Two rules when choosing vocabulary- is it ambitious (not often used) and does it ‘fit’ with the type of writing? Here are some words that may help you to improve your vocabulary.

Instead of said, use:

WhisperedWhined

MutteredHowled

SquealedChuckledArgued

AnsweredQuestioned

CroakedStutteredAdmitted

Instead of good, use:

MagnificentAmazing

ExtraordinaryTremendousSignificantBeautiful

CaptivatingAstoundingStupendousTantalising

Instead of bad, use:

DisgustingVulgar

RepulsiveHideous

LoathsomeRevolting

MonstrousGruesome

HorrendousGrotesque

Language

Think about the type of connectives you need within the piece of work; do you need to present an argument, show a development in time or start and end a story?

Firstly beforehand later Due to

Furthermore meanwhile For example

additionally

consequently On the other hand

also later

therefore As a result despite next

however while except plus

finally likewise because although

Variety of Vocabulary

Think about the type of conjunctions that you need within your work.

How could you use these words to extend or develop your sentences?

whereas once before until

As soon as Insteadof

after if

although until Ratherthan

Yet

wherever before despite when

since while nevertheless

causing

In case In order to

when otherwise

Variety of Vocabulary

Use these alternatives to vary the sentence openers within your work. Alternatively, use the sentence cards to inspire you!

Short sentences will mark a moment, object of importance or indicate tension.

Longer sentences (fifteen words and up) will describe surroundings or give long, detailed thoughts of the character or narrator.

Can you use the connectives to extend the sentences as well?

ADVERB

Quietly, courageously, timidly, boldly, happily,

sadly, grumpily, excitedly, tenaciously…

ED WORD

Scared, tired, shattered, silenced, excited,

overjoyed, terrified, exhausted, relieved…

PREPOSITION

Above, below, at, over, under, beyond, near, into,

through

CONNECTIVE

Because, although,however, otherwise,

furthermore, consequently, inevitably,

meanwhile, therefore

SIMILE

As fast as lightning…

As hot as the sun….

As black as the night…

Can you think of other ways to vary your

sentences within writing?

Variety of Vocabulary

The content of your text is where you can showcase imaginative ideas but demonstrate that you understand the purpose of the text at the same time.

Are you describing, persuading or informing?

This should impact the language and formality within your text.

Letters use a greeting,introductory paragraph,

development of ideas and a paragraph to summarise

and indicate the next steps.

A speech will use persuasive techniques and

overcome a counter argument to show a clear

purpose.

A narrative will include description, possibly some dialogue with an engaging opening and convincing

ending.

Developing characters includes a description

where their appearance, actions and habits reflect

their personality.

The way your text is organised helps your reader to understand it and notice particular structural techniques that you have used for purpose.

An ideal way to ensure that you think about your text organisation is to plan each section before writing.

Does your writing use the correct format? For

example, if you are writing a letter, does it use

suitable language and layout?

Does your writing use paragraphs to introduce ideas, develop them and then summarise? Do they have topic sentences to open each paragraph?

Have you included an equal measure of

description and action to move the narrative

forward?

Have you selected the narration and tense to

help you to achieve effect?

Have you used flashback or flash-forward to

demonstrate a sophisticated structure?

Have you witholdinformation deliberately

from your reader to evoke a particular reaction from

them?

Push your analysis further-

• Could there be an alternative way to interpret this?

• What is the writer trying to teach or show us about bigger ideas?

• How effectively has the writer presented an idea or theme here, in your opinion?

Whilst the quotation could be

creating a sense of….. You could interpret it in a different way

because….

The writer draws on their personal experiences

because at the time that the text was

written…..

You could make a direct comparison

with another quotation in the

text here….This contradicts an

earlier point because…

I personally believe that the writer has

done this to….

I think that the text achieves its

purpose to a sophisticated

degree because..

If you are analysing the structure of a piece of text, you would look at a variety of ways that the writer has ‘built’ the text, and why.

Does the tone of the text or the writer’s viewpoint change? Why do you think they have done this?

Look at the opening lines and closing lines of a piece of writing. Can you link them in any way?

How would you describe the tone in the opening paragraph/verse, compared to the closing paragraph/verse? Why has the writer done this-what are they trying to highlight?

Has punctuation been used to draw the reader’s focus to a particular part? Short sentences will be used to cause us to pause, emphasise a moment or object, or reveal a new piece of information to the reader.

How can you notice a change in the mood of the text or character? Which paragraph is about which topic? Signpost your reader to this part of the text within your analysis.

What are the reasons for the change?

Punctuation will indicatea change of mood. --- or ! ? will often reflect panic, doubt or rapid thoughts of the narrator.

Does the writer’s or character’s viewpoint change at a later point of the text? Why do youthink this is?

Don’t just technique spot- think about HOW the writer may have decided to use thattechnique to show the reader an idea or create an image.

Which technique has been used and why?

Metaphor – something IS something else, ‘my brother is a pig.’Simile- what has been compared to what and why?Personification- why has that particular thing been given human qualities?

Are there any particular adjectives that create a particular image for the reader?

Her luscious, velvet-like hair shimmered and glistened in the breeze.’

‘His lip curled up resentfully into a disdainful sneer.’

What are we meant to think about each character? What do the words make us think of?

Which words create a particular tone for the reader?

‘The coy, manipulative smile that widened across his face filled her with dread.’

What do the two underlined words indicate about this character?

Are there particular words that you could group together?

This is called a SEMANTIC FIELD- why do you think the writer has used these words?

Language

Selecting the best piece of evidence is tricky, but these tips should help you out.

A quotation should contain adjectives or verbs that you can explore in more detail when discussing your ideas; don’t forget the quotation marks!

Does your evidence LINK to your idea?

The writer uses short sentences to create a sense of fear within the reader. The quotation, ‘frozen solid’ supports my idea because the writer uses the metaphor of ‘frozen’ to describe the character’s fear. He is so terrified…

Does you evidence include JUICY words for your to analyse? Which quotation is more JUICY?

He stopped in the darkness, and looked around.

He glided through the darkness, glancing beyond him into the black.

Pick a quotation that uses adjectives or a technique to create a particular effect for the reader.

Have you embedded your quotation? It should fit into the sentence, not be a detached sentence.

‘My heart pounded.’ This quote is interesting…

The quotation, ‘my heart pounded’ demonstrates that…

You should refer directly to the terminology used within the quotation you have chosen.

Evidence

Selecting the best piece of evidence is tricky, but these tips should help you out.

A quotation should contain adjectives or verbs that you can explore in more detail when discussing your ideas; don’t forget the quotation marks!

Ensure that you use key words from the question. This shows the examiner that you understand how to be relevant.

When exploring your evidence, have you discussed the EXPLICIT (obvious infromation you are told) AND IMPLICIT information (information that you have inferred)?

Have you explained your ideas in a sophisticated manner? Instead of, ‘the reader would kind of think how bad it is…’ perhaps, ‘this would encourage the reader to feel pity for the character because of their state of mind.’

Have you been concise? Every word should be relevant and valuable to your idea. Remove all words that re-tell the story or do not directly answer the question.

Synthesis

What have both writers explored in the same or different ways? Do they agree or disagree on the topic? How do you know?

Consider the two texts like bars of chocolate. They both have an aim, but they achieve that aim in different ways. For example, the structure isthe construction of the chocolate, the language is the taste. How do both poems make us react?

What themes or topics do both texts have in common? This could be love, war, conflict, horror, loyalty, gender….

Draw a Venn diagram to spot the similarities and differences.

Use key words to link your analysis of each text:Alternatively,Similarly,In contrast,In a different way,On the other hand,Differently,In comparison,

How do both writers present their point of view? Which part of the text shows you this?

Add your spellings to your spellings list. Write the corrected spelling x3.

Read your work aloud to ensure that your punctuation is correct- amend repeated words.

Use ‘because,’ ‘or,’ ‘as a result of’ and other connectives to extend detail in sentences.

Amend capital letters so they are only used for the start of sentences and proper nouns.

Grammar rules