Year 7 SEAL English Exam
Review
Part 1) Reading Comprehension
Part 2) Persuasive texts, issues – Letter to the Editor
Part 3) Essay – Tomorrow, When the War Began
Part 4) Language Conventions
Reading Comprehension
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a) The Raven
Similes
Imagery
Alliteration
Repetition
Assonance/Consonance
Onomatopoeia
Rhyme
Personification
Refrain
b) Fantasy Texts
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Characters/characterisation
Relationships
Traditional Vs Contemporary
What has been challenged?
Message conveyed to the
reader
 How is the reader positioned?
 What do these texts enable us
to consider?
Things to look for…in Fantasy Texts
 Stereotypes – accepting or resisting/challenging
 Real world connections – Governments, politics,
relationships, conflict, religion
 Moral or lesson to be learned
 Literary devices – imagery, symbolism, narrative
structure or story structure, characterisation,
dialogue and language use
 Purpose – whose interest does the text serve?
Feminist? Sexist? Anti-authoritarian? Anarchist?
“The Raven” by Edgar Allan Poe
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Alliteration: The repetition of the same or similar consonant sounds in words that are close together.
Example:
“weak and weary” the w sound is repeated OR “silked” and “sad” the s sound is repeated
 Consonance: The repetition of consonant sounds within and at the ends of words
Example:
“While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping-rapping at my chamber door-“
OR repetition of the s sound: “uncertain” and “rustling”
 Assonance: The repetition of vowel sounds, usually within words
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Example:
“purple curtain”
 Onomatopoeia: words with sounds that suggest their meaning
Example:
buzz, pop, screech
 Internal Rhyme: rhyme occurring within a poem’s line
Example:
“Open here I flung the shutter, when, with many a flirt and flutter”
 End Rhyme: Rhyming words at the ends of lines.
Example:
“Tell me not, in mournful numbers,
Life is but an empty dream! –
For the soul is dead that slumbers,
And things are now what they seem.” By Longfellow
 Refrain: repetition of a word or phrase for effect
Example:
“He shrieked and cried, “No! Oh, no!”
The wind blew stronger still and breathed,
“No! Oh, no!”
 Simile: a figure of speech that makes a direct comparison between two subjects, using either like or as.
Example:
Her smile was like a sunbeam. She is as sweet as sugar.
 Metaphor: a figure of speech in which one thing is spoken of as though it were something else.
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Example:
“love is madness.”
 Personification: a figure of speech in which nonhuman subjects are given human characteristics.
Example:
The creek ran down the hill. The leaves fought with one another in the wind. A smiling moon
Reading Comprehension
c) Tomorrow, When the War
Began
 Similes used to emphasise an
idea or a message
 Literary devices used through
the narration and spoken
dialogue
 What does Ellie realise?
 What does Homer realise?
 Why the symbol of the Hermit?
 Literary devices used to convey
hope and faith in war
d) Media Texts
 What is an issue?
 What is a contention?
 What language devices are
used to persuade or position?
 Tone – how is this created?
 Loaded words or phrases?
 Emotive words with negative
(or positive) connotations
 Quotes, facts and statistics
 Rhetorical questions
Tomorrow, When the War Began
Use of flashbacks and flash forwards.
 The book moves back and forth between present action and
past reflections. It begins in the present with Ellie narrating the
story which is told in present tense but has already happened
and is in the past. There are also passages written in the past
tense, used to fill in details of what their life had been like and
what had happened to other characters.
 Present tense – ‘I don’t know if I will be able to do this. I might as
well say so now.’ (Ellie – Pg 1)
 Past tense – ‘ Homer had been quite short as a little kid…’
(About Homer – Pg 16)
 Present tense - ‘I just hope we can survive.’ (Ellie – Pg 284)
Tomorrow, When the War Began
Descriptive passages containing imagery.
 Marsden uses descriptive words to enable the reader to create visuals of the
environments of Hell and Wirrawee and the characters. Many of these passages
contain sensory details that enable the reader to feel as well as see.
 Examples:
 ‘Their eyes were red and desperate and their snouts were covered with dried
froth.’ (pg 55)
 ‘The moon was well up by the time I left. The rocks stood out quite brightly along
the thin ridge of Tailor’s Stitch. A small bird suddenly flew out of a low tree ahead
of me, with a yowling cry and a clatter of wings.’ (pg 215)
 ‘here and there glints of sunlight bounced off the water and the secret coolness
of the tunnel was giving way to the more ordinary dry heat…’ (pg 186)
 ‘she was walking, and the way she stood there in the cooling sunlight, like a
model doing a fashion shoot on a beach. I think she knew, and loved it.’ (pg 54 –
also a simile)
Tomorrow, When the War Began
Similes.
 There are various powerful similes throughout the novel, used to
compare aspects of the teenagers experiences to other things,
so the reader is able to imagine what Marsden wants them to.
 Examples:
 ‘We ended up crawling along like myxo’d rabbits.’ (pg 26)
 ‘Up until then, everything had been unreal, like a night-stalking
game at a school camp.’ (pg 81)
 ‘It was a great big ugly dark thing, like a powerful wasp, buzzing
and staring and hungry to kill.’ (p114)
 ‘Running over the jeep was like running over a small hill at high
speed.’ (pg 145)
 ‘But nothing could be seen of the tiny humans who crawled like
bugs over the landscape, committing their monstrous and
beautiful acts.’ (pg 217)
Tomorrow, When the War Began
Metaphors.
 Metaphors are used when one thing is used in replacement for another. There
are various extended metaphors used throughout this book. Faith and religion is
used extensively in the novel, representing the inner conflict within Ellie about
the evil within mankind. Ironically enough the metaphor of ‘Hell’ is ambiguous, as
it is the teenagers’ salvation as well as their prison as they lose their freedom.
The religious metaphor is accentuated throughout the book with many
references to Satan, devils, the Bible, good and evil, snakes as well as the
number 6 (6 fires and Chapter 6 when the war begins).
 Water is also used as a metaphor for spiritual journey and cleansing of the soul,
such as when Ellie follows the stream with Lee and is taken to the Hermit’s Hut.
But it is also used as a metaphor for the river of evil that flows into the town. ‘a
dark river of aircraft flowed overhead.’ (pg 179)
 The next metaphor refers to the torment and guilt that challenges Ellie’s inner
values and morality, when she kills to save herself and is forced to reveal a side
of her that conflicts with who she believed she was.
 ‘I was a devil of death, and there were no angels left in the world, no-one to
make me better than myself or to save me from the harm I was doing.’ (pg163 164)
Tomorrow, When the War Began
Metaphors
 The Hermit is also used as a metaphor to illustrate how good people are
sometimes forced to do things that are considered evil. He is forced to remove
himself from society, as it would constantly judge or remind him of the evil deeds
he has done. For the Hermit, his life would be Hell. Ellie is like the Hermit, she has
‘blood on her hands’ (a reference to Lady Macbeth from Shakespeare’s
Macbeth). ‘I too had blood on my hands, like the Hermit, and just as I couldn’t
tell whether his actions were good or bad, so too I couldn’t tell what mine were.’
(pg 216)
 One of the most powerful metaphors used in the novel is when Ellie steps out
from the darkness into the circle of light near the Showgrounds. This is a turning
point, as she moves from inaction to action. This dark to light metaphor
symbolises that if people do nothing they are basically doomed and that
Humanity’s only chance at survival is to take action against the evil in the world.
People must stand up and take a risk and attempt action or we will always be in
the darkness, at the mercy of others and fearful – fear being the motivation for
subservience and is what gives others power. This ‘stepping out’ is also
metaphorical for Ellie changing, transforming from a child who takes orders and
follows instructions, to a human being who must rely on her own instincts and
abilities.
‘I suddenly made myself leave the darkness…not just a polite obedient kid.’
(pgs 81 – 82)
Tomorrow, When the War Began
Symbolism.
There are many symbols used throughout the book to emphasise the ideas and
messages that Marsden is trying to make.
Religious symbolism
 Snake symbolises the serpent in the Garden of Eden.
 Hell symbolises the Garden of Eden, a sanctuary from man’s evil.
 The number 6 (Fires and chapter) symbolises evil – the number of the Beast
(Satan).
Hermit
 Roses symbolise the beauty within a person and that they can still appreciate
nature and feel love in spite of the presence of evil.
 Hut symbolises how he has done something unacceptable in society and has
been self exiled.
 Hermit symbolises the evil in society and how that evil is sometimes created by
society and is not a product if the individual. We never know if he killed for love
but his act creates his own isolation and Hell.
Guns/Weapons
 Symbolise power and destruction. The teenagers are reluctant to take firearms
at first but then realise they must assume this power if they are to survive
against the enemy.
Tomorrow, When the War Began
Symbolism
Water
 Symbolises cleansing and purification (like Water is used in Christenings).
Ellie takes a journey along a stream and this will lead her to self-discovery
and the healing that she needs from all she has experienced. It also
represents life, for we cannot live without water.
Teenagers
 The teenagers all symbolise various parts of society as well as represent
various mythological or historical characters. The name Ellie is derived
from various biblical stories and has references to many cultures, such as
Greek – meaning ‘defender of man’ and this has a direct reference to
Ellie’s role in the novel. Homer symbolises security and a defender – also
translated from Greek. Both symbolise leadership and protection. Robyn
symbolises Christianity and faith. Corrie means a maiden in Ancient Greek
language and maidens were often sacrificed, could her name forewarn
us of what will happen to her through her own vulnerability?
Tomorrow, When the War Began
Personification.
 Marsden continually assigns human characteristics to animals and
inanimate objects, illustrating that the ‘intent’ behind all that
occurs can be attributed to the actions of human beings.
 Examples:
 ‘There was something sinister about it, something diabolical. It
flew with a sense of purpose, deliberate and cold-blooded.’ (pg
119)
 ‘The cool night breeze kissed my face all over…’ (pg 215)
 ‘Then I pulled it towards me, a little too hard, because I had half
expected it to be locked. It came about thirty centimetres, with
the screech of a tortured soul.’ (pg 127)
 ‘Then it turned again and accelerated into the distance, back to its
foul lair.’ (pg 120)
Tomorrow, When the War Began
Alliteration and assonance.
 Words that begin with the same letters or contain the same
sounds are used to emphasise ideas in the book. Examples:
‘Burning bodies stretched out their hands, begging for mercy.’
(pg 163 – emphasis on the letter B)
‘I backed a car over my cousin and couldn’t rescue my dog
when he got caught in a flood.’ (pg 163 – emphasis on the letter
C)
‘None of us wants to end up as a pile of dead white bones,
unnoticed, unknown, and worst of all, with no one knowing or
appreciating the risks we’ve run.’ (pg 2 – emphasis on the
sound ‘UN’)
Tomorrow, When the War Began
Colloquialisms.
 The story captures the essence of multicultural Australia by
combining both colloquialisms from the more stereotypical
Australian dialect, as well as other cultural backgrounds (such as:
the reserved, quiet spoken Asian Lee or the aggressive passionate
Homer). Examples:
‘And you know the kind of blokes he’s always knocked around with
at school.’ (pg 213 – Ellie about Homer)
‘while you guys were walking towards Wirrawee last night with your
eyes shut, I Was noticing a few things.’ (pg 250 – Homer)
‘Corrie’s my mate and I’m not going to dump her and run.’ (Pg 281 –
Kevin)
Tomorrow, When the War Began
Opposites – Use of contrast.
 The book uses contrasts to show the oppositional elements in life,
such as good and evil. Light and shade are frequently used to
emphasise these ideas but they frequently mean the opposite to
what the reader expects. Darkness provides safety for the teenagers
and light is often the source of destruction and death. The hostages
are held in the lit showgrounds and the teenagers are safe in the
dark depths of ‘Hell’. Marsden is trying to get the reader to consider
what is really evil and whether things are really not that clear in a
complicated world. Actions can be attributed to both good and bad.
Examples:
‘But that was the whole problem. That as a human being he could have
done either and he could have done both.’ (pg 216)
‘People, shadows, good, bad, Heaven, Hell: all of these were names,
labels, that was all. Humans had created these opposites: Nature
recognised no opposites.’ (p217)
Media Texts
What is an issue?
Something that causes varying opinions or different
sides/perspectives.
Not an issue if it does not have opposite sides.
Media texts contain issues and most texts present a writer’s
contention (or position) on the issue.
The writer uses words with either a negative or a positive
connotation and will convey a ‘tone’ that will depend on the
purpose for which they are writing the text.
Media Texts
Anecdote - Short account or story
Example: ‘Recently my neighbour experience these problems first-hand’
 How it positions:
Positions readers to respond emotionally. ‘Rings True’ so positions readers to
take notice and accept information.
Appeal to Authority - Uses the opinion of an expert or authority figure to
impress audience or prove a point
Example: ‘Professor Tran’s extensive research in this area leaves little doubt
that …’
 How it positions:
Reassures the reader that the writer’s viewpoint is shared by someone with
expert knowledge
Media Texts
Appeal to Common Sense - A practical everyday knowledge that is accepted
as obvious and therefore ‘true’
Example:
‘The Australian Medical Association said it was “common sense” that a ban
should be in place’
 How it positions:
Pressures the reader to agree by implying that anyone who disagrees lacks
practical intelligence.
Appeal to Family Values - Suggests that traditional family life provides the
essential values for a healthy, stable society.
Example:
The government needs to make the well-being of families a top priority to
ensure parents have the time and resources to care for children.
 How it positions:
Leads the reader to view traditional nuclear families as most desirable.
Media Texts
Appeal to Fear and Insecurity - Suggests that people’s safety, security or
freedom are at risk.
Example:
‘If we don’t act now we will be in mortal danger’
 How it positions:
Pressures the reader to feel that solutions are needed urgently so they should
agree with the proposals.
Appeal to Hip-Pocket Nerve - Threatens our financial well-being because we
fear or believe that we are being overcharged.
Example:
‘The government is going to desperately claw money out of purses and
wallets.’
 How it positions:
Positions the reader to reject the view of those who want to raise prices, fees
etc.
Media Texts
Appeal to tradition and Customs - Appeals to a sense of security based on the belief that
rituals and traditions are valuable.
Example:
‘Generations of Australians once thrilled to see the circus roll into town. And while urban
sprawl is taking its toll, a small band of families keeps the magic alive.
 How it positions:
Encourages the reader to resist change and to feel that links with the past should be
retained.
Appeal to Loyalty and Patriotism - Assumes a commitment to our group, a love of our
country, that old ways of doing things should be highly valued.
Example:
‘Don’t let your community down—you owe it a helping hand so it can help you in the
future.’
 How it positions:
Positions the reader to agree with (and possible take part in) actions that will benefit
the nation or the group.
Media Texts
Appeal to Sense Of Justice - Plays on our belief that we all have the right to be treated
fairly.
Example:
‘the death penalty is the ultimate form of cruel and inhuman punishment, and a violation
of fundamental human rights’
 How it positions:
Positions the reader to agree that ‘the punishment should fit the crime’.
Attacks and Praise - Attacks belittle a group or individual. Praise presents a person or
group as outstanding
Example:
‘the sorry state of the Murray River is not just a consequence of drought, but of more
than a century of dysfunctional management.’
 How it positions:
Attack: makes us to think badly of the person/group
Praise: makes us admire the person / group
Media Texts
Clichés - Overused phrases that a wide range of readers can recognise.
Example: ‘Let’s hope he turns over a new leaf’
 How it positions:
Reassure the reader through a family expression that can position the
reader to accept an idea because they are lulled into an uncritical mindset.
Colourful Language - Creates a strong image through unusual and striking
words, especially adjectives.
Example:
Alas, not even the lure of ogling furry creatures—or brawny life savers—
could convince Laura Bust to change her mind.
 How it positions:
Creates a memorable image and catches the reader’s interest.
Media Texts
Connotations and Loaded Words - Meanings associated with or implied by words, as
opposed to their literal or ‘dictionary’ meaning.
Example:
‘A recent report claims that Aussie worker is a myth. While it stopped short of saying the
Aussie bludger is back, it claims data shows working hours getting longer is a myth.
 How it positions:
 Associated meanings of words arouse feeling and attitudes that position the reader.
Emotional Appeals - Any appeals to the emotions that arouse hopes, fears, desires and
so on.
Example:
‘there are plans for a national helpline. This should be fast-tracked. In the desperate, latenight hours,
a prompt reply could make the difference between life and death.’
 How it positions:
The reader reacts emotionally to agree with the writer’s viewpoint before reason comes
into play.
Media Texts
Evidence - The use of facts and figures to provide rational, scientific ‘proof’ as the basis for a
point of view.
Example:
‘Federal funding for private school will increase from $5.8 billion to $7.5 billion over the next
5 years.’
 How it positions:
The reader views the writer’s argument as more convincing because it appears to be
objective and reliable.
Exaggeration, Overstatement and Hyperbole - Presents an extreme view of a situation for
dramatic impacts.
Example:
‘With the Greens holding the balance of power, whole industries would be shut down and
workers thrown on the scrap heap.’
 How it positions:
Exaggeration positions a reader to respond emotionally and so be more likely to accept or
reject a viewpoint
Media Texts
Generalisation - A sweeping statement that suggests what is
true for some is true for most or all
Example:
‘Today’s young royals are rich, famous and fond of partying’
 How it positions:
Powerful because appeals to commonly held beliefs, prejudice and views.
Graphs and Diagrams - Facts and figures presented in a visual form.
Example:
40% 60%
 How it positions:
Give a quickly understood picture of the ‘facts’ that support a viewpoint in
an article or similar—help to persuade and position the reader to agree.
Media Texts
Inclusive Language - Uses ‘we’, ‘our’, ‘us’, etc. to include the readers in the same group
as the writer.
Example:
‘We all know that...’
• How it positions:
The reader is positioned to agree with the writer because it appeals to their desire to
belong to the group or plays on their fears of being left out’ or regarded as an outsider.
Irony - A feature of language that allows the writer to say one thing when their real
meaning is the opposite.
Example:
‘We’re running out of water and the government wants another swimming centre—
that’s just what we need.’
 How it positions:
The reader is positioned to share in the writer’s ridicule (and rejection) of an idea or
object.
Media Texts
Metaphor and Simile - Compares two different things, suggesting a
similarity. Simile uses ‘as if’ or ‘like’; a metaphor does not.
Example: ‘The team was about as effective as a walking corpse.’
 How it positions:
Create a striking and memorable images, often with emotional
impact than can influence the reader’s viewpoint.
Pun - A play on a word that suggests a double meaning.
Example: ‘Bombers hit target after slow start’
 How it positions:
Grabs the reader’s interest and attention, especially through the
use of humour.
Media Texts
Reason and Logic - Used to link ideas and develop an argument
supporting the writer’s point of view.
Example: ‘If we had single-bench seating on either side of the train
carriage we could easily accommodate more people’
 How it positions:
Makes you accept the writer’s viewpoint as objective.
Repetition - Using the same word or phrase and idea several times to
add emphasis.
Example: ‘It’s a simple choice, a simple plan, a simple solution’
 How it positions:
Increases the impact of the main point or key term and so engages
the reader’s attention.
Media Texts
Rhetorical Question - A question with an implied but unstated answer.
Example:
‘How can we be expected to abandon our cars in favour of public transport
when the system is in such despair?’
 How it positions:
Suggests that the ‘answer’ is self-evident and therefore the reader mush agree
with it.
Alliteration - Repetition of a consonant, especially at the start of words.
Example:
‘Australian households world’s worst at water use’
 How it positions:
Gains attention; adds emphasis;
Media Texts
Tone - The mood or feeling of the language used by a writer or
speaker.
Examples: Serious, mocking, comic, angry, calm, concerned,
sarcastic, optimistic, flippant, amusing, bitter, flamboyant,
sombre, fearful, hushed, excitable, wistful, hopeful, sarcastic,
outraged, calm, bemused, belligerent, aggressive,
condescending
• A shift in tone can have a persuasive technique style
• Two broad categories: serious or comic
Media Texts
Style - Style is the way in which language is used, the
way in which words are combined to form phrases and
sentences
• Language style depends largely on the context
 Examples: Formal, informal, colloquial or slang, simple
and direct or poetic and descriptive, literary,
informative, plain, colourful, simple, discursive,
colloquial, chatty.
Media Texts
Photographs - Can add powerful emotive impact that
can persuade the reader
• Highlights an extreme aspect of the issue
• Shows expression of people to convey an emotion
• Shows people in familiar contexts
• Presents a landscape
• Sets up other ways to persuade the reader to agree
Media Texts
Cartoons - Present a clear point of view on an issue
Cartoons will employ many different persuasive
techniques to get their point across:
• Puns
• Exaggeration
• Irony
• Personal attack
Annotating an article
 Look for the obvious first and write notes on the
article
 Heading (pun or loaded?), visuals, loaded statements,
bold sections, quotes, statistics, emotive words etc
 Identify the writer’s contention – do you agree?
 Establish your own contention on the issue
 Select pieces of evidence from this article to support
your own arguments
 Devise THREE strong arguments for your letter body
Letter to the Editor - Structure
1) Introduction – include reference to the article
(author, title, date, publication), the issue and what
your contention is – set up your letter and give it a
purpose.
2) Three arguments (body)– use TEEL for argument
topic sentence, explanation for reasoning and
evidence for reasoning, link back to main issue
3) Conclusion - of evaluation on issue and possibly a
call to action – what should happen and why.
Sample Introduction
Dear Editor,
I am writing in response to “(article title)” by (writer’s
name), published on (date) in the (publication). I
strongly disagree with the outrageous idea that off
shore drilling is necessary for our economy. The current
disaster in the Gulf demonstrates horribly well that
offshore oil drilling is a dirty and disastrous endeavour.
Sample Paragraph
Studies have proven that those of us who receive
comprehensive sex education are more likely to delay
sexual activity and to use contraceptives when we do
become sexually active. Even the Surgeon General has
declared that it is “imperative and clear that [youth
need] accurate information about contraceptives.” Yet,
the current administration chooses ideology over
science and spends millions of dollars on ineffective and
inaccurate abstinence-only programs.
Conclusion
The Responsible Education about Life (REAL) Act would
provide states with funding to implement school-based
sex education that includes information about both
abstinence and also contraception. It is imperative that
we urge Congress to support the REAL Act.
Sincerely,
(Your Name)
(Your Contact Information)
Tips…
- Identify the issue and the writer’s contention
- Work out your own contention – whether you will
agree or disagree
- Annotate your article first and highlight the bits you
will include in your letter response
- Create THREE strong arguments and link to
supporting evidence
- Include as many persuasive techniques as you can!!
Tomorrow, When the War Began
Essay - Structure
Essay topic will focus on what the author
intended to communicate to the reader and the
way he did this.
Ask yourself:
- What message has he attempted to convey?
- How has he conveyed that message?
- Through the characters?
- Through the literary devices?
Process of essay writing - planning
 Deconstruct the topic – what do you need to discuss?
 Underline key words – these should be used in throughout
the essay
 Plan - Create your topic sentences based on the key ideas
(big ideas) that the topic relates to
 Jot down some specific examples that you can use to
support ideas (characters, literary devices, moments in the
book etc)
 Jot down any quotes that can be used in your discussion
Introduction
 Opening sentence establishing the context related to
the topic…will probably be war
 Introduce details of the text being discussed and very
brief overview of story in relation to the topic
 Address the topic and establish your contention by
using key words
 Preview what will be discussed in the body of your
essay
Sample Intro
Australians are lucky because unlike people from other countries, we
have not experienced a recent war, nor have we been invaded by an enemy.
Establish context The novel ‘Tomorrow When the War Began’ (by John
Marsden) presents the reader with a scenario of what Australia would be like
in the event of war. Introduce text details and address topic Narrated
predominantly from the perspective of the female protagonist Ellie, the story
centres around seven teenagers who come back from a camping trip and find
their town invaded by an unknown enemy. Life as they knew it has changed
forever but in the midst of their struggles there is hope. Key words The
teenagers represent the youth of modern society who are willing to fight back
and try to survive. The characters of Ellie and Homer represent the qualities
that will be needed to overcome the evil in the world and create a better
future. Preview what will be discussed. Although war is a terrifying event for
this young group of teenagers, the overall message throughout the book is
hopeful. Contention is clear and discussion is setup.
Topic sentences
Topic sentences should be stand alone sentences that are the
summary points of your essay:
1) The group of teenagers represent Marden’s idealistic belief that
young people of any nationality, gender and faith must work
together to overcome conflict and survive any challenge in life.
2) The narration of the story through the character of Ellie is never
completely lacking in hope, as her dialogue reflects a belief in
human beings and that a more positive future is possible.
3) The character of Homer has been deliberately created to
emphasise that the most unlikely people can sometimes become
leaders or show unexpected qualities when faced with life’s
challenges.
Body Paragraphs - TEEL
Topic sentence (1 sentence)
Explain
Example or Evidence (Interchangeable 5 - 6
sentences)
Evaluate
Link (1 sentence)
Sample Paragraph
The story about these teenagers suggests that the author Marsden believes that
young people have more potential than adults realise. The group must overcome incredible
challenges by working together in a mature and effective way. In a very short space of time,
the teenagers are able to adapt to their situation; thinking and acting like guerrilla soldiers.
They are able to become a democratic unit, making decisions together and considering the
safety of each member of the group. Marsden chooses to make both the characters of Ellie
and Homer leaders in the group, showing that gender equality is more acceptable in modern
society. Although this story is a hypothetical scenario, it enables the reader to consider the
strengths of young people. When faced with surviving the effects of war alone, the characters
demonstrate ‘loyalty, courage, goodness’ (pg 284, Epilogue) and are the only chance for the
trapped hostages. Is Marsden showing us that young people are the key to a better future?
When Ellie writes: ‘Humans do such terrible things to each other that sometimes my brain tells
me that they must be evil. But my heart still isn’t convinced.’ (pg 284, Epilogue) we feel there is
hope for the future because young people believe there are better options than war or
inequality between countries – especially if we all work together. This novel is appealing for
young people because teenagers do see themselves as young adults who can make mature
decisions; and although they are definitely new to the role, with support and encouragement
they can achieve anything.
Conclusion
 Revisit the topic and evaluate what you
have discovered during your discussion
 You must summarise the main aspects
of your essay
 Provide a final sentence of reflection on
the significance of the topic and text
Sample Conclusion
Marsden has endeavoured to produce a hopeful book, in spite of it
being a hypothetical book about war and man’s capacity to kill and destroy. He
has shown, through the characters and their faith and beliefs; and how they
develop enormous trust in each other, it is possible to achieve a better future.
Staying loyal to each other and working together means that they can surpass
the difficult hurdles in life, even in the context of conflict. The fact that they
show compassion, faithfulness, dependency, courage, loyalty and above all
love, is hopeful. The characters never give up because they still believe there is
good in human beings and this keeps them going. This is something we too
would hold on to if ever in a war situation.
“Humans do such terrible things to each other that sometimes my brain tells me
they must be evil. But my heart still isn’t convinced.
I just hope we can survive.” (Ellie - Epilogue)
Best Quotes
 We’ve learnt a lot and we’ve
had to figure out what’s
important, what matters –
what really matters. It’s been
quite a time.” (Chapter 1)
 “No, Hell wasn’t anything to do
with places, Hell was all to do
with people. Maybe Hell was
people.” (Chapter 4)
 “In the midst of death we are in
life.” (Chapter 10)
 Yes, the Bible: ‘and the greatest of
these was love’. My fear came
from love. Love for my friends. I
didn’t want to let them down. If I
did, they would die.” (Chapter 11)
 “The Hermit for instance;
whatever had happened that
terrible Christmas Eve, whether
he’d committed an act of great
love, or an act of great evil … But
that was the whole problem, that
as a human being he could have
done either and he could have
done both” (Chapter 16)
Best Quotes
 “I had a sense within me – often
not much more than a striving – to
find the right thing to do, and I had
to have faith in that sense. Call it
anything – instinct, conscience,
imagination – but what it felt like
was a constant testing of
everything I did against some kind
of boundaries within me; checking,
checking, all the time.”
(Chapter 16)
“We’ve got to stick together,
that’s all I know. We all drive each
other crazy at times, but I don’t
want to end up here alone, like the
Hermit. Then this really would be
Hell. Humans do such terrible
things to each other that
sometimes my brain tells me they
must be evil. But my heart still isn’t
convinced.
I just hope we can survive.”
(Epilogue)
Differences between sentences
Simple Sentence
Compound Sentence
Complex Sentence
The elf scurried home.
The elf scurried home and he began searching
for the book.
The elf scurried home, rushed straight over to
the book-shelf and began searching for the
silver book that contained the reversing spell.
One independent clause and verb – sentence
stands alone.
Two independent clauses joined by a
conjunction or coordinator.
Subject and object and action.
Did this and then this.
One or more independent clauses joined to a
dependant clause, with the use of subcoordinators and conjunctions.
Offers more information – answers the
questions, where, how, why, when etc.
Language Conventions
Nouns















Common _________________________
Proper ___________________________
Concrete _________________________
Synonyms and Antonyms
 Synonyms - Words
that are similar (e.g.
cold and frozen)
Abstract __________________________
Personal __________________________
Possessive ________________________
Relative ___________________________
Question __________________________
 Antonyms – Words
that are opposite (e.g.
cold and hot)
Language Conventions
Homophone
Homograph
 Sound the same and spelt
differently
 Looks the same but has a
different meaning
 E.g. There and Their
 E.g. Bow and Bow
 E.g. Rose and Rows
 E.g. Sow and Sow
Poetics/Literary Devices
 Simile – Comparing one thing to another, using ‘as’ or
‘like’. E.g. His face was like a storm about to unleash its fury
on the world.
 Metaphor – Using a symbol of one thing as though it is
another. E.g. He was the lamb to the slaughter and I could
do nothing but watch him accept his fate.
 Personification – Giving human qualities to an object or
abstract thing. E.g. The wind was whistling his eerie song.