1. Evaluate your current skills. How confident are you about the following?
Write appropriately for purpose and audience
Engage the reader
Shape paragraphs/structure
Use 5+ types of punctuation accurately
Use emotive language and crafted vocabulary
Use a range of sentence types on purpose
Use connectives/discourse markers
Use a range of linguistic devices
Use sophisticated and original ideas and crafting
Write accurately

2. Unit 2 Writing: 40/80 marks
Exposition
Description
Narration

3. The Structure of the Writing Section
Total marks for this section: 35 Key Q - How are these broken down? You will be given 2 titles that could be: Description Narration Exposition Key Q – Do you know the difference?

4. Which techniques and features might be used in each category to take the work to a higher level?
Metaphors and similes
Facts and statistics
Giving both sides of a story
Personal experience
Imperatives (Do this, do that)
Sensory writing
Dialogue
Facts and figures
Accuracy
Variation in time frame
Different formats of writing
Characterisation
First/second/third person address
Extension: Add any others you can think of to your diagram!

5. Set yourself a target to work on – write it at the top of the redraft and highlight it! Look for opportunities to improve your writing, highlight those in the same colour on draft 1.
Write appropriately for purpose and audience
Engage the reader
Shape paragraphs/structure
Use 5+ types of punctuation accurately
Use emotive language and crafted vocabulary
Use a range of sentence types on purpose (inc. short sentences)
Use connectives/discourse markers
Use a range of linguistic devices
Sophisticated and original ideas and crafting

6. Review – your choice! Re-plan the work.
Write a list of Dos and Don’ts for the writing.
Write a to-do list for next lesson.
Make a mindmap of what you’ve done and what you will do.

7. LO: Self assessing, redrafting and improving my writing
Redraft your work, trying to improve it by using
Better vocabulary
A better variety of sentence structures
A better range of punctuation
Better detail
Better crafting
BETTER everything!

8. Lesson : Sentence Structure
LO: To understand how to vary your sentences for effect

9. What is meant by “a range of sentence structures”?
There are four REALLY EASY ways that you can vary your sentences:
Don’t always start with the subject.
Instead of “I walked slowly over to her”, change it to “Slowly, I walked over to her.”

10. 2
If you find you have a lot of short sentences. Combine some of them to make compound sentences. “The rain was falling heavily from the clouds above. It was very dark.” Would become: “It was very dark and the rain was falling heavily from the clouds above.”

11. 3
Add additional detail to your sentences. For example: “I couldn’t see through the windscreen that day.” Could become: “I couldn’t see through the windscreen that day because of all the dust.”

12. 4
Experiment with the order of words, for example, instead of : “I couldn’t see through the windscreen that day because of all the dust.” You could have: “Because of all the dust, I couldn’t see through the windscreen that day.”

13. 6 top tips for improving your sentence openings:
Begin your sentence with a preposition!
A preposition is a word that tells you about where or when something happened
Examples: Before he could catch him, the dog had run off to the far side of the field.
Underneath the table, John began to wonder if he would ever escape.

14. Tip 2 Begin your sentence with a participle!
A participle is a verb with either an -ing or an -ed ending
Examples: Wearing his favourite Manchester Utd t-shirt, Max strode onto the pitch.
Petrified by the noises he could hear, the baby began to cry.

15. Tip 3 Begin your sentence with an infinitive!
An infinitive is the form of a verb which has ‘to’ in front of it
Examples: To escape, the children had no choice but to steal the ice cream van.
To make himself heard, Jamie took the loud hailer from its stand.

16. Tip 4 Begin your sentence with an adverb!
An adverb is a descriptive word which describes the action of the verb
Examples: Calmly, the soldier began to unhook the booby-trap.
Foolishly, the students had forgotten to leave their mobile phones at home.

17. Tip 5 Begin your sentence with a subordinate clause!
A subordinate clause is a clause which gives more information but doesn’t make sense alone
Examples: Although it was still only morning, Jamie knew he had to go home.
Despite his best efforts, it was clear that the gymnast would never win gold.

18. Tip 6 Begin your sentence with some repeated structures!
Repeated structures allow you to use the same type of phrase a few times in a row
Examples: Bored of lessons, tired of teachers, and weary of writing, he ran for freedom.
From the sea in the east, to the river in the west, Amy could see for miles.

19. Task
Write 2 sentences on your chosen topic for each of the 6 tips .

20. LO: To revise the different punctuation marks and how to use them
Lesson : Punctuation
LO: To revise the different punctuation marks and how to use them

21. The punctuation marks we will learn about today are…
The full stop (.)
The comma (,)
The colon (:)
The semi-colon (;)
The apostrophe (‘)

22. The full stop
The full stop (.) is used at the end of a sentence. A sentence is a group of words which makes complete sense. After a full stop, we need a capital letter.
For example:
John kicked the ball. The ball smashed a window.
These are sentences. They make complete sense.
John kicked
The ball
These are not sentences. They do not make complete sense.

23. The comma (Part 1)
The comma (,) is used to separate the main clause of a sentence from the subordinate clauses. The main clause is the section of the sentence which makes complete sense by itself. The subordinate clauses do not make sense by themselves. They need a main clause to add to their meaning.
For example, look at the sentence
While the children were working quietly, Miss Jeffery was surfing the Internet.
Miss Jeffery was surfing the Internet is the main clause. It makes complete sense by itself.
While the children were working quietly is the subordinate clause. It does not make sense by itself.
The main clause and the subordinate clause are separated by a comma.

24. The comma (Part 2)
The comma (,) is also used to separate items in a list. The rules are as follows:
In a list of objects, there is no need for a comma before the final object, because ‘and’ takes its place.
For example: For lunch today I had: a cheese sandwich, a packet of crisps, a Fruit Shoot and an apple.
There is no need to do this: For lunch today I had: a cheese sandwich, a packet of crisps, a Fruit Shoot, and an apple. The comma before ‘and’ is unnecessary.

25. The comma (Part 3)
Rule Number 2: In a list of adjectives or adverbs, there is no need for a comma between the final adjective or adverb and the word it describes.
NB: an adjective describes a noun (person, place or thing). For example: The beautiful girl. An adverb describes a verb (a doing word). For example: The car moved quickly.
Using the comma in a list of adjectives:
The old tramp was a smelly, dirty, unpleasant-looking man.
Using the comma in a list of adverbs:
The motorbike sped powerfully, dangerously, exhilaratingly along the road.

26. The colon (Part 1) The colon (:) is used to introduce a list.
Remember the list of things I had for lunch?
For lunch today I had: a cheese sandwich, a packet of crisps, a Fruit Shoot and an apple.
Another example:
There were a lot of things on Anna’s floor: clothes, books, plastic bags, shoes, papers and a dirty coffee mug she had forgotten to take downstairs.

27. The colon (Part 2)
The colon is also used to add further explanation to a point previously made.
For example:
Schools nowadays are much improved from previously: corporal punishment no longer exists, and teachers generally make an effort to involve and engage students in lessons.

28. The semi-colon
Many people get confused about the use of the semi-colon…
But it’s not hard!
It is used in two main ways.

29. Using the semi-colon (Part 1)
One way to use the semi-colon is to separate items in a list in which each item is fairly long and complicated.
Let me explain…

30. The semi-colon explained (Part 1)
In the sentence ‘For lunch today I had: a cheese sandwich, a packet of crisps, a Fruit Shoot and an apple.’ semi-colons are not needed between the items. They are short and uncomplicated, and only require separating with commas.
However, in the sentence ‘I did lots of things at the weekend: I went to the theatre with my friends; I visited my gran for Sunday lunch; I did a huge pile of marking; I created a PowerPoint presentation.’ semi-colons are used to separate the items because they are each quite lengthy. This makes the sentence clearer.

31. Using the semi-colon (Part 2)
Another way to use the semi-colon is to separate clauses in a sentence which have equal weight.
Let me explain:

32. The semi-colon explained (Part 2)
Remember the explanation of main clauses and subordinate clauses?
The main clause in a sentence makes complete sense by itself.
The subordinate clauses do not make complete sense. They need the main clause to add to their meaning.
Sometimes, a sentence does not have a main clause and a subordinate clause.
Instead, it has two or more clauses which each have equal weight (as though the sentence had two or more main clauses).
For example: Mavis was a student at the local school; she was a hard-working and pleasant girl.

33. The semi-colon explained (Part 3)
Here’s that sentence again:
Mavis was a Sixth Form student at the local school; she was a hard-working and pleasant girl.
Notice that each of the clauses makes complete sense by itself. Each one could be expressed as a sentence:
Mavis was a Sixth Form student at the local school. She was a hard-working and pleasant girl.
To put it simply…

34. The semi-colon explained (Part 4)
A semi-colon is an alternative to a full stop when you want to make two or more short sentences into one long one.
Another example:
‘There had been no possibility of taking a walk that day. It had been raining steadily since dawn.’ becomes
There had been no possibility of taking a walk that day; it had been raining steadily since dawn.
You should always use a semi-colon and not a comma in this situation.

35. The apostrophe
The apostrophe is another one that causes a lot of unnecessary problems…
It has two main functions:
To show possession
and
To show omission.
Let me explain…

36. The apostrophe of possession: singular ‘owner’.
The first use of the apostrophe is to show possession (when something belongs to someone). The apostrophe always goes after the last letter of the word describing the person to whom something belongs (the ‘owner’). If the ‘owner’ is singular, the apostrophe is followed by an ‘s’.
The book of the boy
becomes
The boy’s book
The nappy of the baby
The baby’s nappy
The toys of the child
The child’s toys

37. The apostrophe of possession: plural ‘owner’
When the ‘owner’ in a sentence (the person or thing to whom something belongs) is plural AND ends in an s (boys, babies) there is NO ‘s’ after the apostrophe.
For example:
The books of the boys
becomes
The boys’ books
The nappies of the babies
The babies’ nappies
However, when the ‘owner’ in the sentence is plural but does not end in an s (children, sheep) there is an ‘s’ after the apostrophe.
For example:
The toys of the children
becomes
The children’s toys
The fleeces of the sheep
The sheep’s fleeces

38. The apostrophe of omission
The apostrophe is also used when letters are omitted (left out) from a word or words. The apostrophe always goes in the place where letters are missing. For example:
have not
becomes
haven’t
because the ‘o’ is omitted.
Some more examples on the next slide…

39. Apostrophes of omission
have not
haven’t
shall not
shan’t
will not
won’t
do not
don’t
must not
mustn’t
cannot
can’t
is not
isn’t
you are
you’re
he is
he’s
they are
they’re

40. Almost over…
The function of punctuation is to make your writing clearer and easier to understand. A good way of checking whether you need a punctuation mark is to read your work out loud. If you pause for breath, it’s a good bet that you need to add a punctuation mark of some kind.

41. Hurrah! It’s the end! Yup…
You now know all there is to know about punctuation!
Thank you for listening…