rerenga rawe
Always remember that you are absolutely unique. Just like everyone else.
– Margaret Mead
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
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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. |
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the arrangement of words and phrases to create well-formed sentences in a language.
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Learning Objectives
- 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.
Exercises
Spelling
jazz | genuine | lonely | circumstance | component | advocate |
modest | reckon | invasion | veteran | engage | peaceful |
infect | counter | previously | opening | assault | initial |
controversial | alliance | tight | vitamin | adviser | reference |
wooden | colleague | define | salary | supreme | newly |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- Quick zephyrs blow, vexing daft Jim.
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
Like most baby animals, a newborn wolf is nearly helpless at first. The baby wolf, called a pup, is born in a den. The wolf’s mother will have built the den a few weeks before. She may have dug it out of the ground, or she may have found a den that had already been built by another animal. In this den, the wolf pup begins its life. It squints its eyes, but it cannot see. When it can open its eyes completely, light will be blinding. The pup whimpers, making small soft sounds. It senses a presence next to him, a brother or sister pup. Wolves are not born alone; they arrive into a ready-made clan. Mother wolves give birth to several pups at a time. The average-size group is five.
The pup is small, weighing just about a pound. It is hungry, though, and it gulps down its mother’s milk. It will grow bigger with help. This pup is part of a pack, and pack members will bring food to the baby and its mother.
In time, the pup will grow to weigh a hundred pounds or more. It will become fast and strong, with long legs and powerful leg muscles. It will be able to run at speeds of up to 35 miles an hour for short periods. Often, these bursts of speed come during the hunt. They will end with the moment when the wolf lunges after its prey. This pup will grow into a hunter. Wolves feed on the flesh of other animals such as deer, elk, and caribou.
The pup will stay with the pack until it is several years old. Then it may leave, find a new pack, or even start its own.
Questions
- Write the words that tell what the pup squints. Then write a sentence explaining what might make you squint.
- Show the words that tell what is blinding. Then tell what blinding means.
- Note down the words that tell what it sounds like when the pup whimpers. Then name something else that whimpers.
- Underline the words that tell what presence the pup feels beside it. Write a sentence using the word presence.
- Write a sentence telling who is included in the pup’s clan.
- Write down the words that tell what the pup gulps down. Then tell what gulps means.
- Note down the words that tell what the wolf lunges toward. Then tell what lunges means.
- What are the words that tell what kind of flesh wolves eat. Then tell what flesh means.
Sublime Sentences (Part 2)
rerenga rawe
Ernest Hemingway was a master of syntax and word economy. Word economy means using just the right amount of words to explore an idea and atmosphere. Here is an extract from one of his short stories – only, the order of the sentences has been mixed up.Put them in the order you think is best.
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First order: …………………………………………………………………………………………………………………………………………….
- Explain why you have chosen this order. What effect does it have on you, the reader? What elements of the story does it emphasise?
This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important.
Basic Punctuation for Sentences
Be mindful of your punctuation as you write more. It counts. Whether you are writing an academic essay or a quick question via email to your teacher, your style should be correct.
Punctuation is the system of signs or symbols given to a reader to show how a sentence is constructed and how it should be read.
Sentences are the building blocks used to construct written accounts. They are complete statements. Punctuation shows how the sentence should be read and makes the meaning clear.
Every sentence should include at least a capital letter at the start, and a full stop, exclamation mark or question mark at the end. This basic system indicates that the sentence is complete.
Basic Sentence Punctuation
Exercises
The following is an extract from a news article about the Hokitika bike trail. All punctuation has been removed but, to assist, the sentences have been separated. You should add in punctuation and work out where you think paragraphs should begin and end. There is no need to change spelling or add or remove any words, just punctuation. (The correct version of the text is at the bottom of the page)
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the west coast wilderness trail is a 133km cycling route from greymouth to ross
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since its completion almost five years ago it has been one of the biggest revolutions in opening up the scenery and the experiences along the hokitika rainforest belt
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and more recently a secret weapon has been opening up the trail to more first-time cyclists the e-bike
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donna beard owner of the west coast cycling & tours has banned the term
- e-bikes make it sound like you’re cheating she says we prefer the term pedal assist
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while the four day trail can be comfortably done on a regular trail bike a boosted bike puts many of the most exciting sections within a days hire
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for a taste of adventure and west coast history donna recommends the downhill section from cowboy paradise to hokitika
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here the track follows a water race built by gold miners in 1885 to sluice their gold
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as promised the cycling is varied and exhilarating and the cyclists we encounter range in age from pensioner to freshly off stabilisers
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though not everyone agrees with Donna’s view on e bikes
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you should be ashamed chided passers by using an e bike at your age
Constructing the Sentence
As we gain more experience with sentences we learn the rules of syntax. Syntactic rules guide us as to which morphemes to join together and in what order s that sentences are grammatically correct and say what we mean. Look at these examples:
- Jack and Jill went the hill up.
- Jack Jill went the and up hill.
- and hill Jack Jill up the went.
- Jack and Jill went up the hill.
Even if you did not known the nursery rhyme ‘Jack and Jill’, you would know that the last sentence is correct. Why are the first three incorrect?
Now, look at these three sentences:
- My cat ate the canary.
- The canary ate my cat.
- My ate cat canary the.
The three sentences use the same morphemes (words) but they do not all have the same meaning. Sentence 1 has meaning. Sentence 2 has meaning but not the same meaning as sentence 1. Sentence 3 has no meaning.
So we need to look at sentence errors:
Incorrect Use of Words
- Wrong part of speech
In the unit on words we looked at various parts of speech (nouns, verbs etc). Errors occur in sentences when the wrong part of speech is used. Look at the following sentence
– I will improve with practise. (practise = verb)
– I will improve with practice. (practice = noun)
In the sentence I will improve with practice, the thing being done is practice. We know that people, places, things and ideas are nouns. The part of speech that will make this sentence correct is a noun, therefore, practice, not practise, is needed. To double check we can analyse the sentence in this way.
I (subject) will improve (verb) with practice. (object)
The object is a noun group, therefore the part of speech required is a noun. The noun is practice not practise.
Go their and get my bike.
Go there and get my bike.
The subject in these sentence is you, making it:We know that their is a possessive pronoun (plural) and that there is an adverb. The correct part of speech is an adverb, so the correct use is Go there and get my bike.
Exercises
Try these examples
- You need to buy a licence/license for your dog.
- Look at the stains on there/their clothes.
- His success is dependent/dependant on the weather.
- Practice/Practise your lines every day.
- Tautology and Redundancy
Tautology is saying something twice in different words. Redundancy is the use of a word that is not needed. Look at these examples:
– He drew a four-sided square.
– From where did you get this from?
Notice the tautology in the first sentence? A square, by definition, has four sides.
The sentence needs to be corrected so that it reads:
– He drew a square.In the second sentence, the second from is redundant. The corrected sentence reads:
– From where did you get this?
Exercises
Correct these sentences by removing any tautologies or redundancies
- The movie in which I am interested in is now showing at the cinema.
- When did you first begin to learn the piano?
- His dead bird lay still in the cage.
- Of the two runners, he was the quicker of the two.
- He was suffering from nasal congestion in his nose.
- Superlatives
As part of the section on Adjectives we looked at the degrees of comparison: positive; comparative; and superlative. Problems in sentences can occur when superlatives are overdone or misused. Look at these sentences:
– Of the two runners, Michael was the quickest.
– Of the two runners, Michael was the quicker.
When we are comparing two people, places, things or ideas, the comparative word is used. The correct sentence is
– Of the two runners, Michael was the quicker.When writing sentences be careful of overdoing the superlatives, for example:
– It was so empty that there was absolutely nothing at all left inside.Similarly, there are some adjectives that should not have superlatives used with them. For example:
– supreme (not more supreme, or most supreme)
– parallel (not more parallel, or most parallel)
– dead (not more dead, or most dead)Exercises
Copy out these sentences using the correct degree of comparison (comparative or superlative) for the alternatives provided
- Who at more/most: Matthew or Sarah?
- Who is the fastest/faster swimmer in the class?
- Which car do you prefer more/most: BMW or Mercedes?
- Which city has the lesser/least rainfall: Auckland or Wellington?
- Malapropism
A malapropism is the mistake caused by confusing words that have similar sounds or appearance. Here are some examples:
– I had my eyes checked by the optimist. (optimist is someone who sees the best in all things, an optometrist is the word that should be used)
– His mother worked for McDonalds, so he was illegible to enter the competition. (illegible means unable to be read, ineligible is the word that should be used)
Exercises
See if you can correct the malapropisms in these sentences:
- His chosen vacation was working with children.
- Being amphibious, Eleni could write with both her left and right hands.
- Are you incinerating that I did it?
- Kate made three pacific points in her speech.
- Leave it in my culpable hands.
- He was literary dead when pulled from the water. Malapropism
A malapropism is the mistake caused by confusing words that have similar sounds or appearance. Here are some examples:
– I had my eyes checked by the optimist. (optimist is someone who sees the best in all things, an optometrist is the word that should be used)
– His mother worked for McDonalds, so he was illegible to enter the competition. (illegible means unable to be read, ineligible is the word that should be used)
Problem Area B: Incorrect Word Patterns (Syntax)
- Ambiguity
When the word ambiguity is broken into morphemes, we find bi (meaning two). Ambiguous sentences are open to interpretation because they have more than one meaning or their meaning is not clear. Look a these sentences:
– He gave her dog biscuits.
– Try our pies: you’ll never get better.
– Joseph told Thomas that his father had been injured.
All three of these sentences follow the rules of syntax but what do they mean?
Does Sentence 1 mean:
– He gave her dog some biscuits…. or …. He gave her to eat some biscuits that are for dogs?
Does Sentence 2 mean:
– If you taste our pies you will find they are the best… or… If you taste our pies you will become sick and never recover?
Does Sentence 3 mean:
– Joseph’s father was injured… or… Thomas’s father was injured?
All three sentences can be seen as ambiguous, that is, they have multiple meanings.Exercises
What two meanings can be found in each of the following sentences:
- Half of his fortune, which was ten million dollars, was given to charity.
- I have a cockatoo in a cage that can talk.
- The old man could remember seeing Edmund Hillary as a boy.
- Our school needs painting badly.
- Too many ideas in one sentence
In defining a sentence at the start of this unit, we said that a sentence expresses a complete thought. A sentence should also be clear in meaning. When too many thoughts or unrelated thoughts are expressed in one sentence, it becomes cluttered and incorrect. Look at this example:
– Kelvin ordered the chicken soup and his father works as a chemist.
There are two unrelated ideas in this one sentence. It is grammatically correct, but the solution to the confusion is to separate the sentences. For example:
– Kelvin ordered the chicken soup. His father works as a chemist.Exercises
Separate the ideas in the following sentences to create better meaning.
- The train was running late and Bianca’s mother will buy a new screwdriver today.
- Last night there was a violent thunderstorm and I will fix the door once the paint is dry on the frame.
- The TV camera pointed at Sandra and her father was eating ham that he had won at the club last week.
- Sentence Length
A sentence can be any length – from one word to many words. The use of short sentences may serve a purpose in:
– a literary text to show events happening in quick succession, to build suspense or to indicate ideas passing through the character’s mind.
– a procedure text to give commands.
Look at these examples:
– I tried the back door. It was locked. I tried the key she had given me. I was in. Then I saw it. Lying on the floor was the knife. But where was Robert?
– Place the disk into drive A. Press any key. Select the appropriate set up. Follow the on-screen instructions.In these examples, the sue of short sentences is appropriate. When constructing other text types, such as reports, essays, recounts or some narratives, the repeated use of short sentences can become boring. The stop-start rhythm affects the purpose of the text.Exercises
Rewrite the following sentences in a more correct form.
- The bell rang, the game was over, we had lost.
- Bingo had six puppies, all healthy, they sold for $250 each.
- In the summer of 1998 I began swimming, the next year I joined the relay team which won the 4×100 metres event in Napier.
- Verbosity
Sentences that contain unncesary words used in an artificial way to express a simple idea suffer from verbosity. Verbose people try to sound important, often using long sentences and difficult words. You will find examples of verbosity in recounts in newspapers and speeches from politicians. Look at the following example:
Reporter: What is the government going to do about it?
Politician: We are examining all sides of the issue to determine, in the context of the current climate, possible solutions that will alleviate the situation so no stakeholders will suffer disadvantage as a result of the intended course of action.
Exercises
Rewrite the following sentences in a straight-forward way, avoiding verbosity.
- The victim was attacked in the vicinity of his usual place of business.
- She was brought before the court for discarding the exterior encasing organic matter of a banana in a place set aside for public relaxation.
- I ceased to perform my labour when the boss refused to pay me.
- To ease my thirst, I partook of a low temperature liquid refreshment.
Problem Area C: Grammatical Errors
- Agreement
When a young child is learning the language they say things like Me is hungry, and we know what the child means but the sentences are wrong. What makes the sentences incorrect is related to the agreement. There must be
– agreement of the verb and the subject.
– agreement of the pronoun and the antecedent.- Verb/Subject Agreement
Agreement of the verb and subject means the verb must agree with the number (singular or plural) and person (first, second or third) of the subject (noun or noun group). Look at the following examples:
– Kurt hate winter
– Kurt hates winter
The correct sentence is Kurt hates winter, where the verb (singular) agrees with the subject (third person, singular)
Another example is:
– Jack and Jill was hurt on the hill.
– Jack and Jill were hurt on the hill.
The subject Jack and Jill, is in the third person, plural. A plural subject requires a plural form of the verb. The singular form is ‘was’ and the plural form is ‘were’. Therefore, to have agreement between the subject and verb the correct answer is ‘Jack and Jill were hurt on the hill.’
- Verb/Subject Agreement
Key Takeaways
A few rules on this
- Collective nouns are usually singular.
- The band was on stage
- This changes if attention is drawn to individuals, and not the collected group as a whole. in these cases, the collective noun changes to plural, for example:
- The band were on stage, some seated and others standing.
- The words each, either, neither, every, everyone, and none are followed by singular verbs.
- Neither of the girls was able to win her race.
- When and not, as well, and altogether with join subjects, the verb must agree with the preceding subject.
- The winning golfer, as well as his daughter, was interviewed.
- When a plural noun is the name of a single thing, a singular verb is used.
- Two-thirds of the town was flooded.
- When two singular nouns refer to the same noun and have one article, the verb is singular.
- Mr Abbas, the teacher and author, is in China.
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- Pronoun / Antecedent Agreement
Agreement between the pronoun and its antecedent is another necessity for correct sentence structure. This means that the pronoun (him, he, it, etc) and its antecedent (the noun it agrees with) have to agree in number (singular or plural), in person (first, second or third) and in gender (masculine, feminine or neutral). For example:
– Mr Willingham makes his own lunch every day.
Both the pronoun his and its antecedent Mr Willingham agree in number (singular), person (third person) and gender (masculine).
- Pronoun / Antecedent Agreement
Exercises
Have a go at these sentences with an error in agreement. Rewrite them with correct subject/verb agreement.
- There have been many accidents and near-misses lately.
- I have two cars available, but neither suit your requirements.
- Were either of the cars damaged?
- There has been no decisions from the principal as yet.
- None of us are perfect.
Write out the following sentences so that the verb agrees with the subject.
- The family was/were on holiday.
- Mr Nguyen and Ms Robinson was/were married last Tuesday.
- Three-quarters of the load was/were damaged.
- The flour, as well as the eggs, was/were damaged.
- Tense of Verbs
It is important to be consistent with the use of tense when you create text. If you are writing a recount, then all sentences should be in the past tense (except direct speech). Look at this example of mixing tenses.- Yesterday in PE we had a relief teacher who is replacing Ms Brightman. She is really cool and let us play three-on-three basketball. We choose our teams and played for the whole lesson
Exercises
Select the correct tense of the verb in the following sentence.
- I have rode/ridden many horses over the past three weeks.
- The witch drank/drunk the potion and turned into a frog.
- James rang/rung the doorbell and entered the house.
- The author has wrote/written many books for children.
- The choir sang/sung three songs at the concert.
Rewrite the following sentences making the necessary corrections.
- I could have won that race if I had swam faster in the first lap.
- I could have wrote a better story in ten minutes.
- I should have chose the chicken as the beef was really tough.
- I should have drove the bus as I hold a current licence.
- I should have ate more because I am now really hungry.
- Relative Pronouns: who, whom, whose, which, and that
Who and Whom relate to persons, whose and that relate to both persons and things, and which relates only to things. In some sentences the subordinate clause (dependent clause) acts as an adjective, so it is called an adjectival clause. The adjectival clause:
– is introduced by who, whom, whose, which or that
– is placed after the noun it adds meaning to.
Look at these examples:- My sister, who is a doctor, attended the accident.
- The player, who scored the goal, was later sent off.
In both these examples who is the correct relative pronoun as it relates to the subject of the sentence.
Exercises
Use who, whom, whose, which or that to complete these sentences correctly:
- Here is the player . . . . . . . . scored the winning goal
- Here is the player . . . . . . . . ankle is twisted.
- To . . . . . . . . are you speaking, Anna or Maria?
- We ate prawns . . . . . . . . had been imported from Mexico.
- We saw the car in . . . . . . . . the Queen will be travelling.
- I brought a hat . . . . . . . . was made of velvet.
- The bus stop, . . . . . . . . is near the shop, is where I will meet you.
- Bring me the suitcase . . . . . . . . contains the money.
Problem Area D: Poor Punctuation
See above for more information about punctuation.
Creative Sentences
Many of the sentences we have been working with have been fairly straight forward. Most were subject + verb + object, with some adjectives and adverbs added. It is possible and even valuable to be creative when constructing sentences.
If you are constructing an exposition text your purpose is to argue a point or to persuade your audience. Creative sentences can help you achieve your purpose by engaging the audience and presenting your ideas in a more interesting way.
Creative sentence patterns can make a response text more interesting and exciting. They are necessary for creating stimulating literary texts.
Here are some ideas for writing creative sentences.
Creative Sentence Type 1: Beginning with a different part of speech
In the ‘words’ section we looked at the different parts of speech. This knowledge can help you be creative. Try starting sentences with a part of speech other than the usual article + noun
- The house was on fire when… (article + noun)
- Silently the crowd left the … (adverb)
- Angered by the lack of … (participle)
Creative Sentence Type 2: Rearranging Clauses and Phrases
By rearranging clauses and phrases you can create variation in your sentences.
For example, instead of…
As she walked along the beach, Natalie saw, on the water’s edge, a strange glowing object which appeared to shine brighter and brighter.
This can be rearranged to read…
Natalie saw a strange object on the water’s edge which appeared to shine brighter and brighter.
Creative Sentence Type 3: Using the Exclamatory Form
Turning a sentence that is a statement into an exclamation can add a more dynamic tone to your text. Here is an example…
Science is a fascinating subject.
What a fascinating subject is science!
Creative Sentence Type 4: Using the Interrogative Form
Turning a statement into an interrogative sentence (a question) can add a more direct tone to your text. Here is an example…
None of us could sing or dance or act as well as she could.
Who was there among us who could sing, dance or act as well as she?
Creative Sentence Type 5: Using Repetition
Repetition is useful if you wish to convey the idea of sameness, or monotony or boredom, for example…
Marina reluctantly returned to school for another year. She knew to expect nothing exciting. Looking around she saw the same faces, in the same uniforms, sitting in the same places as before.
Creative Sentence Type 6: Inversion
Most sentences we write follow the order of subject + verb + object. By changing the usual order, emphasis can be given to a particular event. Look at this example…
I was surrounded by death and destruction.
Death and destruction surrounded me
Creative Sentence Type 7: Using Active Rather than Passive Voice
The verbiage of active and passive voice can have an interesting effect on your writing. Using active rather than passive voice can make your writing sound more dynamic.
Look at these examples….
Passive
Danielle was taught singing by Mr Lang. She was selected for the choice by Pavarotti. Mr Lang was pleased with her solo performance at the concert.
Active
Mr Lang taught Danielle singing. Pavarotti selected her for the choice. Her solo performance at the concert pleased Mr Lang.
When constructing information reports, descriptions and some explanations, the active voice works well with the timeless present tense. The use of active voice in recounts and procedural recounts is also a useful way to emphasise the ‘doer’ rather than the person or thing to which the action was done.
Hokitika piece from above.
The West Coast Wilderness Trail is a 133km cycling route from Greymouth to Ross.
Since its completion almost five years ago, it has been one of the biggest revolutions in opening up the scenery and the experiences along the Hokitika rainforest belt. And more recently a secret weapon has been opening up the trail to more first-time cyclists: the e-bike.
Donna Beard, owner of the West Coast Cycling & Tours, has banned the term.
“E-bikes make it sound like you’re cheating,” she says. “We prefer the term ‘Pedal assist’.”
While the four-day trail can be comfortably done on a regular trail bike, a boosted bike puts many of the most exciting sections within a day’s hire.
For a taste of adventure and West Coast history, Donna recommends the downhill section from Cowboy Paradise to Hokitika. Here the track follows a water race built by gold miners in 1885 to sluice their gold.
As promised the cycling is varied and exhilarating, and the cyclists we encounter range in age from pensioner to freshly off stabilisers. Though not everyone agrees with Donna’s view on e-bikes.
“You should be ashamed!” chided passers-by. “Using an e-bike, at your age?”
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
After reading the first chapter
- From whose perspective is the story told?
- Who do you think is the main character?
- What do you learn in the first chapter?
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from Scythe by Neal Shusterman
The scythe arrived late on a cold November afternoon. Citra was at the dining room table, slaving over a particularly difficult algebra problem, shuffling variables, unable to solve for X or Y, when this new and far more pernicious variable entered her life’s equation.
Guests were frequent at the Terranovas’ apartment, so when the doorbell rang, there was no sense of foreboding – no dimming of the sun, no foreshadowing of the arrival of death at their door. Perhaps the universe should have deigned to provide such warnings, but scythes were no more supernatural
than tax collectors in the grand scheme of things. They showed up, did their unpleasant business, and were gone.
Her mother answered the door. Citra didn’t see the visitor, as he was, at first, hidden from her view by the door when
it opened. What she saw was how her mother stood there, suddenly immobile, as if her veins had solidified within her. As if, were she tipped over, she would fall to the floor and shatter.
“May I enter, Mrs. Terranova?”
The visitor’s tone of voice gave him away. Resonant and inevitable, like the dull toll of an iron bell, confident in the ability of its peal to reach all those who needed reaching. Citra knew before she even saw him that it was a scythe. My god!
A scythe has come to our home!
“Yes, yes of course, come in.” Citra’s mother stepped aside to allow him entry – as if she were the visitor and not the other way around.
He stepped over the threshold, his soft slipper-like shoes making no sound on the parquet floor. His multilayered robe was smooth ivory linen, and although it reached so low as to dust the floor, there was not a spot of dirt on it anywhere.
A scythe, Citra knew, could choose the color of his or her robe – every color except for black, for it was considered inappropriate for their job. Black was an absence of light, and scythes were the opposite. Luminous and enlightened, they were acknowledged as the very best of humanity – which is why they were chosen for the job.
Some scythe robes were bright, some more muted. They looked like the rich, flowing robes of Renaissance angels, both heavy yet lighter than air. The unique style of scythes’ robes, regardless of the fabric and color, made them easy to spot in public, which made them easy to avoid – if avoidance was what a person wanted. Just as many were drawn to them.
The color of the robe often said a lot about a scythe’s personality. This scythe’s ivory robe was pleasant, and far enough
from true white not to assault the eye with its brightness. But none of this changed the fact of who and what he was. He pulled off his hood to reveal neatly cut gray hair, a mournful face red-cheeked from the chilly day, and dark eyes that seemed themselves almost to be weapons. Citra stood. Not out of respect, but out of fear. Shock. She tried not to hyperventilate. She tried not to let her knees buckle beneath her. They were betraying her by wobbling, so she forced fortitude to her legs, tightening her muscles. Whatever the scythe’s purpose here, he would not see her crumble.
“You may close the door,” he said to Citra’s mother, who did so, although Citra could see how difficult it was for her.
A scythe in the foyer could still turn around if the door was open. The moment that door was closed, he was truly, truly inside one’s home.
He looked around, spotting Citra immediately. He offered a smile. “Hello, Citra,” he said. The fact that he knew her name froze her just as solidly as his appearance had frozen her mother.
“Don’t be rude,” her mother said, too quickly. “Say hello to our guest.”
“Good day, Your Honor.”
“Hi,” said her younger brother, Ben, who had just come to his bedroom door, having heard the deep peal of the scythe’s voice. Ben was barely able to squeak out the one-word greeting. He looked to Citra and to their mother, thinking the same thing
they were all thinking. Who has he come for? Will it be me? Or will I be left to suffer the loss?
“I smelled something inviting in the hallway,” the scythe said, breathing in the aroma. “Now I see I was right in thinking it came from this apartment.”
“Just baked ziti, Your Honor. Nothing special.” Until this moment, Citra had never known her mother to be so timid.
“That’s good,” said the scythe, “because I require nothing special.” Then he sat on the sofa and waited patiently for dinner.
Was it too much to believe that the man was here for a meal and nothing more? After all, scythes had to eat somewhere. Customarily, restaurants never charged them for food, but that didn’t mean a home-cooked meal was not more desirable. There were rumors of scythes who required their victims to prepare them a meal before being gleaned. Is that what was happening here?
Whatever his intentions, he kept them to himself, and they had no choice but to give him whatever he wanted. Will he spare a life here today if the food is to his taste, Citra wondered?
No surprise that people bent over backwards to please scythes in every possible way. Hope in the shadow of fear is the world’s most powerful motivator.
Citra’s mother brought him something to drink at his request, and now labored to make sure tonight’s dinner was the finest she had ever served. Cooking was not her specialty.
Usually she would return home from work just in time to throw something quick together for them. Tonight their lives might just rest on her questionable culinary skills. And their father?
Would he be home in time, or would a gleaning in his family take place in his absence?
As terrified as Citra was, she did not want to leave the scythe alone with his own thoughts, so she went into the living room with him. Ben, who was clearly as fascinated as he was fearful, sat with her.
The man finally introduced himself as Honorable Scythe Faraday.
“I … uh … did a report on Faraday for school once,” Ben said, his voice cracking only once. “You picked a pretty cool scientist to name yourself after.”
Scythe Faraday smiled. “I like to think I chose an appropriate Patron Historic. Like many scientists, Michael Faraday was
underappreciated in his life, yet our world would not be what it is without him.”
“I think I have you in my scythe card collection,” Ben went on. “I have almost all the MidMerican scythes – but you were younger in the picture.”
The man seemed perhaps sixty, and although his hair had gone gray, his goatee was still salt-and-pepper. It was rare for a person to let themselves reach such an age before resetting back to a more youthful self. Citra wondered how old he truly was.
How long had he been charged with ending lives?
“Do you look your true age, or are you at the far end of time by choice?” Citra asked.
“Citra!” Her mother nearly dropped the casserole she had just taken out of the oven. “What a question to ask!”
“I like direct questions,” the scythe said. “They show an honesty of spirit, so I will give an honest answer. I admit to having turned the corner four times. My natural age is somewhere
near one hundred eighty, although I forget the exact number.
Of late I’ve chosen this venerable appearance because I find that those I glean take more comfort from it.” Then he laughed.
“They think me wise.”
“Is that why you’re here?” Ben blurted “To glean one of us?”
Scythe Faraday offered an unreadable smile.
“I’m here for dinner.”
Taken from “https://www.betterreading.com.au/wp-content/uploads/2018/07/9781406379242-Scythe.pdf”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.