Using deliberate repetition to reveal character and to

Using deliberate repetition to reveal character and to highlight key moments in the plot

LEAD Principles PRINCIPLE EXPLANATION RATIONALE LINKS Make a link between the grammar being introduced and how it works in the writing being taught To establish a purposeful learning reason for EXAMPLES addressing grammar, and connect grammar with meaning and rhetorical effect Explain the grammar through To avoid writing lessons becoming minigrammar lessons, and to allow access to the examples, not lengthy structure even if the grammar concept is not explanations fully understood AUTHENTIC TEXTS DISCUSSION To integrate reading and writing and show Use authentic texts as ‘real’ writers make language choices models to link writers to the broader community of writers Build in high-quality discussion about grammar and its effects To promote deep metalinguistic learning about why a particular choice works, and to develop independence rather than compliance

Noticing Patterns in a Text Authentic text Sitting-room, bedroom, lumber-room. All as they should be. Nobody under the table, nobody under the sofa; a small fire in the grate; spoon and basin ready; and the little saucepan of gruel (Scrooge had a cold in his head) upon the hob. Nobody under the bed; nobody in the closet; nobody in his dressing gown, which was hanging up in a suspicious attitude against the wall. Lumber room as usual. Old fire-guard, old shoes, two fish-baskets, washing-stand on three legs, and a poker. Quite satisfied, he closed his door, and locked himself in; double-locked himself in, which was not his custom. Thus secured against surprise, he took off his cravat; put on his dressing-gown and slippers, and his nightcap; and sat down before the fire to take his gruel. Discussion How many different kinds of repetition can you find in this extract? Is there too much?

Noticing Patterns in a Text Examples Sitting-room, bedroom, lumber-room. All as they should be. Nobody under the table, nobody under the sofa; a small fire in the grate; spoon and basin ready; and the little saucepan of gruel (Scrooge had a cold in his head) upon the hob. Nobody under the bed; nobody in the closet; nobody in his dressing gown, which was hanging up in a suspicious attitude against the wall. Lumber room as usual. Old fire-guard, old shoes, two fishbaskets, washing-stand on three legs, and a poker. Did you notice: q the listing of rooms and everyday household objects in them q how many clauses start in the same way: ‘nobody under/in’ q the number of minor sentences without a main verb q What might these choices reveal about Scrooge’s character and his state of mind? Links Discussion How is the repetition created? What effects does it have?

Noticing Patterns in a Text Examples Quite satisfied, he closed his door, and locked himself in; double-locked himself in, which was not his custom. Thus secured against surprise, he took off his cravat; put on his dressing-gown and slippers, and his nightcap; and sat down before the fire to take his gruel. Did you notice: q the minor sentences without verbs have been replaced with lists of co-ordinated main clauses with finite verbs (closed, locked, double-locked, took off, put on, sat down) q the verb choices that come from the same lexical field (closed, locked, double-locked, secured) q What might these choices reveal about Scrooge’s character and his state of mind? How do they prepare us for a key moment in the plot, the appearance of Marley’s ghost? Links Discussion How is the repetition created? What effects does it have?

Verbalising the Grammar-Writing Link A crucial element of the LEAD principles is helping writers to think explicitly (metalinguistically) about the choices they make. As a teacher, you need to support this by being crystal clear yourself about how you verbalise the link between a grammar choice and its effect in a particular text/context. Then express this in student-friendly language, as below. Verbalisation to share with students: When you write fiction, you can think about how to show what a character is like or how to emphasise a key moment in the plot. You might want to draw attention to a character and to actions by using deliberate repetition in your vocabulary choices or sentence structures.

Noticing Patterns in a Text Authentic text Sitting-room, bedroom, lumber-room. All as they should be. Nobody under the table, nobody under the sofa; a small fire in the grate; spoon and basin ready; and the little saucepan of gruel (Scrooge had a cold in his head) upon the hob. Nobody under the bed; nobody in the closet; nobody in his dressing gown, which was hanging up in a suspicious attitude against the wall. Lumber room as usual. Old fire-guard, old shoes, two fish-baskets, washing-stand on three legs, and a poker. Quite satisfied, he closed his door, and locked himself in; double-locked himself in, which was not his custom. Thus secured against surprise, he took off his cravat; put on his dressing-gown and slippers, and his nightcap; and sat down before the fire to take his gruel. Links Discussion How effectively does Dickens use repetition of language and structure to reveal Scrooge’s character and to highlight a key moment in the plot?