Year 9 Independent Workbook

Writing Opinion Editorials to Persuade

This workbook contains English lessons for the next 2 weeks. There are 6 lessons to complete and each lesson is designed to support your learning in the following key areas:

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

Please note that many of you will be working at different speeds and levels. Please complete as much as you can of each lesson within an hour. If you are moving through the activities quickly, refer to the KS3 Cultural Enrichment Pack on the school website for extension activities. If you do not have access to a printer, complete the activities in your English book or on paper.

Lesson 1: journalism related vocabulary

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Task 1: Look up the definitions of the following words. Make sure that when you write the definition, you use your own words rather than copying directly. This will help you to understand more precisely what the word means! Answers are at the end of the booklet. vocabulary definition journalist regional national headline byline lead in/summary lead neutral editorial piece report opinion article tone broadsheet tabloid connotation

Task 2: understanding bias These three statements about a football match result contain the same information, but what is the difference in view between them? (Answers at the end of the booklet.) *England lose semi-final 1-2 *England fail to reach World Cup Final again and crash out of semi-final. *Football heroes just miss out on bringing football home

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Task 3: In your persuasive writing you may want to add words of power such as:

1. culture 2. contemporary 3. custom 4. ambiguity 5. mundane 6. poignant 7. generic 8. universal

Read the following guidance on the definitions of the vocabulary and then complete the multiple choice on all the vocabulary covered in this section. 1. culture: * Definition: the ideas, usual routines, and social behaviour of a particular people or society. *Definition: the arts (e.g. music, art, literature, etc) *Definition: keep (tissue cells, bacteria, etc.) in conditions suitable for them to grow 2. contemporary: The root word temp-, means ‘time’ for example: temporary – not permanent (will pass in time) contemporary – either exists at the same time as something else or exists at the current time e.g. now

This should help you understand bias: the origin of this word

It may derive from Old French in the 13th century by way of Old Provençal ‘biais’ meaning ‘at an angle or crosswise’. The Old French meaning of ‘against the grain or sideways’ is similar and the French definition was ‘a slope or slant’, which by the 1520s had become ‘a diagonal line or oblique’. In the 1560s and 1570s, the game of bowls adopted bias as a technical term to refer to balls that were weighted on one side, so that they curved when bowled. In due course, bias acquired a legal definition and came to mean ‘prejudice’. In the early 1600s, it was used in phrases such as ‘giving a bias to’ meaning ‘causing to incline to one side’.

Related words: biased, unbiased . See Wider Reading Research on further work on newspapers’ political bias.

3. custom: widely accepted way of behaving or doing something Regular dealings with a shop or business as a customer Something that is made especially for a particular purpose e.g. custom made 4. ambiguity: Being open to more than one interpretation 5. mundane: Very ordinary and therefore uninteresting; often part of a routine of life. 6. poignant: Definition: causing or having a very sharp sense of sadness, often at the thought of lost possibilities. 7. gen - The prefix multi- means ‘type of’ or ‘kind’ Examples: Generic – a description or characteristic that is not specific to one thing. Instead it applies to a whole group. 8. universal: Definition: Relating to or done by all people or things in the world or a

particular group.

Multiple Choice Quiz:

Which of these is correct? (Answers at the end of the booklet) 1a. He liked that in maths the answers were not ambiguous. 1b. He was ambiguous about whether the map said to turn left or right. 2a. There was much excitement about the mundane textbook work. 2b. Don’t be mundane; dare to be different. 3a. Contemporaries of Queen Victoria reported her to be skilled leader. 3b. 200 years after her death contemporaries of Queen Victoria wrote that she was a skilled leader. 4a. The poignant music got everyone up and dancing. 4b. Poignantly, the man sobbed heavily.

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Lesson 2:

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Task 1: Research the difference between a broadsheet newspaper and a tabloid newspaper. It will be useful to research structure, style and content. You could use the following: https://www.youtube.com/watch?v=cBIoPplnbf8 Task 2: Follow up. From your research put the following national newspapers into a column for either tabloid or broadsheet. (Answers at the end of the booklet.)

Task 3: Look at the grid below that shows the political bias of the national newspapers listed above.

As you can see from the headlines after the General Election that the Conservatives won, there is a clear political bias.

Extension Task A: Research and explain the language choices of headlines from the national newspapers that show political bias. You could try to find opposing headlines like the ones above to show the clear difference in political bias. Extension Task B: For you to connect to your British reader when you write it is useful to mention and acknowledge the shared experience of British culture. So you could research and answer the following questions:

l What are typically British foods?

l What phrases are British people always saying?

l What would you consider as British sports and hobbies?

How British are you? Complete the quiz https://www.buzzfeed.com/robinedds/how-british-are-you Task 4 Below are extracts from the items in newspapers on different topics. Choose one of the following activities to complete and mark your work using the answers are the back of this booklet: Bronze: Select one of the wider reading paired topics. Read the extracts and then answer the questions that follow. Silver: Select two of the wider reading paired topics.. Read the extracts and then answer the questions that follow.

This Daily Mirror is anti Conservative (Labour) so the language is more negative that Boris Johnson as the Leader of the Conservatives won the General Election.

This paper is pro Conservative, so the language is much more positive.

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Gold: Read all of the extracts below and answer the questions that follow. Then select words that make you imagine certain ideas- do the writers make any comparisons to strengthen their argument? Pair 1: Prisons Extract A: In this extract of an article, Charles Dickens asks us to imagine being a prisoner spending their last night in a cell before execution. We entered the first cell. It was a stone dungeon, eight feet long by six wide, with a bench at the upper end, under which were a common rug, a bible, and prayer-book. An iron candlestick was fixed into the wall at the side; and a small high window in the back admitted as much air and light as could struggle in between a double row of heavy, crossed iron bars. It contained no other furniture of any description. Questions: 1. How many items were in the cell? 2. Does Dickens describe the prison cell in a positive or negative way? Can you find a quotation to support your understanding? Extract B: Modern Article: Extract from the Guardian, Inside Wandsworth prison: drug drones and demoralised staff

22nd February 2016

“It drives you mad if you’re locked up 23 hours a day. You start going mentally daft, walking up and down your cell half the day, lying down for the rest. I didn’t smoke much before; now I’m smoking my lungs out,” a 27-year-old remand prisoner from Glasgow says of the past three months, his first experience of prison. Accustomed to working at his family’s kebab restaurant, he says he has been asking to work since he arrived, to alleviate the boredom of life in the cell, but has been given no job.

Questions: 1. How many hours does he get out of his cell every day? 2. Does the prisoner describe being in prison in a positive or negative way? Can you find a quotation to support your understanding?

Pair 2: Nursing Extract A The account of Florence Nightingale’s experiences in a hospital during the Crimean war. A message came to me to prepare for 510 wounded on our side of the Hospital who were arriving from the dreadful affair of the 5th November from Balaklava, in which battle were 1763 wounded and 442 killed, besides 96 officers wounded and 38 killed. I always expected to end my Days as Hospital Matron, but I never expected to be Barrack Mistress. We had but half an hour’s notice before they began landing the wounded. Between one and 9 o’clock we had the mattresses stuffed, sewn up, laid down—alas! only upon matting on the floor—the men washed and put to bed, and all their wounds dressed. I wish I had time. I would write you a letter dear to a surgeon’s heart. I am as good as a Medical Times! But oh! you Gentlemen of England who sit at Home in all the well-earned satisfaction of your successful cases, can have little Idea from reading the newspapers of the Horror and Misery (in a Military Hospital) of operating upon these dying, exhausted men. Questions: 1. How many patients arrived at the hospital? 2. Does Nightingale describe being a nurse in war in a positive or negative way? Can you find a quotation to support your understanding? Extract B: Nurses being placed in 'intolerable situations 5th October 2015

Josie Irwin, head of employment relations at the RCN, said: "Nursing staff are being placed in intolerable situations, working themselves sick and still not feeling they have been able to deliver the care they would like.

"Many nurses skip every break, work late after every shift, do their paperwork in their own time, and the pressure just increases. Many are coming in to work despite being unwell, often due to work-related stress. This is no good for nurses, but we know it will have an effect on patients too."

Questions: 1. What is a negative of being a nurse? 2. Who does Josie Irwin blaming for the nurses situation? Can you find a quotation to support your understanding?

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Pair 3: Mental Health Extract A: Fanny Fern (1811-1872) was a famous journalist. In this extract she recounts her visit to an American lunatic asylum. (‘lunatic aslyum’ was the term used for an institution for those with severe mental health illnesses) My verdict after visiting a Lunatic Asylum is, [...] what an immense improvement has modern humanity effected in the treatment of these unfortunates! What an advance upon the diabolical cruelty of blows, and stripes, and iron cages, and nothing to do, and no room to do it in! Now, we have the elegant, spacious, well-ventilated and attractive building, surrounded with scenes of natural grandeur and beauty [...] One draws a long breath of relief to see them, under the eye of a watchful superintendent, raking hay in the sweet, fresh meadows, or walking about in a beautiful garden [...] Questions:

1. What is a positive about the building? 2. Does the writer seem to be positive about the asylum or negative? Can you support

your answer with evidence from the extract? Extract B: The Guardian 2015 :I came out of a teenage mental health unit worse than when I went in by Fern Brady …Another day, during a pleasant chat with our only teacher in the unit, I asked which schools he’d taught at before. He replied and looked unfazed, I got on with my French revision and thought nothing of it. I was later told off by the head nurse in front of everyone for failing to respect boundaries.

They really made me feel like I might be a serial killer rather than someone with a common and treatable illness. I wasn’t the only one this happened to – in a place full of fairly quiet girls whose main hobbies were self-harming and wearing black, we were handled with a caution more suited to violent criminals. We alternated between laughing and getting frustrated by it all. It’s hardly ideal to be treated like delinquents when your identity is still forming. I quickly stopped thinking of myself as quiet and became increasingly aggressive.

Questions 1. What lesson was the writer revising? 2. Does the writer seem to be positive about the unit or negative? Can you support

your answer with evidence from the extract?

Lesson 3:

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Task 1: Write your own biased statements from the neutral statements below: M.P. proposes law that all under 16s must wear a bicycle helmet The family meal , is falling in popularity. British teenagers among least satisfied in western world Write it twice a) positive bias b) negative bias Language tips 1. emotive language 2. edit key facts 3. use negative or positive adjectives. Task 2: Addressing your audience In your writing you will be expressing your point of view and trying to persuade the reader to agree with you. Read the following list of ways you can do this, with examples from an article about children taking responsibility for tidying up their own mess. 1. What do YOU think about having to tidy your classroom? Posing a question that makes the reader think of their answer. 2. Acknowledge the readers’ experience We have all had fun cutting and sticking and leaving a mess on the floor. 3. Flattery People with your intelligence can understand this issue. 4. Expect the reader to agree with you you know what I mean I'm sure you'll agree... 5. Command the reader Now, pick up the vacuum and clean your workspace! 6. Vary the question types in your writing. Do you know how have the questions been used below, on the topic of school uniform? a. How can anyone consider uniform a good idea? b. Why is uniform a good idea? The answer is simple; we all look the same. c. Uniform is terrible, isn't it?

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a.How can anyone consider uniform a good idea? This is a rhetorical question is one that is asked but the answer is known. It helps the reader to agree with the writer. b.Why is uniform a good idea? The answer is simple; we all look the same. This is a question followed by answer structure. (hypophora) This device echoes the 'conversation' between writer and reader. It is like the reader poses the question and the writer is answering. It makes the writer sound more informed and in tune to what the reader may be thinking, so they are believed more. c.Uniform is terrible, isn't it? This is a tag question, which is a statement followed by a short question. It helps the writer question the statement and offer the opinion over to the reader, once again making them feel included. Task 3: Making your piece more personal A writer will also include some personal account of their life or incident related to the topic. Read the following about a writer’s view on having the freedom to choose what to eat at school. I remember at home as a child, being presented with plates of what could only be described as beige mush. Did I ever complain, or ask to choose something else? Of course not. School dinners were also without choice and I never dared to leave the pink custard. Yes, you read that correctly. Pink. My primary school seemed to have invented custard in a range of colours: brown, yellow and white. I always had to eat it. This is an anecdote or first person account Read the opinion article on the next page and answer the questions after it.

Matilda is a heroine for our time, thanks to Quentin Blake Rebecca Nicholson New drawings by the great artist bring the wonderful outsider right up to date Matilda at 30. She ‘will always be the ultimate rebel girl.’ Photograph: Quentin Blake/Roald Dahl Story Company 2018 To mark the 30th anniversary of Matilda Wormwood being brought to life, Quentin Blake released several new drawings, as first revealed in the Observer, that suggested where she might be today, at the ripe old age of 36 or so. He drew her as poet laureate, wowing audiences with The Trunchbull Saga; as the director of the International Astrophysics Institute; as CEO of the British Library (which gets my vote); as an explorer travelling through Patagonia; and as a special effects artist, creating movie magic with her powers of telekinesis, which is, in a way, the kind of thing that puts hard-working, non-telekinesis-types out of business and therefore may warrant strike action, though let’s not quibble over imaginary labour conditions. Recently, I sat down with my three-year-old niece to watch the 1996 film version. Ordinarily, my niece fizzes to bursting like a shaken-up bottle of pop, but she was mesmerised into rare stillness by the story that unfolded in front of her. Her mum says she now asks to watch it almost every day. To see it through the eyes of a small child was a reminder of just how life-changing a story such as Matilda can be. It certainly was for me, when I read it, in the year that it came out, and reread it again and again in the years that followed. When books for children are at their very best, they give power to those who feel different and strength to those who might, for reasons they do not know yet, feel like outsiders. Matilda, with her awful, neglectful parents, and Miss Honey, bullied and robbed by her aunt, provided solace, because they knew that in spite of the hardships they faced, they weren’t the ones to blame. As a template, it’s genuinely hard to fault; if Harry Potter had been loved by his living parents and had a nice bedroom with an Xbox and some throw cushions, instead of his hovel under the stairs, JK Rowling might have sold a few billion copies fewer. It may well be a generational thing – I came to Harry Potter too late – but for me, Matilda will always be the great outsider, the ultimate rebel girl. Roald Dahl’s delightfully nasty streak was exercised through her when, for all of her sweetness, she took revenge on her parents, with glue and bleach and, ultimately, their arrest. She was nice, until she realised she no longer had to be entirely nice. If that isn’t a lesson to revisit this week, for readers of all ages, then I don’t know what is. Questions (Possible answers at the back of this booklet)

1. What are the two anecdotes in this article? 2. How do they persuade the reader of the importance of the character, ‘Matilda’? 3. Evaluate: What are some of the other effective language and content choices by

the journalist?

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Lesson 4:

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Task 1: Here are some methods you can use in your own persuasive writing. Choose one of the tasks below and make them into flashcards so that you know them really well. For each one, include a definition and an example. If you don’t have flash cards at home, they are really easy to make! Just cut some A4 paper in half and then half again and you’ll have 4 flash cards. Bronze: Alliteration Facts Rhetorial Questions Repetition Emotive language Triadic Structure Metaphors Smilies

Silver: Alliteration Facts Rhetorial Questions Repetition Emotive language Triadic Structure Metaphors Extended metaphors Smilies Hyperbole Imagery

Gold: Alliteration Facts Rhetorial Questions Repetition Emotive language Triadic Structure Metaphors Extended metaphors Smilies Hyperbole Imagery Irony Imperative

Task 2: Vocabulary. Can you remember the power words from the first lesson? Try to complete the following test. Answers at the back of the booklet. Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.

• ambiguity *contemporary *culture * generic * mundane * poignant * universal

1. _________________ * links to what it is common and everyday

2. _________________ * having to do with the whole world or the world’s population

3. __________________ * uncertainty or vagueness in meaning

4. __________________ * belonging to the present time

5. ________________ * the language, customs, ideas and art of a particular group of people

6. ____________________ * applying to all members of one group

7. ____________________ * deeply touching especially sad.

Lesson 5:

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Task 1: Identify the sentence types below. You can choose from: minor, simple, compound, complex, compound-complex. (Mark your work using the answers at the back of this booklet). Sentence Sentence Type It's a brutal existence.

He laughs at the sight of a squirrel.

Sometimes he spins on the spot and throws his arms out, shrieking with boundless delight for no reason.

What an idiot.

Simple and boring.

I tried reading fairy tales off an iPhone but that didn't work.

When I was young, I wanted to be a cartoonist.

Task 2: These sentences are taken from a Guardian Opinion article by Charlie Brooker. He used to write for the Guardian Opinion column and has a very dry, sarcastic style. Read through his article below and pay attention to the following:

§ The different sentence types he uses § How he uses consistently declarative sentences and doesn’t really vary his

sentence types to include interrrogatives, imperatives or exclamatives. This contributes to the dry, humorous tone.

Extension: Can you label where he uses sarcastic or tongue-in-cheek humour for effect? Are there any other methods you can label? (Look again at your flashcards from Lesson 4).

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The Mr Men inhabit a godless universe. It's a brutal existence. The only books I read these days are for children. The box set of Mr Men stories is the most satisfying purchase I've made in a decade. Charlie Brooker Mon 2 Jun 2014

My bookshelves chiefly function as a snapshot of what I was reading prior to the invention of the Kindle. The only physical, actual, by-God-it-exists books I buy these days are children's books. In fact the only books I read these days are children's books.

Each night I read stories to a two-year-old to distract him from reality, which being two, he hasn't learned to despise yet. He earnestly believes everything is brilliant. Yesterday he discovered the timeless magic of throwing a fork under the sofa again and again and again. He laughs at the sight of a squirrel. Sometimes he spins on the spot and throws his arms out, shrieking with boundless delight for no reason. What an idiot.

He wants to cling to every crumb of conscious existence, so it's tough to convince him to let go long enough to fall asleep. Bedtime stories ease the transition.

We began with the classics. Goldilocks and the Three Bears is simple enough to recount from memory in the dark. Simple and boring. I regularly drifted off while reciting it aloud, and sometimes added new bits in a dreamlike daze. I once caught myself saying baby bear's head had fallen off because his nose was made of hair. It was hard to steer the narrative back on course after that.

I tried reading fairy tales off an iPhone but that didn't work. For starters, it's impossible to hold an iPhone in the same hectare as a toddler without prompting an instant, bitter struggle for possession that makes the battle for Ukraine look dignified. Besides, fairy stories exist in a peculiar medieval realm. Reading about tunics and spindles off a glimmering smartphone screen just feels wrong. You need a hand-me-down Ladybird book to really do them justice. A book filled with creepy paintings to match the creepy text. In Snow White and the Seven Dwarves, the handsome prince falls in love with a corpse in a glass box. It's right there in black and white. No trigger warnings or anything.

Still, fairy tales were just a gateway drug to a wider world of kiddywink fiction. Quickly we moved from Peepo! to Goodnight Moon to The Gruffalo and beyond. Brilliant though The Very Hungry Caterpillar is, it's only about 20 words long. You could tweet the whole thing while falling downstairs. And the storyline is full of holes.

Out of selfish nostalgia I bought a complete box set of Mr Men stories, which turned out to be the most satisfying purchase I've made in about a decade. The stories themselves

aren't especially remarkable. They follow a fairly rigid template. In each story Mr Titular wakes up, has breakfast (usually eggs, consumed in a manner that vividly illustrates his character), goes for a walk, encounters a worm or a wizard or a shopkeeper, learns a harsh moral lesson and then crawls home, a changed man, hopelessly broken by experience.

The Mr Men inhabit a godless universe. They chiefly fall into two camps – those with character defects (eg Mr Greedy) and those with afflictions (eg Mr Skinny). They all suffer in some way, except those too mad (Mr Silly) or too stupid (Mr Dizzy) to comprehend what suffering is.

There is justice in their realm but it's applied inconsistently at best. Mr Nosey, for instance, has all his inquisitiveness literally beaten out of him when the townsfolk conspire against him. He hears an interesting noise behind a fence and pokes his nose round it, only to be smashed in the face by a man with hammer – who laughs about it afterwards. But Mr Nosey's only crime was excessive curiosity, whereas Mr Tickle – a 1970s children's entertainer with wandering hands who runs around town touching strangers inappropriately from dawn till dusk – goes unpunished.

Most of those with afflictions are bluntly informed that their conditions are untreatable. Messrs Bump, Bounce, Forgetful, Quiet, Small and Tall, for instance, simply have to lump it. Mr Sneeze is cured, but only after a wizard turns his wintry homeland into a suntrap, in an early example of man-made climate change.

It's a brutal existence, albeit a cheerfully rendered one. And in revisiting the books I was surprised to discover that despite forgetting most of the storylines, the visuals felt so familiar, they can't have ever left my mind. When I was young, I wanted to be a cartoonist. As a teenager, I even managed to make a career of it for a few years. Back then I figured I'd formed this ambition thanks to the comics I'd read when I was about 12. No, looking back at some of my ham-fisted drawings of the time, I realise the Mr Men must have kicked the yearning off years before that. I was unconsciously sampling and regurgitating whole sections of Roger Hargreaves' visual repertoire. The way Roger Hargreaves drew a shoe is still the way a shoe looks when I picture it. Same with a house. Or a hat. Or a butcher. Or a wizard. Or a cloud.

And when I thought about that, a sad thought occurred to me: that these children's books may well be the only physical books my son will ever own. Because when he gets past about six, all his books will be in the cloud, surely. Not on a shelf. Not in a library. In a cloud. A cloud I can only picture in the shape of Mr Daydream.

Not that my son cares. Like I said, he's still astounded by squirrels and forks. Monumental idiot.

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Task 3: Now have a go at writing your own paragraph about the Mr Men books in a similar style. Mark your work using the following success criteria: (10 marks in total)

ü Using at least one minor sentence correctly (1 mark) ü Using at least one simple sentence correctly (1 mark) ü Using at least one compound sentence correctly (1 mark) ü Using at least one complex sentence correctly (1 mark) ü Using at least one compound-complex sentence correctly (1 mark) ü Using sarcasm or humour (1 mark) ü Using four of the persuasive writing methods from your flashcards in lesson 4 (4 marks

– 1 for each method used)

Extension: Can you label each of the above in your paragraph? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson 6:

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

Task 1: Re-read the Charlie Brooker article from yesterday to remind yourself of his style of persuasive writing. Task 2: Today, you’re going to have a go at writing your own article about a book or TV show from your childhood. First, you need to choose a book that you read a lot of a little child (or a TV show that you watched). Like the Matilda article. Next, you need to re-read a section. Now that you are older, you will see it very differently I’m sure! You might find it really strange or down-right weird, or you might find it really beautiful and nostalgic. Pay attention to what you’re thinking at this point, as this will form the basis of your article. Task 3: Now have a go at writing your article. Before writing, plan! Decide what your overall opinion/feeling is about the childhood book and decide what points/observations (things you’ve noticed) you want to make. You probably want to aim for 3 or so points/observations. Mark your work using the following success criteria. This time, there are 25 marks available:

ü Using at least one minor sentence correctly (1 mark) ü Using at least one simple sentence correctly (1 mark) ü Using at least one compound sentence correctly (1 mark) ü Using at least one complex sentence correctly (1 mark) ü Using at least one compound-complex sentence correctly (1 mark) ü Using a variety of punctuation correctly (3 marks - 1 mark for some, 2

marks for a variety, 3 marks for a variety used accurately) ü Using sarcasm or humour (1 mark) ü Using five of the persuasive writing methods from your flashcards in

lesson 3 (5 marks – 1 for each method used) ü Including at least one idea (1 mark) ü Linking my ideas together (1 mark) ü Using clear paragraph breaks (1 mark) ü Using a variety of paragraph lengths (1 mark) ü Using impressive vocabulary (2 marks - 1 mark for some, 2 marks for

consistent use) ü Address your reader using a variety of effects, including questions

(2 marks-1 mark for some, 2 marks for consistent use) ü Be clear about your bias/perspective either for or agains the book

(1 mark) ü Make it personal by using anecdotes (1 mark) ü Using a good heading and summry lead (1 mark)

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Answers Lesson 1: Vocabulary Task 1 answers: vocabulary definition journalist A writer for media (newspaper, radio, television) regional Relating to a district usually of country. national Relating to the whole country or nation. headline Title of a report or article byline Name of journalist lead in/summary lead

Brief introduction explaining the who, what, where, when of the news

neutral Not supporting or helping either side editorial piece A newspaper article expressing the editor's opinion on a

topical issue. report Mainly factual account of a news event opinion article Opinion of a journalist on a news event tone Emotion broadsheet A newspaper with a large format, regarded as serious tabloid A newspaper having pages half the size of those of the

average broadsheet, typically popular in style and dominated by sensational stories

connotation The association a word or phrase creates Task 2 answers: *England lose semi final 1-2 This is neutral as the facts do not have any positive or negative connotations. (connotation= suggestion, meaning, implication) *England fail to reach World Cup Final again and crash out of semi final. negative presentation *Football heroes just miss out on bringing football home-positive presentation

Task 3: answers Answers

1a. He liked that in maths the answers were not ambiguous.√ 1b. He was ambiguous about whether the map said to turn left or right.

2a. There was much excitement about the mundane textbook work.

2b. Don’t be mundane; dare to be different. √

3a. Contemporaries of Queen Victoria reported her to be skilled leader. √ 3b. 200 years after her death contemporaries of Queen Victoria wrote that she was a skilled leader. 4a. The poignant music got everyone up and dancing.

4b. Poignantly, the man sobbed heavily. √ Lesson 2: Wider Reading Answers Task 1:

Task 3: Old and New Articles Pair 1: Prisons Extract A: Questions: 1. How many items were in the cell? 5 2. Does Dickens describe the prison cell in a positive or negative way? Can you find a quotation to support your understanding? It seems to be negative as he calls it a ‘stone dungeon’ a historic cold place, plus he emphasises the lack of comfortable things and the lack of air as it ‘struggles’ to get in. Extract B: Questions: 1. How many hours does he get out of his cell every day? 1 2. Does the prisoner describe being in prison in a positive or negative way? Can you find a quotation to support your understanding? The prisoner emphasises the long time in his cell and how it affects his mental health and physical health as he is smoking. Pair 2: Nursing

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Extract A Questions: 1. How many patients arrived at the hospital? 510 2. Does Nightingale describe being a nurse in war in a positive or negative way? Can you find a quotation to support your understanding? She seems to be negative about the long hours due to the amount of patients, time, lack of beds and how it was ‘horror and misery’ Extract B: Questions: 1. What is a negative of being a nurse? Stress, can get ill, too much paperwork, often work longer than they should. 2. Who does Josie Irwin blaming for the nurses situation? Can you find a quotation to support your understanding? She seems not the nurses, but the rule makers who insist on the paperwork. Pair 3: Mental Health Extract A: Questions:

1.What is a positive about the building? Lots of space, built ‘elegantly’, lots of air, beautiful building.

2.Does the writer seem to be positive about the asylum or negative? Can you support your answer with evidence from the extract? Writer seems to be positive as they talk about ‘immense improvement’ and that they had a ‘long breath of relief’

Extract B: Questions: 1. What lesson was the writer revising? French 2.Does the writer seem to be positive about the unit or negative? Can you support your answer with evidence from the extract? The writer seems to be negative as they do not like the way they are treated like they were ‘violent criminals’ or ‘serial killer’ and that this is ‘hardly ideal’ meaning it is not right.

Lesson 3: Personal Response Task 3: Possible answers, but remember the evaluate question is about your own response, so there are no right or wrong answers.

1. What are the two anecdotes in this article? The writer mentions watching a film with her neice and also remembers when she first read Matilda 30 years ago.

2. How do they persuade the reader of the importance of the character, ‘Matilda’? It make the writer’s positive opinion about the character more believalbe as there are true examples from their own experience. The first anecdote is written with some more detail so we can picture the scene of the neice being entranced by the character Matilda.

3. Evaluate: What are some of the other effective language and content choices by the journalist?

Lesson 4: Memory Vocabulary Test answers

1. mundane * links to what it is common and everyday 2. universal * having to do with the whole world or the world’s population 3. ambiguity * uncertainty or vagueness in meaning 4. contemporary * belonging to the present time 5. culture * the language, customs, ideas and art of a particular group of people 6. generic* applying to all members of one group 7. poignant * deeply touching especially sad.

Lesson 5: Sentence Sentence Type It's a brutal existence. Simple

He laughs at the sight of a squirrel. Simple Sometimes he spins on the spot and throws his arms out, shrieking with boundless delight for no reason.

Compound-complex

What an idiot. Minor Simple and boring. Minor

I tried reading fairy tales off an iPhone but that didn't work.

Compound

When I was young, I wanted to be a cartoonist.

Complex