2. writing skills for descriptive writing

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  • From ‘Farewell my Lovely’, 1940.
  • 2. writing skills for descriptive writing

    1. 1. The expense of spirit in a waste of shameIs lust in action: and till action, lustIs perjurd, murderous, bloody, full of blame, prone to lyingSavage, extreme, rude, cruel, not to trust;Enjoyd no sooner but despised straight;Past reason hunted; and no sooner had,Past reason hated, as a swallowd bait,On purpose laid to make the taker mad:Mad in pursuit and in possession so;Had, having, and in quest to have, extreme;A bliss in proof,— and provd, a very woe; outlineBefore, a joy proposd; behind, a dream.All this the world well knows; yet none knows wellTo shun the heaven that leads men to this hell. What is this writing about? Who is it by? Why is it a work of astonishing genius?
    2. 2. Quiz – no peeking in your book!• Which subjects is Mr Bradshaw taking you for?• For English Language, what proportion of marks are available for Unit 1?• When and how is it assessed?• For English Literature, how many written exam papers are there?• What is set for study?• How many Controlled Assessments are there for English Literature?
    3. 3. Descriptive WritingBy the end of this lesson, you’ll have worked on some techniques for enhanced description.You will apply these later in the week.
    4. 4. Assessment objectivesSECTION B: WRITING – Assessment ObjectivesAO4 i. Communicate clearly, effectively and imaginatively, usingand adapting forms and selecting vocabulary appropriate to taskand purpose in ways which engage the readerAO4 ii. Organise information and ideas into structured andsequenced sentences, paragraphs and whole texts, using avariety of linguistic and structural features to support cohesionand overall coherenceAO4 iii. Use a range of sentence structures for clarity, purposeand effect, with accurate punctuation and spelling.
    5. 5. Task: Describe YourselfWrite a piece introducing yourself to JB using2. Structured, sequenced, coherent sentences and paragraphs.3. Effective vocabulary, imagery.4. A range of sentence structures used for impact.5. Accurate, controlled punctuation, spelling.
    6. 6. Vocabulary Task: The Furniture Game• If I were a(n) X, I would be… 1. X = a kind of fruit. 2. X = a genre of film 3. X = a mode of transport 4. X = a mammal 5. X = cloud type 6. X = ocean creature 7. X = item of furnitureExtension: what linguistic technique does this task force you to use?
    7. 7. Structure Task:• Locate the section on connectives at the back of your planner.• Using a selection (which?) – Write the first sentence of each of your paragraphs. – Write the last sentence of each of your paragraphs.
    8. 8. Sentence Structure Task• Make some longer sentences using some or all of the components below:• A battered face.• Everything had been done to it.• Flattened and thickened.• Checkered and welted.• It had been hit.• Everything had hit it.• The bucket of a dragline.• His face was scarred.• It had nothing to fear.
    9. 9. Raymond Chandler’s version• He had a battered face that looked as if it had been hit by everything but the bucket of a dragline. It was scarred, flattened, thickened, checkered, and welted. It was a face that had nothing to fear. Everything had been done to it that anybody could think of. Thinking about sentence structure, why is this a work of total genius?
    10. 10. Punctuation Task• Write a list of the items of punctuation you can think of.• Write a sentence that uses each.• Write a sentence that uses at least two of each.
    11. 11. Thursday’s Task: Describe YourselfWrite a piece introducing yourself to JB using2. Structured, sequenced, coherent sentences and paragraphs.3. Effective vocabulary, imagery.4. A range of sentence structures used for impact.5. Accurate, controlled punctuation, spelling.

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