Rationale
Second perhaps only to reading, writing is a core skill in English. You will be writing a significant amount over the course of your life. Emails, letters, speeches, reports, responses and so forth. Whether you use computer mediated writing or retain handwriting you will need to know how to put one word in front of the next. You must understand the power of language in creating meaning for the audience.
In this unit you will learn about the fundamentals of writing to ensure you are able to better articulate yourself and how you can communicate better.
Get this section right now, and watch how your English marks – over the course of your English journey at high school – will follow an upward trajectory.
Writing
Along with Reading, Writing is the key skill or real essence of what it is to use English well. In order to succeed in English – and, indeed in school more broadly – you need to be able to communicate your ideas in writing. This means writing clearly, confidently and concisely. Throughout this unit you will learn how to do this. There are three aspects to this part of the course
- Words
- Sentences
- Paragraphs
Each section has its own tricks and techniques and you need to make sure you keep up with the reading and learning skills that you were taught in the Reading Workshop unit.
At this point, you teacher may introduce you to the Portfolio work required for this course. If you haven’t yet looked at this section you can find the Portfolio in the drop down menu to the left of this screen. Check it out!
Learning Objectives
Type your learning objectives here.
Wondrous Words
- Name and articulate how morphology affects words.
- Recognise that language has origins and stories (etymologies) eg Latin / Nordic etc.
- Use dictionaries to their full extent.
- Identify and discuss parts of speech.
- Incorporate accurate and effective choices of language in their writing.
- Recognise sound devices in writing.
- Explain the effect of language choices in writing.
- Identify the role of the apostrophe in writing.
- Spell words correctly using specifically taught structures and rules.
Sublime Sentences
- Name and articulate the names and styles of sentences.
- Recognise the reason for using sentences in specific situations
- Identify and discuss parts of a sentence.
- Recognise punctuation in writing.
- Explain the effect of sentence choices in writing.
Perfect Paragraphs
- Develop structures for separating information into paragraphs.
- Identify and discuss parts of a paragraph – TEXAT.
- Recognise punctuation in writing.
- Use structures within writing to create meaning.
Key Terms
Wondrous Words
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is the study of words, how they are formed, and their relationship to other words in the same language. |
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the origin of a word and the historical development of its meaning. |
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a category to which a word is assigned in accordance with its syntactic functions. |
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a word (other than a pronoun) used to identify any of a class of people, places, or things ( common noun ), or to name a particular one of these ( proper noun ).
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a noun or noun phrase that adds information (e.g. Hermoine Granger, a student a Hogwarts, is accomplished at spells) |
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a word used to describe an action, state, or occurrence, and forming the main part of the predicate of a sentence, such as hear, become, happen.
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a word used to connect clauses or sentences or to coordinate words in the same clause (e.g. and, but, if ). |
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word naming an attribute of a noun, such as sweet, red, or technical. |
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a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in ‘the man on the platform’, ‘she arrived after dinner’, ‘what did you do it for ?’.
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a word or phrase that means exactly or nearly the same as another word or phrase in the same language, for example shut is a synonym of close. |
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a word opposite in meaning to another (e.g. bad and good ).
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each of two or more words having the same spelling or pronunciation but different meanings and origins. |
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each of two or more words having the same pronunciation but different meanings, origins, or spelling, for example new and knew.
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a letter representing a vowel sound, such as a, e, i, o, u.
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a letter representing a consonant.
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using a dictionary to give words meaning, or give the equivalent words in a different language, also obtaining information about pronunciation, origin, and usage. |
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the letters that form (a word) in correct sequence. |
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used to indicate either possession (e.g. Harry ‘ s book ; boys ‘ coats ) or the omission of letters or numbers (e.g. can ‘ t ; he ‘ s ; 1 Jan. ‘ 99 ). |
Sublime Sentences
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having the force of a question. |
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a definite or clear expression of something in speech or writing. |
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giving an authoritative command. |
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used to introduce an exclamation of surprise, admiration, or a similar emotion. |
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a sentence consisting of only one clause, with a single subject and predicate.
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a sentence with more than one subject or predicate.
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a sentence containing a subordinate clause or clauses.
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a noun or noun phrase functioning as one of the main components of a clause, being the element about which the rest of the clause is predicated. |
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the part of a sentence or clause containing a verb and stating something about the subject (e.g. went home in John went home ). |
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denoting a voice of verbs in which the subject is typically the person or thing performing the action and which can take a direct object (e.g. she loved him as opposed to the passive form he was loved ). |
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denoting a voice of verbs in which the subject undergoes the action of the verb (e.g. they were killed as opposed to the active form he killed them ). |
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a group of words that contains a subject and verb but does not express a complete thought |
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a clause that can form a complete sentence standing alone, having a subject and a predicate. |
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the marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning. |
Perfect Paragraphs
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a statement that tells readers what the rest of the paragraph is about. |
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be or show evidence of. |
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a statement or account that makes something clear. |
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a way of carrying out a particular task, especially the execution or performance of an artistic work or a scientific procedure. |
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the process of separating something into its constituent elements. |
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a relationship between two things or situations, especially where one connects with the other. |
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a mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing. |
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exaggerated statements or claims not meant to be taken literally. |
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a group of words established by usage as having a meaning not deducible from those of the individual words (e.g. over the moon, see the light ). |
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a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. |
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a word, name, or expression used as a substitute for something else with which it is closely associated. (e.g. Washington for the US government) |
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the attribution of a personal nature or human characteristics to something non-human, or the representation of an abstract quality in human form. |
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a short, well-known pithy saying, stating a general truth or piece of advice. |
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a question asked in order to create a dramatic effect or to make a point rather than to get an answer. |
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a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid |
