Yr10

1. Do a pig a favour!

2. In writing for a variety of purposes and
audiences, the aim is to…
… “shape, craft and adapt sentence
structures, selecting from the wide repertoire
of styles and types deployed by writers, and
apply them accurately, creatively and
appropriately to achieve impact and effect”

3. In writing for a variety of purposes and
audiences, the aim is to…
… “shape, craft and adapt sentence
structures, selecting from the wide repertoire
of styles and types deployed by writers, and
apply them accurately, creatively and
appropriately to achieve impact and effect”

4. In writing for a variety of purposes and
audiences, the aim is to…
… “shape, craft and adapt sentence
structures, selecting from the wide repertoire
of styles and types deployed by writers, and
apply them accurately, creatively and
appropriately to achieve impact and effect”

5. In writing for a variety of purposes and
audiences, the aim is to…
… “shape, craft and adapt sentence
structures, selecting from the wide repertoire
of styles and types deployed by writers, and
apply them accurately, creatively and
appropriately to achieve impact and effect”

6. … the examiner is looking for:
writing that is coherent and controlled;
form, content and style that are generally
matched to purpose and audience;
paragraphing used to enhance meaning;
vocabulary choices showing increasing
sophistication;
the use of rhetorical devices;
a variety of sentence structures used for effect;
accurate spelling, punctuation and grammar.

7.  Write me an interesting paragraph about how
you would like to change the school.
 Think about something different and unique you
could say.
 Think about how you could say it so that it gets
the attention of your readers.
 Imagine your readers are the school community-
adults and children.

8. What makes it interesting?
Write down 5 things that keep you interested
in an article.

9. Wither - weaken and fade and die
Tedious - dull and boring
Transparent - see through, obvious
Anarchist - someone who fights for freedom and
a break from society’s rules and restrictions
Bogus - false, fake
Intolerances - things that people cannot put up
with
Concur - agree
Eradicated - got rid of
Imperative - necessity
Baffling - confusing

10. Highlight sections that grab your interest.
Be ready to say why.

11. Identify one extract that stands out to you
and explain why.
Find three examples of controversial things
Coram says.

13. What words/ phrases help to give the piece
structure?
These are known as discourse markers

14.  … are not just … they are …
 A report … appears to show
 It’s a better … because … But it does …
 … is … (short, punchy sentence)
 It’s why … It’s why …
 It’s the same with …
 … never …They just …
 I absolutely concur with the notion that …We absolutely do.

15. Listen to how I have used some of Giles
Coren’s discourse markers as a model to
create my own piece of writing …
While listening, follow Coren’s article and see
if you can spot how I’ve used it as a model for
my own writing.

16. Talking with a partner, devise your own
opinion piece, using some of Giles Coren’s
discourse markers as a model.
Choose from one of the following topics,
which have recently been ‘trending’ online:
 Ebola crisis
 Miley Cyrus
 Great British Bake Off
 X Factor
 iPhone 6

17. Now write your opinion piece, drawing on the
ideas and the repertoire of language styles
and sentence structures that you used when
talking to your partner.
You have 20 minutes. See how much you can
get written down in that time.

18. With a partner, explain where, in your
writing, you were able to…
… “shape, craft and adapt sentence structures, selecting
from the wide repertoire of styles and types deployed by
writers, and apply them accurately, creatively and
appropriately to achieve impact and effect”
Be prepared to share your sentence(s)
with the class

19. Read through Hugo Rifkind’s article “Why we’ll
be rubbish...”.
Annotate what you consider to be the
discourse markers.

21. Re-think your original idea. Now write about
something that you don’t like about the
school/ society
▪ Be controversial
▪ Use discourse markers
▪ Use new vocabulary
▪ Use the check list!!

23. Your response must show that you can:
• make choices in writing that are
appropriate to audience and purpose
• spell, punctuate and use
grammatical structures that are
accurate and appropriate for purpose
and effect.

24. Write the script for a podcast for a young
people’s website about an issue related to
family holidays.

25. • To consider the potential range of topics for
the controlled assessment.
• To identify useful discourse markers in a
range of model texts.
• To make choices in writing that are
appropriate to audience and purpose.

27. By the end of this lesson
All will:
 have discussed a range of topics on the theme of
pets;
 have identified some useful discourse markers.
Most should:
 have discussed a range and chosen a specific topic
for their written piece.
Some might:
 have started planning their written piece, with a
clear sense of purpose and audience.

28. For each article, consider and make
notes on:
 the ideas and issues about holidays?
 any useful discourse markers that you may
want to use in your own writing.
Extension
 What techniques has the writer used to
convey their point of view (and that of
others)?