amazement. To emphasis the information. 60. How does the writer show amusement/ or that something is amazing/ fantastic? By adding an exclamation mark. By emphasising the information with an exclamation mark. 61. Why is a dash used? to emphasise information in the middle of the sentence. to add /give more/give extra information in the middle of the sentence. To create a parenthetical clause To define /name 62.The writer has emphasised the information in this sentence, how can you tell? Use of exclamation mark. Use of the word “……………”. Use of a short sentence. Use of literary devices, eg. rhyme /metaphor /hyperbole / alliteration. Dr.Chérihanne Achraf 76 01010687680 63. Which paragraph do you think is the most interesting to read? Explain Why. …………… because it’s formal and factual. OR …………… because it’s informal and chatty. 64. Why did the writer use metaphors? To create an image of judgement and comparison in the mind of the reader . 65. Why did the writer use assonance ? It creates a form of rhyme not just within a verse , but within a whole line . 66. Why did the writer use simile? To give the reader a more descriptive and in-depth understanding about a particular object or person. 67. Why did the writer use repetition ? To emphasise To help make the text more interesting To help create patterns To allow the emphasis to be placed on certain themes , ideas or objects 68. Why did the writer use hyperbole? To provide strong effects . To provide great emphasis. 69 . Why are inverted commas (‘ ‘) used? To show that they are not real. To emphasise To give a name To show a quote /speech (remember that you will not write all of these, you have to pick according to the text given to you) Dr.Chérihanne Achraf 77 01010687680 70.Tick the text you prefer to read. Explain why you chose that text. Explain Why you chose that Part If Text ….. is ticked: EITHER: • A reference to the language as 'informal' or 'chatty' OR: The words are very descriptive and fun to read (not just 'fun to read'). OR: Create a picture in my mind and make it easier to understand. If Text … is ticked: EITHER: • a reference to language as 'formal". OR: it is very factual. OR: a reference to the language as more adult less childish. 71. Techniques writers use to show the main topic: Bold Subheadings Topic sentences /Thesis statement 72 . What is the purpose of onomatopoeia? To create a certain image or atmosphere for the reader The writer paints a picture in the reader's head and helps them to understand the sounds that he's describing. Dr.Chérihanne Achraf 78 01010687680 73. What is the purpose of imagery? It paints a picture in the reader's mind as the writer appeals to the five senses of the reader. 74- What is the purpose of idioms (idiomatic phrases)? Make the piece of writing more interesting as they have hidden meanings, so the reader thinks about them Note : Flashback is a technique not a genre 75.What is the purpose of a flashback? Flashbacks help explain or add detail to events that are currently happening in the story. To understand a character better To give us an insight into why a character behaves in a particular way 76- How will we start a flashback? The character may hold and use a stimulus for a memory like a certain item, a book; a toy or a box, a piece of music or a house. Flashbacks are usually written in the present simple. We use certain sentences to start a flashback like (Character) began to recall what had happened. It all started like any other normal evening at home.../Memories started flooding back.../ Her/ his brain burst with crystal-clear memories of the events from last night/last week/last year/last summer.) We start the flashback on a new line and we signal its beginning by using a punctuation mark such as '********'before we start the flashback and after we finish it. 77- What is the purpose of an argumentative essay? -To present arguments from different viewpoints 78- What are the features of an argumentative essay? Structure: It includes an introduction, evidence for and against, conclusion. Language: Use of impersonal language Present simple Third person Contrasting connectives such as however and on the other hand and sequencing connectives such as in addition and finally Dr.Chérihanne Achraf 79 01010687680 79- What is the purpose of a persuasive essay? To persuade 80- What are the features of a persuasive essay? Some of the grammatical features are: Present simple -Personal pronouns Some of the language features are: rhetorical questions -emotive language -facts and opinions- Rule of three (3) Some of the structural features are: Persuasive connectives like as a result and consequently 81-What is the purpose of a play script? - For actors and directors, a play script is written to narrate a story and inform them with what they need to do to bring the story to life as well as the stage directions. 82-Why are stage directions important (purpose)? To explain how the characters should say the words (adverbs) To inform the actors if they need to move on stage while saying their lines (phrases) Note: Handwritten plays (in brackets) printed plays (in italics) 83- Why are the production notes important? Or What is the purpose of the production notes? Production notes are written for the production team, to help them understand what they must do before, during and after each scene. 84-What do the production notes include? The production notes include a list of props, provide details about what the stage should look like, lighting and sound effects, character descriptions and costume ideas. 89-Why is (-) written in a separate line? To show that someone new is speaking To change from dialogue to narrative The line after it is spoken by a different character To create suspense and build tension Dr.Chérihanne Achraf 80 01010687680 90- The difference between a play script and a narrative text. Play Script Written in the present simple Divided into acts and scenes Direct speech and no speech marks Narrative Written in the past simple Divided into chapters Direct speech is sometimes used with speech marks 91-Why did the writer use ellipsis? (You should carefully read the sentences , lines, and the paragraph that has the ellipsis before you decide.) It can be one of the following reasons: To indicate a hesitation/ pause while speaking To create tension by adding a pause before the end of the sentence e.g. Cautiously, she opened the door.../ To indicate a pause in a speech e.g. “The winner is...Sam!” To indicate an incomplete thought To indicate an interruption To indicate that part of the text has been omitted and the meaning doesn't change 92-Why did the writer use parenthetic commas? Why did the writer use a parenthetical expression? Why did the writer use parenthesis? -To add an extra piece of information that clarifies, explains or adds information without changing the basic meaning of the sentence. Examples: a- Katie doesn't, of course, know her way home. (Commas) b- She is -by the way- from California. (Dashes) c- You did (no doubt) make payment with a credit card. (Brackets) 93-How does the writer link the ideas between the first and the second paragraph? The year (1912) used at the end of one paragraph is repeated at the start of the next paragraph. The ideas are linked by time/ chronologically Dr.Chérihanne Achraf 81 01010687680 94-The information in the final paragraph connects back to the second paragraph. Explain how. (Look for something similar or common. ) The information in both paragraphs is about (the ship's movement at the sea.) The number of people who died connects back to the number of people on board. 95-How does the writer connect the narrative of the past with the present? The writer uses events written out of the chronological order/ uses flashback/uses memories The writer uses narrative past/past perfect tense (had...spent/had suggested/had said/had been right) . 96-The difference between the persuasive essay and the leaflet They are the same but the leaflet has subtitles/subheading 97- What is the purpose of a leaflet ? To persuade 98- Why does the writer use quotations in the report ? To make the text credible To add credibility to the text . 99-why does the writer use a hyphen ? To create a compound word . To create a compound adjective 100.Why does the writer use personification ? To create an image in the reader's mind To grab the reader's interest Good luck Dr. Chérihanne Achraf MA. English Language Arts Teaching Methodology Techniques Brighton University.UK Dr.Chérihanne Achraf 82 01010687680
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