This document provides guidance on identifying and analyzing imagery for a GCSE exam. It begins by defining imagery and explaining how to find examples of imagery in a text. Students are asked to identify imagery in a short passage. The document then discusses how to explain the effect of imagery by analyzing word choice and how it conveys meaning and atmosphere. It outlines the steps students should take when answering an imagery question on an exam, including choosing relevant quotes and focusing on language that creates imagery. The purpose is to prepare students to effectively identify, explain, and write about imagery in response to exam questions.
A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes. Writer’s effect is the powerful feeling that writers intend to inspire in their readers, through the use of special words or expressions or some unique patterns of writing. Writers commonly create effect through the use of the following techniques:
- Imagery
- Power/Powerful/Strong words
- Figurative language
- Miscellaneous methods (arrangement of letters and words, shapes of letters, etc.)
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes. Writer’s effect is the powerful feeling that writers intend to inspire in their readers, through the use of special words or expressions or some unique patterns of writing. Writers commonly create effect through the use of the following techniques:
- Imagery
- Power/Powerful/Strong words
- Figurative language
- Miscellaneous methods (arrangement of letters and words, shapes of letters, etc.)
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
This lesson is over what makes a writer's voice: tone, word choice, and style. This interactive lesson helps students understand the concepts of tone, word choice, and style. Finally, there are tips for developing your own writer's voice.
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Introduction to imagery at GCSE
LO: To understand how to find good examples of imagery
To understand how to talk about the effects of imagery
Date:
The room buzzed with energy and everything
appeared to be moving slightly as if to echo the
frenetic hum of cheerful voices. Balloons gently
swayed in the breeze, bunting swished above the
heads as couples danced or chatted with animation.
Even the edges of the brightly patterned table cloths
lifted as dresses swept by.
STARTER:
Pick one quote that shows a celebratory atmosphere
Pick one quote that shows a relaxed atmosphere
Pick one quote that shows an excited atmosphere
Extension 1: underline the words/phrases that show
this atmosphere
Extension 2: what do the words you have underlined
make you think of?
Thinking question: What skills are you using? How will this help you in the exam?
2. What is imagery?
How will you make sure you pick the
interesting examples?
In your exam you must choose the BEST examples from the text. We will practice how to do this.
Imagery is:
Anything unusual or that stands out within the context
Extra description
Writing that appeals to your senses
Sometimes techniques are used, such as similes, but not always so you don’t need to ‘technique spot’.
3. Can you identify the imagery in this extract? Is there
any imagery in your starter answer?
The room buzzed with energy and everything
appeared to be moving slightly as if to echo the
furious hum of cheerful voices. Balloons gently
swayed in the breeze, bunting swished above the
heads as couples danced or chatted with
animation. Even the edges of the brightly
patterned table cloths lifted as dresses swept by.
4. Explaining the effect of imagery
Now you know
you can find
imagery!
Next, you need
to be able to talk
about it.
Why has it been
used?
What is the
effect?
5. Explaining the effect of imagery
The room buzzed with energy and everything appeared to be
moving slightly as if to echo the frenetic hum of cheerful voices.
Balloons gently swayed in the breeze, bunting swished above the
heads as couples danced or chatted with animation. Even the
edges of the brightly patterned table cloths lifted as dresses
swept by.
The word ‘buzzed’ means/is…
It makes it seem as if the room…
It makes me think of…
It reinforces the…atmosphere because
TASK: In pairs, finish the
sentences. Be as detailed
as you can.
INDIVIDUAL TASK: Choose two more
examples and explain them. Think of
everything we have discussed so far.
6. Plenary task
• Describe one of the scenarios below:
• A boat ride along a river
• A wedding
• A football game
You must:
� Write a minimum of one paragraph
� Use punctuation accurately
� Write for 2 of the senses
� Use 3 examples of imagery
You should:
� Write for 3 of the senses
� Use 4 examples of imagery
� Group similar ideas together and develop into
2 paragraphs
You could:
� Use interesting and unusual vocabulary
� Challenge yourself to think of interesting ways
to describe a person, an object, an action or
the scenery
� Use punctuation to reinforce the mood or
atmosphere
What do you
want your
reader to
visualize?
What kind
atmosphere
are you trying
to create?
How do you
want the
reader to
feel?
7. Imagery Question: Exam
LO: To understand how to writers achieve effects
Date:
STARTER:
Make a personal checklist to remind yourself of how to
identify imagery and how to write about it.
Extension: share your list with a partner.
8. Question 2d (imagery): what
questions do you have?
What will the
question look
like?
How many
marks are
awarded?
Which skills
are tested?
What kind of
extract will
we be given? How do I approach the
question?
What will my
answer look like?
9. Question 2d example
Re-read paragraphs 5 and 6.
Paragraph 5 begins ‘And then the world began shutting down...’ and is about the effects of the blizzard.
Paragraph 6 begins ‘Then it was Sunday, so Dad said get ready for mass ...’ and is about their own experience in
the snow.
Explain how the writer uses language to convey meaning and to create effect in these paragraphs.
Choose three examples of words or phrases from each paragraph to support your answer. Your choices should
include the use of imagery.
Write about 200 to 300 words.
Up to 15 marks are available for the content of your answer.
As we progress through the lesson, think of how
your questions are being answered. How
confident do you feel at each different stage?
Task: write down any queries or concerns you
have as we go, we will answer these together at
the end of the lesson.
10. Question 2 steps
1.Read Q2d (language question)
2.Underline the paragraphs that you will
focus on, then circle them on the text.
Re-read paragraphs 5 and 6.
Paragraph 5 begins ‘And then the world began shutting down...’ and is about the effects of the blizzard.
Paragraph 6 begins ‘Then it was Sunday, so Dad said get ready for mass ...’ and is about their own experience in the snow.
Explain how the writer uses language to convey meaning and to create effect in these paragraphs.
Choose three examples of words or phrases from each paragraph to support your answer. Your choices should include the use of imagery.
Write about 200 to 300 words.
Up to 15 marks are available for the content of your answer.
Top tip – you will be
given clues about what
the focus is in the
question. This will help
you to make your choices
as well as explain them.
Do step 1&2 NOW
What is the focus? What will you be looking for?
Remember!
At this stage in the exam you will
already have read the text and
answered comprehension questions on
it. Therefore you will have a good
understanding of what it is about.
Important things to focus on:
• What it is about
• What happens
• Who is involved
• Tone/atmosphere
11. Question 2 steps
1. Read Q2d (language question)
2. Underline the paragraphs that you will focus on,
then circle them on the text.
3. Go through each paragraph and underline
interesting words and phrases
4. Go back and tick the best 3 in each paragraph
5. Write your answer
• Choose quotes that:
• You understand
• Are interesting
• Include imagery
• You can say a lot
about
Remind yourself what this is?
Do this for (a) – paragraph 5
Re-read paragraphs 5 and 6.
Paragraph 5 begins ‘And then the world began shutting down...’ and is about the effects
of the blizzard.
12. And then the world began shutting down. The airports, which was
bad because Mom was in Toronto, visiting her sister. The schools,
which was great for the first day, and good for the second, and
then less good and less good yet. Because the roads were
impossible; the fridge, emptying. Does this smell OK to
you? Couldn’t watch Little House because Channel 5 covered the
blizzard all day. A motorist, dead of exposure in a stranded car. A
man, dead of a heart attack while shoveling snow; ambulance
couldn’t reach him. Coat drive, shelters for the homeless. Check in
on your elderly neighbors, folks. If you can get out, that is. Amtrak
trains abandoned. Hundreds of cars lining the highway, buried by
snow, white lumps pierced by antennas. Family of five, killed when
their roof collapsed. We were a family of four, but with Mom far
away, we were only three. I got out of the bathtub to answer her
crackling long-distance call.
Move around the room and talk to as many people as you can! Share your choices and try and narrow
them down to the best 3. You have 6 minutes!
Questions to ask each other:
• Is it relevant to the question?
• Is it imagery?
• Why is it imagery?
• What does it show?
• Is it the best example?
• Why did you choose it?
13. Plenary
• Next lesson we will start to discuss the effect of the imagery and also look
at the mark scheme.
• How do you feel at the end of this lesson?
• Which questions have been answered?
• Which questions still need answering? Let’s see if we can find answers
together !
14. Thank you for visiting Ms Duckworth’s Classroom! I hope you enjoy the
free resource. Please feel free to let me know how you used them and if
they were helpful.
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Editor's Notes
Extract taken from: I Survived the Blizzard of ’79
Essay - Beth Ann Fennelly