Exetended writing

1. EXTENDED WRITING

2. PREVIOUSLY…
Style guides
Use of connectives
Departmental Audit

3. FORCING THE USE OF CONNECTIVES
 By providing connectives prior to
completing extended writing
students are forced into different
ways of thinking about, and
developing, their writing.
 Some students will try to opt out
if it is optional so make it a
challenge (could even peer-
assess each others use of the
words).
 Provide examples of how the
words could be used to provide
support.

4. COMPARISON
Using your quotations I would like you to write a comparison of how
the two boys are presented to the reader.
Golding presents Ralph and Piggy as…
For example…
Use the following connectives to compare them:
However, whereas, on the other hand, conversely
Use the following connectives to develop your explanations:
Furthermore, because, therefore, also, additionally, despite
Ext: Ensure you comment on the effect of the language Golding uses
to present them.

6. WHAT IS ROMEO LIKE…
 At the start
 When he meets Juliet
 When he fights Tybalt
Using connectives to help
to link ideas together…
Initially, Tybalt is
introduced as a violent
character,who hates the
Montagues.
Unsurprisingly, hestarts a
fight with them, which
gets everyone into trouble
with the prince. Next, he…

7. Initially...
However…
Unsurprisingly…
Because..
Next…
Therefore…
Consequently…
As a result of…
Initially...
However…
Unsurprisingly…
Because..
Next…
Therefore…
Consequently…
As a result of…

8. SETTING
Write the name of one of the settings from your story
in the centre of a page and be ready to add
vocabulary.
Build chains of vocabulary extending from a mind
map:
Noun> adjective> verb> adverb
Ext: simile>personification

9. PUTTING IT ALL TOGETHER
Now use the following connectives and prepositions to create a
piece of description using the vocabulary you’ve built up:
While, over, under, as, before, after, above, below,
simultaneously, beyond, on, against, by, beside, alongside
In addition, try to vary your sentence openers:
 Adverb
 Simile
 Adjective
 Verb
 Connective
…and your sentence lengths.

10. Like a swarm of bees the students descend upon the room,
buzzing furiously and jostling for position. Beside his desk, the
teacher performs his familiar faffing, in an attempt to look
purposeful, whilst simultaneously attempting to fend off the all
too familiar sense of impending doom; his face a story of
vulnerability all too easily read by the students. As he tentatively
raises his hand, the volume increases defiantly and he shrinks
back to his seat defeated. A chair leg flexes like a matchstick
under a student’s unforgiving bulk before splintering, igniting an
explosion of laughter and derision that blazes around the room.
The teacher attempts to douse the fire, squawking inaudibly
under the din, whilst flapping his hands as if attempting to
subdue the inferno with a petrol soaked rag.

11. TAKE AWAY…
1. Think of a lesson this week where you will be
completing a piece of extended writing this week.
2. Give students / ask students to jot thoughts key
vocabulary for the task.
3. Provide students with connectives to link their ideas
and key vocabulary.
Ideas for connectives for different types of tasks can be
found in the ‘Extended Writing’ booklet I provided last
session.