FIX IT Transactional writing Writing in a Lively

FIX IT!

Transactional writing…

Writing in a Lively Manner BIG QUESTION: How can the conventions associated with lively articles be manipulated to create a confident and convincing voice? Change this bland unbiased statement into one that best suits the form and tone of an editorial. You should be making changes that show you are moving towards your next step target from last lesson. Cats will often bring home animals such as birds, mice or voles to their owners as trophies or gifts. Sometimes the animals are still alive in the You co cat’s mouth. u e te a b You could o changing t uit a vocab to s ed/ more bias ed exaggerat tone. You could shake up the se ntence structure to add more var iety and pace to th e statemen t. crea You could ctive in more dist ing dd voice by a age angu emotive l sm to and sarca he bias enhance t nature. ld add specif ic evid en to the statem ce e like an anecd nt ot to dev elop t e opinio he n.

Stick this in your book and annotate it! Make a to do list! What do you have to do to get in the top level?

Practise the opening Is the onesie the perfect gift this Christmas? December has arrived and in true Christmas fashion, the onesies have taken over the supermarkets. Will you buy one this Christmas? Maybe your dad will rock a Batman onesie, or your nan will adorn a sassy sheep onesie. Are they really the best gift idea? • Engage or 'grab your reader's attention straight away - involve and interest them at the outset. • Welcome your audience– show the examiner you know this is an article with the correct phrasing – good evening, welcome ladies and gentlemen etc. • Involve your reader by using 'you', 'we - if appropriate! • State why you have the authority to write on this topic and that you are reasonable and trustworthy. • Forge common ground between you and your reader - mention an outcome both of you would endorse. • Use a rhetorical question to hook them into your topic.

The onesie - Walkthrough Option 1 – Practising the style Decide upon your view on onesies and produce one paragraph that could appear in your article. Your paragraph must: 1. Start with a clear topic sentence introducing your main point: The main problem with/the best thing about onesies is… 2. Develop your paragraph by explaining your idea in more detail. There’s nothing cosier than… Picture the scene… Imagine how ridiculous you’d feel if… I once saw… 3. Try finishing your paragraph with a short, clear sentence that repeats/emphasises this idea: Surely… Next step: Use a linking word/phrase to start your next paragraph and repeat steps 1 -3 again with a new reason. Option 2 – developing your own style and voice Pick one of the examples to continue. Develop it with another idea Experiment with the same techniques the writer has used to engage the reader: Ø First person/personal style Ø humour, sarcasm Ø anecdote/personal experiences Ø funny images/imagery Ø Punctuation/sentence variety for deliberate effect Next step: challenge – read the additional extracts and consider how the writer takes a frivolous subject and considers wider significance. Look at your P+NS grid – which skill is this?

Self assessment Turn the most appropriate phrases into Praise/Next step statements 1. State my ideas clearly 2. Include examples/evidence/details to develop and explain my ideas 3. Experiment with more personal style 4. Use humour/more light hearted examples 5. Experiment with imagery and DAFOREST 6. Experiment with vocabulary choice 7. Vary sentence length/punctuation for deliberate effect 8. Establish and maintain a clear ‘voice’

What’s this an example of? • I'm sure we've all vegetated on the sofa eating rubbish and downing gallons of fizzy drinks for hours on end at the weekends or during the school holidays. I know that my imprint is a permanent fixture of the settee in my living room (and no it’s not because I’m tubby). In this article I plan to tell you how you can avoid being a couch-potato, outlining some of the ways I've become fitter and more active. • Notice it’s not too long AND it links directly in to what the writing is actually about.

Using Bathos • Robbie Williams. A man of exceptional talent and charisma; a man who came from nothing to become one of the world's biggest pop stars; a man who inspires millions of people all over the world. A man who is a total pleb. • Based on this example, what do you think bathos is? Can you give an example? • A sudden change from a serious, educated, articulate tone, to a ridiculous, silly, less educated tone.

Other Examples • They came… They saw… They did a bit of shopping. • The answer: Blood, Sweat and Tears • The question: What are three least popular ice-cream flavours at Baskin Robbins? • . . . he ran up the stairs, thunder rolling around the house. A sense of dread built like black smoke in his mind. In haste he sped along the landing, breathless. He kicked open the door, ran into the room and slipped on the banana skin in the doorway. ’

Try one yourself • Create a lively introduction that outlines your opinion of TV talent shows. • Try to ensure that your introduction includes: – Exaggeration of emotions/actions – Personal pronouns – Use of sarcasm or humour – Challenge yourself to use bathos. Are you reaching your target? • • • shapes audience response with subtlety, with sophisticated and sustained use of tone, style and register. manipulates complex ideas, utilising a range of structural and grammatical features to support coherence and cohesion. uses an extensive vocabulary strategically; rare spelling errors do not detract from overall meaning. � punctuates writing with accuracy to aid emphasis and precision, using a range of sentence structures accurately and selectively to achieve particular effects.

Now tell me what you think of TV talent shows…DAFOREST? Build your point: 1. 2. 3. 4. 5. 6. Make a basic statement of • opinion Discuss why it affects you Discuss the impact on other people Give an example/anecdote Discuss what this example demonstrates about the issue and why it backs up • your opinion Include a point or two about why the issue is morally, ethically or socially right or wrong On Task: • • Engage in the activity for 15 mins in silence • Completing the extension (green) task to develop your learning further • Writing a full paragraph with correct use of punctuation. Use a range of vocabulary to effectively show your emotions and connect your ideas. Use effective tools to exaggerate your emotions and descriptions, and engage your reader. Experiment with using punctuation for deliberate effect • Humour as appropriate • Use the connectives chart to select from • Create comparisons by using similes or an anecdote • Sarcasm/Humour /Anger!!! • Have an emotional link to the writing by using over exaggeration • Engage your reader with pronouns. • • Look at the model response • Use asides to add witty/sarcastic/related points to the main thread of your argument. effectively use a semi colon, exclamation mark or a comma.

How do we use DAFOREST to help us with transactional writing…? • Go back and look at your response… • What mark did you get? What do you have to do next? • Let’s try and improve it!

I should be able to… Find elements of DAFOREST in your work! Find 321! Understand your point of view… See a plan See you have used type audience and purpose!

Language builders

Key vocab for the next text Tragedy = a terrible unexpected event Proposed = suggested Induced = persuaded Regiment = part of an army Testify = support, back-up Insensible = out of his mind Providence = God Assuredly = certainly Bludgeon = bash repeatedly Hypothermia = beyond cold Oblivion = nothingness Pick three to use in a sentence… Pick three antonyms for your favourite word… Pick three synonyms and say why your chosen word is more effective.

Sunday, March 17 th 1. How cold was it at midday? 2. What was the name of the man who was dying? 3. Who were the young man’s last thoughts of? 4. Highlight short sentences – how do these add to the tone of the text? (Write 1 paragraph to explain. ) 5. Find 4 words that create a dramatic tone. 6. How far do you agree that Scott creates a feeling of hopelessness towards the end of his diary entry? In other words, prove why you have your opinion by explaining quotes Lost track of dates, but think the last correct. Tragedy all along the line. At lunch, the day before yesterday, poor Titus Oates said he couldn’t go on; he proposed we should leave him in his sleeping-bag. That we could not do, and induced him to come on, on the afternoon march. In spite of its awful nature for him he struggled on and we made a few miles. At night he was worse and we knew the end had come. Should this be found I want these facts recorded. Oates’ last thoughts were of his Mother, but immediately before he took pride in thinking that his regiment would be pleased with the bold way in which he met his death. We can testify to his bravery. He has borne intense suffering for weeks without complaint, and to the very last was able and willing to discuss outside subjects. He did not – would not – give up hope to the very end. He was a brave soul. This was the end. He slept through the night before last, hoping not to wake; but he woke in the morning – yesterday. It was blowing a blizzard. He said, ‘I am just going outside and may be some time. ’ He went out into the blizzard and we have not seen him since. I take this opportunity of saying that we have stuck to our sick companions to the last. In case of Edgar Evans, when absolutely out of food and he lay insensible, the safety of the remainder seemed to demand his abandonment, but Providence mercifully removed him at this critical moment. He died a natural death, and we did not leave him till two hours after his death. We knew that poor Oates walking to his death, but though we tried to dissuade him, we knew it was the act of a brave man and an English gentleman. We all hope to meet the end with a similar spirit, and assuredly the end is not far. I can only write at lunch and then only occasionally. The cold is intense, -40º at midday. My companions are unendingly cheerful, but we are all on the verge of serious frostbites, and though we constantly talk of fetching through I don’t think anyone of us believes it in his heart. R. Scott

Vladimir Putin cruised to victory in Sundays presidential elections in a result that was never in question His fourth term as pressident will extend until 2024, making him the first Kremlin leeder to serve to decades in power since Josef Stalin. With results still coming in, Putin looked set to exced expectations by clinching more than 75% of the vote Punctuate the passage above and correct the misspelt words.

Vladimir Putin cruised to victory in Sunday’s presidential elections in a result that was never in question. His fourth term as president will extend until 2024, making him the first Kremlin leader to serve two decades in power since Josef Stalin. With results still coming in, Putin looked set to exceed expectations by clinching more than 75% of the vote. Punctuate the passage above and correct the misspelt words.

Synonyms for… 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Optimism Pessimism Loneliness Seclusion Solitary Forlorn Despondent Companionship Acquaintance Sensitivity Subtle Susceptible

How does the writer create a sense of sympathy for Bill? Consider: - Words that emphasise his loneliness - Contrast of his good qualities - Structure - how does the text develop? Blind Bill’s day started like any other. He was a man who liked routine and on warm summer days he liked to spend his time in his garden. He shifted his position in his garden chair and checked his table top again for his mobile telephone. He would phone his son later, but not yet. Bill would only bother him in the really lonely times. This morning he hoped there would be some visitors or a neighbour passing his gate who would stop and pass the time of day with him. Some time later, Bill recognised Mrs Jobson’s heavy footsteps. It was a Wednesday, and Bill knew it was her day for Willbridge supermarket. “Nice drying day for your washing, Mrs Jobson. ” His comment took her by surprise, and he heard her gasp. She would wonder how a blind man could know about her washing. Heavens, silly woman; the flapping, cracking sound it made as gust of wind came down the valley was loud enough. And he knew she always did her washing before going to the supermarket. He enjoyed teasing her. “You’d better have it in by three, though. It’ll rain by three. ” Again he was rewarded by her gasp of surprise. But she believed him because he’d always been right before. He could feel the weather fronts coming as the wind changed to the west on his cheek, and he felt the slight pressure of warm dampness on his skin that confirmed the change of weather to come.

Create a short story about a time someone real or imagined felt lonely. 200 words = 20 minutes How will you 321 your own writing?

Look back at your paper!

Question 3… • What kinds of things could you talk about? • Draw the images and write some prompts… for example… Similes, metaphors, alliteration, repetition, exaggeration Verbs, adverbs, lexical fields, adjectives. Sentence length and style, punctuation use, chronology!

Which question is this and what framework are you using?

Question 4…SPITE your extract of choice! S P I T E ettings eople deas Weather, place, time of day/year Character thoughts and feelings, interactions with others What is happening? What does it make you think of? hemes Life, Love, death, Pain, Nature, awareness of feelings, experiences vents Plot, action, character interaction, the juicy bits!

Let’s Practise with a new extract!

Let’s Practise… Q 3 In lines 12 -29, how does the writer use language and structure to show the narrator’s thoughts and feelings? Support your views with reference to the text. (6) Q 4 In this extract, there is an attempt to create an atmosphere of mystery. Evaluate how successfully this is achieved. Support your views with detailed reference to the text. (15)

Comparison skills… • Which questions does this come up for? • What is comparison? • How can I use the skills across papers? • Why this doesn’t have to be confusing?

It’s the same mark scheme for both the anthology and the unseen! 321 and Smile everywhere! Highlight your mock paper response now! Where have you done this?

Destruction of Sennacherib vs Poison tree Poem 1 Poem 2 Structure Meaning Imagery Language - 321 Effect

Let’s Improve…

Let’s Practise! Use these emojis to create your comparison… SMILE?

Can you identify the topic of each stanza? Are the stanzas equal or unequal? How many stanzas/verses? Is there rhythm/repetition/enjambme nt? What is the line length/rhyme scheme? Does the poem take your on a journey? How does it begin? How does it end? Meaning What effect on the reader is the poet aiming to achieve? What is the poem about? (How is it intended to make you think/feel? ) Can you discover more than one meaning of the poem? 5 minute challenge. . . Pick one and explain! What opinion is conveyed by the poet? What ideas and themes is the poet portraying? S. M. I. L. E What is the purpose of the poet’s choice of language/opinion/th eme? Which words has the poet used to convey meaning? What is the poet’s point of view? What are the connotations of the language used? Is there more than one meaning of the word/phrase? Has the poet used figurative language? (onomatopoeia, alliteration, assonance…) How has the poet used language to infer meaning? Imagery Write SMILE down the middle of a page and…? How is the piece organised on the page? Effect Language How can we use this to add to our comparison table? Structure ANALYSING YOUR POEM Which images are conveyed to the reader? Does the poem contain metaphors, similes or personification? Why do you think the poet has included the images in the poem?

Unseen poetry…

It’s the same mark scheme for both the anthology and the unseen! 321 and Smile everywhere! Highlight your response now! Where did you do this?

Autumn vs Today Poem 1 Poem 2 Structure Meaning Imagery Language - 321 Effect

In both ‘Today’ (Billy Collins) and ‘Autumn’ (Alan Bold) the speakers describe attitudes towards the seasons. What are the similarities and/or differences between the ways the poets present these attitudes? In ‘Today’ and ‘Autumn’, Bold and Collins present opposing views of their respective seasons. For instance, in ‘Autumn’, the wind is described as an “accomplice”, as if it was guilty for committing wrong-doings or was offensive to laws or people. In “Today”, the wind is described as a “warm intermittent breeze”. The phrase “breeze” gives the impression of a calm, relaxing, tranquil environment, which directly contrasts with the “chaos” of ‘Autumn’. Also, indicating a difference in atmosphere and tempo is the structure. For instance, ‘Autumn’ is written in one continuous stanza, with little punctuation, indicating that ‘Autumn’ is fast-paced, difficult to control and chaotic in its nature, whereas in ‘Today’, the structure is nine couplets, with pauses in between and varied punctuation. This, when read, creates a more relaxed feel and indicates that the poet’s attitude towards spring is far more positive. Similarly, the effect on people is obviously very different within each poem. In ‘Autumn’ the people are “inquisitive strangers” looking on the “chaos” with disbelief and compassion, whereas in ‘Today’ they are “holding hands” and rejoicing the day. The verb “inquisitive” has connotations of confusion, fear and intent, which could demonstrate how the speaker feels about autumn – that it is interesting and beautiful, but also “deep” and mysterious. Contrastingly, in ‘Today’, the sensory description of “sunlight” forces the reader to think how the speaker does, as if spring is beautiful, perfect and constant – unlike autumn.

Paper 2 7 a and 7 b

Here is a spot the difference. 1. Write three clear, and to the point sentences, that say what is in both pictures. 2. Then, write three clear and to the point sentences that say what is in picture one but not in picture two.

7 a) The two texts show the points of view of. . . What similarities do you notice…?

10 minutes

Copy and paste…? Your turn… Point… Both describe …. as… Both also … Equally …is described as… Text 1 Text 2

b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about relationships.

20 minutes… 5 minute plan 15 minute write! 321 and themes!!

Let’s Practise…

1. 2. As you did for the spot the difference image write three or four sentences to give an overview of ideas and perspectives. Then … use ALIST ( think of the mark scheme!) Point Text 1 sim/diff Text 2 sim/diff Attitudes/Perspectives Language Ideas Structure Theme Tip: Remember, like with the pictures, you need to focus in on parts of the text that are in the same area. So, you could be looking at the narrative perspective, or you could be looking at the tone of voice, or the use of facts – and how these are used the same or differently. What is the effect?

1. 2. 3. 4. Every time you have used ALIST… Every time you have used a quote… Every time you have linked to the question…deep thoughts! Every time you have made a comparison using a connective… You should have all four in each paragraph!

Jekyll and Hyde

How does Stevenson present the experiences of Poole and Utterson? Could SPITE help? 3 2 1 Poole swung the axe over his shoulder; the blow shook the building, and the red baize door leaped against the lock and hinges. A dismal screech, as of mere animal terror, rang from the cabinet. Up went the axe again, and again the panels crashed and the frame bounded; four times the blow fell; but the wood was tough and the fittings were of excellent workmanship; and it was not until the fifth, that the lock burst and the wreck of the door fell inwards on the carpet. The besiegers, appalled by their own riot and the stillness that had succeeded, stood back a little and peered in. There lay the cabinet before their eyes in the quiet lamplight, a good fire glowing and chattering on the hearth, the kettle singing its thin strain, a drawer or two open, papers neatly set forth on the business table, and nearer the fire, the things laid out for tea; the quietest room, you would have said, and, but for the glazed presses full of chemicals, the most commonplace that night in London. Right in the middle there lay the body of a man sorely contorted and still twitching. They drew near on tiptoe, turned it on its back and beheld the face of Edward Hyde. He was dressed in clothes far to large for him, clothes of the doctor’s bigness; the cords of his face still moved with a semblance of life, but life was quite gone: and by the crushed phial in the hand the strong smell of kernels that hung upon the air, Utterson knew that he was looking on the body of a self destroyer. "We have come too late, " he said sternly, "whether to save or punish. Hyde is gone to his account; and it only remains for us to find the body of your master. " Re-read the extract and 321…it! How could SPITE help? Re-read your response…any ideas on how you could improve?

Let’s look at the mark scheme… • What mark did you get? • Can you figure out why? • How can you improve? • Highlight your next steps! How can you remember what you have to do?

3 2 1 Poole swung the axe over his shoulder; the blow shook the building, and the red baize door leaped against the lock and hinges. A dismal screech, as of mere animal terror, rang from the cabinet. Up went the axe again, and again the panels crashed and the frame bounded; four times the blow fell; but the wood was tough and the fittings were of excellent workmanship; and it was not until the fifth, that the lock burst and the wreck of the door fell inwards on the carpet. The besiegers, appalled by their own riot and the stillness that had succeeded, stood back a little and peered in. There lay the cabinet before their eyes in the quiet lamplight, a good fire glowing and chattering on the hearth, the kettle singing its thin strain, a drawer or two open, papers neatly set forth on the business table, and nearer the fire, the things laid out for tea; the quietest room, you would have said, and, but for the glazed presses full of chemicals, the most commonplace that night in London. Right in the middle there lay the body of a man sorely contorted and still twitching. They drew near on tiptoe, turned it on its back and beheld the face of Edward Hyde. He was dressed in clothes far to large for him, clothes of the doctor’s bigness; the cords of his face still moved with a semblance of life, but life was quite gone: and by the crushed phial in the hand the strong smell of kernels that hung upon the air, Utterson knew that he was looking on the body of a self destroyer. "We have come too late, " he said sternly, "whether to save or punish. Hyde is gone to his account; and it only remains for us to find the body of your master. "

How does Stevenson present the experiences of Poole and Utterson? Could SPITE help? S P I T E Poole swung the axe over his shoulder; the blow shook the building, and the red baize door leaped against the lock and hinges. A dismal screech, as of mere animal terror, rang from the cabinet. Up went the axe again, and again the panels crashed and the frame bounded; four times the blow fell; but the wood was tough and the fittings were of excellent workmanship; and it was not until the fifth, that the lock burst and the wreck of the door fell inwards on the carpet. The besiegers, appalled by their own riot and the stillness that had succeeded, stood back a little and peered in. There lay the cabinet before their eyes in the quiet lamplight, a good fire glowing and chattering on the hearth, the kettle singing its thin strain, a drawer or two open, papers neatly set forth on the business table, and nearer the fire, the things laid out for tea; the quietest room, you would have said, and, but for the glazed presses full of chemicals, the most commonplace that night in London. Right in the middle there lay the body of a man sorely contorted and still twitching. They drew near on tiptoe, turned it on its back and beheld the face of Edward Hyde. He was dressed in clothes far to large for him, clothes of the doctor’s bigness; the cords of his face still moved with a semblance of life, but life was quite gone: and by the crushed phial in the hand the strong smell of kernels that hung upon the air, Utterson knew that he was looking on the body of a self destroyer. "We have come too late, " he said sternly, "whether to save or punish. Hyde is gone to his account; and it only remains for us to find the body of your master. "

Now where else in the novel…? How is terror presented elsewhere in the novel? • You could consider how terror is presented • The effects of terror within the novel

Let’s look at the mark scheme… • What mark did you get? • Can you figure out why? • How can you improve? • Highlight your next steps! How can you remember what you have to do?

Let’s improve…

Let’s Practise…

R and j

Capulet Tybalt 3 2 1 Why, how now, kinsman, wherefore storm you so? Uncle, this is a Montague, our foe; A villain that is hither come in spite To scorn at our solemnity this night. Capulet Young Romeo is it? Tybalt ’Tis he, that villain Romeo. Capulet Content thee, gentle coz, let him alone, ’A bears him like a portly gentleman; And to say truth, Verona brags of him To be a virtuous and well-govern’d youth. I would not for the wealth of all this town Here in my house do him disparagement; Therefore be patient, take no note of him; It is my will, the which if thou respect, Show a fair presence and put off these frowns, An ill-beseeming semblance for a feast. Tybalt It fits when such a villain is a guest. I’ll not endure him. Capulet He shall be endured. What, goodman boy? I say he shall, go to! Am I the master here, or you? Go to! You’ll not endure him! God shall mend my soul, You’ll make a mutiny among my guests! You will set cock-a-hoop! You’ll be the man! Tybalt Why, uncle, ’tis a shame. Capulet Go to, go to, You are a saucy boy. Is’t so indeed? This trick may chance to scath you, I know what. You must contrary me! Marry, ’tis time. — Well said, my hearts!—You are a princox, go, Be quiet, or—More light, more light!—For shame, I’ll make you quiet, what!—Cheerly, my hearts! Explore how Shakespeare presents the character of Lord Capulet in this extract. How could SPITE help here?

Let’s look at the mark scheme… • What mark did you get? • Can you figure out why? • How can you improve? • Highlight your next steps! How can you remember what you have to do?

Capulet Tybalt 3 2 1 Why, how now, kinsman, wherefore storm you so? Uncle, this is a Montague, our foe; A villain that is hither come in spite To scorn at our solemnity this night. Capulet Young Romeo is it? Tybalt ’Tis he, that villain Romeo. Capulet Content thee, gentle coz, let him alone, ’A bears him like a portly gentleman; And to say truth, Verona brags of him To be a virtuous and well-govern’d youth. I would not for the wealth of all this town Here in my house do him disparagement; Therefore be patient, take no note of him; It is my will, the which if thou respect, Show a fair presence and put off these frowns, An ill-beseeming semblance for a feast. Tybalt It fits when such a villain is a guest. I’ll not endure him. Capulet He shall be endured. What, goodman boy? I say he shall, go to! Am I the master here, or you? Go to! You’ll not endure him! God shall mend my soul, You’ll make a mutiny among my guests! You will set cock-a-hoop! You’ll be the man! Tybalt Why, uncle, ’tis a shame. Capulet Go to, go to, You are a saucy boy. Is’t so indeed? This trick may chance to scath you, I know what. You must contrary me! Marry, ’tis time. — Well said, my hearts!—You are a princox, go, Be quiet, or—More light, more light!—For shame, I’ll make you quiet, what!—Cheerly, my hearts!

Capulet Tybalt S P I T E Why, how now, kinsman, wherefore storm you so? Uncle, this is a Montague, our foe; A villain that is hither come in spite To scorn at our solemnity this night. Capulet Young Romeo is it? Tybalt ’Tis he, that villain Romeo. Capulet Content thee, gentle coz, let him alone, ’A bears him like a portly gentleman; And to say truth, Verona brags of him To be a virtuous and well-govern’d youth. I would not for the wealth of all this town Here in my house do him disparagement; Therefore be patient, take no note of him; It is my will, the which if thou respect, Show a fair presence and put off these frowns, An ill-beseeming semblance for a feast. Tybalt It fits when such a villain is a guest. I’ll not endure him. Capulet He shall be endured. What, goodman boy? I say he shall, go to! Am I the master here, or you? Go to! You’ll not endure him! God shall mend my soul, You’ll make a mutiny among my guests! You will set cock-a-hoop! You’ll be the man! Tybalt Why, uncle, ’tis a shame. Capulet Go to, go to, You are a saucy boy. Is’t so indeed? This trick may chance to scath you, I know what. You must contrary me! Marry, ’tis time. — Well said, my hearts!—You are a princox, go, Be quiet, or—More light, more light!—For shame, I’ll make you quiet, what!—Cheerly, my hearts!

Now where else in the novel…? Part B! • How power is presented • The effects power has within the play Look back at your answer… How many examples did you give? Did you mention context? Use COSE?

What mark did you get? • • Can you figure out why? How can you improve? Highlight your next steps! How can you remember what you have to do?

Let’s improve…

Let’s Practise…

AIC How can you remember to use context? How can you relate it to the characters? Look back at your response… What’s missing? Can you consider the effect?

Mrs birling: Girls of that class Explore the significance of social class in an inspector calls you must refer to the context of the play in your answer 8 spag or… Inspector : we do not live alone, we are of one body. We are responsible for each other In what ways is inspector Goole important throughout the play?

WWW: EBI:

Let’s improve…

S P I T E ettings eople deas Weather, place, time of day/year Character thoughts and feelings, interactions with others What is happening? What does it make you think of? hemes Life, Love, death, Pain, Nature, awareness of feelings, experiences vents Plot, action, character interaction, the juicy bits!