The document provides guidance on analyzing texts using the FLAP method, which stands for Form, Language, Audience, and Purpose, and encourages analyzing any text read prior to exams using this framework. It also includes examples of descriptive verbs that could be used to make writing more exciting and examples of filling in gaps in a passage with verbs to build writing skills.

1. GCSE Section B
Writing

2. Learning intentions
We are learning to...
- Use better vocabulary, particularly verbs, to
make our writing more exciting
- Identify the purpose of a piece of writing

3. When you look at a text you need to
understand a range of aspects...
Here’s a lovely little acronym to help you
remember what to look for (and how to write in
Section B).

4. F
L
A
P

5. F - Form
L
A
P

6. F - Form
L - Language
A
P

7. F - Form
L - Language
A - Audience
P

8. F - Form
L - Language
A - Audience
P - Purpose

9. Look at an article.
5 mins – FLAP it!
Any text that you look at between now and the
exam – FLAP it!!

10. FLAP
A cool shudder trickles down your spine. Glancing
around nervously, you see somber portraits staring
at you from behind layers of dust, seemingly
penetrating your very being. Cold, hesitant light
streams in through a cracked window, casting eerie
shadows on the walls. As you walk forward, you
can't help but feel that someone is following you.
Whirling around, you see nothing but the empty
hallway and the faces in the portraits staring at you.
'Turn back' they seem to say, but you swallow a
nervous whimper and continue into the dark bowels
of the house..

11. Think-Pair-Share
• What is the best fun-fair / theme park ride
you’ve ever been on? Explain your reasons.

12. How do we do this well?
Skilled efforts will 1. Come up with a clear example and clear
… reasons
Excellent efforts 1. Show increasingly precise and sophisticated
will… thinking, moving beyond the obvious
Skilled example 1. I like Stealth because it is fast and scary.
Excellent efforts 1. I like Stealth because of the way it builds up
will… tension, starting in the queue. My fear builds
and builds, so by the time I am at the gate, I am
shaking with nerves! Then, I like the sensation
when the safety belt locks down – the point of
no return!

18. What have all these words got in
common?
Shudder Prowl
Peer
Creak Slink
Examin
Sigh Creep
e
Snigger Scuttle
Glance
Moan Shuffle
Detect
Wheeze Skitter
Whisper Collapse
Caress Giggle Shine
Slam Rasp – rusty Glimmered
Encircle metal
Cloud
Press Darken
Slide Loom

19. Learning intentions
We are learning to...
- Use better vocabulary, particularly verbs, to
make our writing more exciting

20. So what does make good writing?
Great ideas and content
Words
Sentences
Paragraphs / Structure

21. So what does make good writing?
Great ideas and content
Words
Sentences
Paragraphs / Structure

22. Cover – the - table
• Write a word down on a post-it / square of paper
• Shout it out
• Stick it on the table
• Topic changes every minute
• Prize for table with most words

23. Topic
• VERBS TO DESCRIBE MOVEMENT – run, jog,
sprint, wobble etc
• Verbs to describe speech or talking – shout,
whisper
• Verbs to describe THINGS YOU DO AT
SCHOOL – learn, play
• Verbs to describe EATING OR DRINKING –
scoff, nibble

25. Fill the gaps
I ............. through the barrier. The boards .............
as I take each step. Further down the pier,
something ............ in the darkness. I freeze. Utter
silence. I ................ against a wall and edge toward
the black shape ............... in the darkness. An
ancient organ ............... out forgotten music – once
cheerful, now eerie. I ................. at the wall to turn
it off. Pulling out the plug, I await a silence that
doesn’t come. The ghostly tune ................ on,
louder, and my heart ............. against my ribs.

26. How do we do this well?
Skilled 1. Choose verbs which are
efforts will accurate and make sense
…
Excellent 1. Choose increasingly
efforts will… sophisticated verbs
2. Show a particular mood
through the verbs, either that
he is FRIGHTENED, or that he is
BRAVE

27. Possible Solution
I squeeze through the barrier. The boards creak
as I take each step. Further down the pier,
something skitters in the darkness. I freeze. Utter
silence. I press against a wall and edge toward the
black shape looming in the darkness. An ancient
organ wheezes out forgotten music – once
cheerful, now eerie. I fumble at the wall to turn it
off. Pulling out the plug, I await a silence that
doesn’t come. The ghostly tune rasps on, louder,
and my heart slams against my ribs.

28. Writing Task
• Imagine that you are visiting a funfair. For 10
minutes, write as if you are visiting in the day.
• Then, for 10 minutes, describe the same scene at
night time.
Remember to show not tell...

29. Describe a funfair in the day time
and at night.
• As I enter the funfair I can see......
• Sound is everywhere. I can hear....
• One ride particularly caught my eye. It was
....................
• Finally, I saw .............

30. How do we do this well?
Skilled efforts 1. Choose words and verbs carefully
will … and with thought
2. Use accurate sentences
3. Show clear ideas
Excellent 1. Use a range of words and verbs
efforts will… with increasing sophistication and
precision
2. Use varied sentences structures
3. Show evidence of creative thinking
in the planning