This document discusses using different sentence lengths for effect in creative writing. It provides examples of how short sentences can emphasize feelings like panic by drawing attention to thoughts or actions. Longer sentences are also discussed as creating a slow rhythm and including more descriptive detail. The document encourages learners to practice using a mixture of long and short sentences in their own creative writing to highlight dramatic parts of the text.

1. Using Sentence Length
For Effect

2. • To identify short sentences in a text and explain why they are effective.
• To punctuate a piece of writing to include long and short sentences to create effect.
• To produce your own piece of creative writing making good use of long and short
sentences for effect.
• To understand how writers use sentence length for effect.
Learning Objective
Success Criteria

3. Imagine you are on a holiday when you see a huge tsunami heading towards you.
What might you be thinking or feeling?
Starter
Tsunami
A tsunami is a large wave on the ocean, usually caused by an undersea
earthquake, a volcanic eruption, or coastal landslide. A tsunami can
travel hundreds of miles over the open sea and cause extensive damage
when it encounters land.

4. In this lesson, you will be learning how to use sentence length in order to emphasise
feelings and create mood in a piece of creative writing.
Read the text on the next slide. The narrator is on the beach watching a huge tsunami
head towards her.
Copy the short sentences used in the extract and be prepared to discuss their effect on
the reader.
Identify the Short Sentences

5. Identify the Short Sentences
The water is only feet away now. I stand frozen on the beach, praying that the
ocean will merely tickle my toes with its cooling surf. But it does not. A huge,
roaring sea tiger devours me in one ravenous bite, lifts me off my feet and tosses me
like a rag doll towards the hotel. I can’t see. I can’t breathe. This is it. I am going
to die....

6. Short Sentences for Effect
The writer uses the short sentence ‘But it does not’ to emphasise the narrator’s horror
in response to the sheer power of the water coming towards her. The effect of this is
to draw attention to her rising panic about being caught up in the huge wave.
Your turn.
Furthermore, the writer uses other short sentences such as ‘ ’
to . The effect of this is .

7. Punctuate for Effect
The story continues on the next slide. Here, the punctuation has been removed. Copy
it out, putting the punctuation where you think it would be most effective.
Try to punctuate it to emphasise the narrator’s thoughts and feelings at this point.
Use a mixture of long and short sentences in order to highlight the most dramatic
parts of the text.

8. Punctuate for Effect
Round and round and round I go like an old pair of socks in a giant washing
machine I am thrown against chairs and tables and plant pots and parasols
thwack a heavy cocktail glass falls from the bar and strikes me on the head blood
fills my eye and I cannot see frantically I thrash my arms and legs about, trying to
reach the palm tree I can just make out to my left my finger tips brush against the
tree trunk and I struggle to grab hold of it then I am caught up in the spin cycle
again round and round and round I go scraping against walls and steps and sun-
beds and broken bottles I cannot possibly survive this

9. The writer uses longer sentences like ‘ ’
to show .
The effect of this is .
The Effect of Longer Sentences
Round and round and round I go, like an old pair of socks in a giant washing
machine. I am thrown against chairs and tables and plant pots and parasols.
Thwack. A heavy cocktail glass falls from the bar and strikes me on the head. Blood
fills my eye and I cannot see. Frantically, I thrash my arms and legs about, trying
to reach the palm tree I can just make out to my left. My finger tips brush against
the tree trunk and I struggle to grab hold of it. Then, I am caught up in the spin
cycle again. Round and round and round I go, scraping against walls and steps and
sun-beds and broken bottles. I cannot possibly survive this.
Here’s an example of how you might punctuate it. Did you do anything differently?

10. Plenary: Peer Assessment
Write a paragraph describing how you are chased by a hungry, flesh-eating zombie.
Remember to use a mixture of long and short sentences for effect.
Long sentences can:
• create a slow rhythm;
• include plenty of descriptive detail;
• create a sense of time dragging.
Short sentences can:
• create a choppy, punchy rhythm;
• draw attention to dramatic thoughts or actions;
• create a sense of panic or breathlessness.
Challenge
Start one sentence with:
• An ...ly word
• An ...ed word
• An ...ing word

11. Plenary: Peer Assessment
The writer uses the long/short sentence ‘ ’
to .
The effect of this is .
Swap books with a partner.
Identify one long sentence used for effect and one short sentence used for effect.
Write a PEE chain explaining what effect one of these sentences has on the reader.