Link for descriptive essay

http://teacher.scholastic.com/writewit/diary/index.htm

Persuasive Writing:  Signal Words

TRANSITIONAL PHRASES

INTRODUCTORY PHRASES
In my opinion I believe It is my belief that	There is no doubt that From my point of view It seems to me that	I question whether I (dis) agree with I maintain that
CONCLUDING PHRASES
For the reasons above As you can see As I have noted In other words On the whole	In short To be sure Without a doubt Obviously Unquestionably	In brief Undoubtedly In any case Summarizing In any event
SUPPORTING OPINIONS
First           Furthermore Second      In addition Third          Also Finally        Last	Equally important In the first place Likewise	Besides          Further Next               Again Moreover       Similarly
INTRODUCING DETAILS
For example In fact	For instance As evidence	In support of this
CAUSE AND EFFECT
Since Because of Due to For this reason Therefore If…then	Caused by This results in Consequently Accordingly As a result of Leads to	In effect Brought about Made possible As might be expected Give rise to Was responsible for
COMPARE AND CONTRAST
Similarly Compared to In like manner On the other hand Although Even though	Likewise In the same way Contrasting On the contrary As opposed to Rather than Nevertheless	As well as Have in common All are The same as Conversely Whether of not In spite of
COUNTERING
I realize you I understand you Even though you Although you Some people It may be that you Your idea to ____ deserves some merit	Believe Feel Maintain Want Favour Support Argue State	But Yet However I doubt I question Let me explain On the other hand Nevertheless

TRANSITIONS

When you want to start an example or illustration:

She loves fine clothes. For example, her prom dress cost nearly two hundred dollars.

Jim sometimes becomes bored easily. For instance, I remember something that happened last summer.

When you want to contrast one thing with another:

Mary is one of my best friends.  However, she sometimes makes me angry by being late.

Jack is a good swimmer. Even so, he has never won a trophy,

I saw her once when I felt awful.  Nevertheless, we had a wonderful time.

When you want to add another idea:

Tom is crazy about his motorcycle. Furthermore, he does all the maintenance on ithimself.

Mr. Johnston is an excellent teacher. Moreover, he is very popular with his students.

Everybody likes Lou. In addition, he seems to like everyone he meets.

When you want to show that one thing causes another:

Sam isn't very organized. Consequently, he sometimes doesn't seem to know what he is doing.

One time he forgot his wife's birthday. As a result, she was very angry.

Al jogs three miles a day. Therefore, he is in good shape. .

When you want to summarize or generalize:

That really bothered me. But on the whole, he is a pretty good guy.

He is sensitive, warm, and considerate. In short, I love him.

Tips

I. First Language English

a) Extended Reading Passages (2 texts)

•

A directed writing task based on the first text (speech, report, article, letter, diary, editorial etc). Remember you are being tested on your ability to take information from the extract and use it in your writing. Do NOT copy ideas – you need to rephrase them and develop them in a creative way.

•

Writer’s effects: A discussion of the language used and its effects in the first text. You need to look for about four ideas for each. You need to quote – explain the meaning of the words – comment / analyse.

•

A summary based on the TWO texts. You need to write two separate paragraphs; one for each summary. Make sure you find 15 ideas in total. Do not copy from the text; rewrite ideas in your own words. Do not include an introduction or a conclusion. Do not write long, flowery sentences; keep ideas concise. Do not include comment, opinion or analysis.

b) Directed Writing

•

A written task based on a text support. This task could be one of the following: speech, review, report, leaflet, article, script, letter, diary, continuation of a story/narrative. Here you are being tested on your writing skills – think about Purpose – Register – Audience – Content – Text Type. Adapt your writing according to those FIVE criteria e.g. an article in a student magazine will not have the same register or vocabulary as an article in a The New Scientist. Again, you must take ideas from the information given BUT do not just copy.

Composition

You must answer one question out of six. Think about your strengths and which area of writing you are best at.

•

Argumentative writing / Discursive Writing

•

Descriptive Writing (we have not practised this in class)

•

Narrative / Creative writing

Please carry adhaar card xerox or receipt xerox on Monday.

Tips to write a great narrative....

Narrative compositions

Dear students do not doubt the authenticity of these guidelines, follow them and you are guaranteed that you will never falter in writing narrative essays as required by the CIE Examination standards

• There are different ways of beginning narrative, but setting the scene is necessary early on, whichever type of opening you choose:

 i) start by setting the scene, referring to place and time, season and weather

ii)start with description of the main character

iii) start in the middle of the action

iv) start in the middle of dialogue

v) start with an intriguing or shocking statement

 • There is also a range of ways to end a narrative:

i) ironic comment in direct speech

ii) an unexpected twist

iii) a return to the beginning

iv) a happy ending

v) a sad ending

vi) a ‘cliffhanger’

 • Revise direct speech punctuation, which is difficult. It is likely that in one or more parts of the 1123 exam you will be required to or will wish to use dialogue. Remember in particular that a change of speaker requires a change of line, and that all speech needs a final punctuation mark in addition to and before the closing inverted commas. Remember also that exclamations and questions which fall inside the speech are not followed by a capital letter if the sentence continues, and that commas not full stops are used to end speech unless there is no continuation to the sentence. e.g.

 ‘Really?’ she asked.

‘Really,’ he answered.

• Decide on a tense and then stick to it; do not jump between present and past. The normal narrative tense is past and those who try to write in the present usually forget to do so after a while, so it is safer to start off in the past.

• Know what your last sentence is going to be before you write your first. A narrative has to build up to a climax and lead towards a conclusion which is planned before it starts or it will end lamely or incomprehensibly, or the pace will be too slow or too fast.

• Don’t try to do too much; you can’t cover many events and many years in one short composition. Select key moments and skip over the rest, changing the pace according to the intensity of the moment.

• Do not try to include too many characters (three are enough) or to give them all speech.

• For the top grade, complexity of narrative and structure is required e.g. framing the story; flashback or forward time jump; two parallel strands being brought together. However, do not attempt these devices unless you are sure you can manage them.

• Use dialogue by all means (if you can punctuate and set it out correctly) but don’t overdo it. You shouldn’t turn your story into a play, nor should you dilute the effect of occasional and significant moments of speech by giving the characters trivial things to say throughout.

• If you do use dialogue, find synonyms for ‘he said/she said’ or it becomes tedious and predictable.

• Even narrative needs description. The characters and places need details to bring them alive and to allow the reader to be able to imagine them.

• Choose first or third person and stick with your choice; and do not switch narrative viewpoint, as this is confusing for the reader

• Do not use a first person narrator if you want to die at the end of your story! It is generally safer to use third person narration as it gives you more flexibility and a wider viewpoint.

• Do not end your story with ‘And then I woke up in hospital’, or ‘It was all a dream’. Try to avoid clichés of any kind, including stereotyped characters and predictable outcomes.

• Use similes, but avoid obvious ones such as ‘as red as a rose’. Make comparisons unusual, but still apt, by giving them a moment’s thought and making them more specific e.g. ‘as red as a matador’s cape’.

• Straightforward stories do not get higher than C grade marks; details help create originality and engage reader interest, which is what is needed for a B grade, so use plenty of them.

• Narrative needs tension, but you should not exaggerate; too much gore or too many unlikely events become ridiculous, and fear is more believable when it is mental ratherthan physical.

• It is better to think of something that actually happened to you, or someone you know, or which you read in a book or saw in a film, than to try to make up something entirely from scratch, as it will sound more convincing if it based on real or fictional experience. You are then, however, free to adapt, embellish and exaggerate the original idea to make it relevant and memorable, rather than just retelling the plot synopsis or giving a factual account.

• Keep a balance in the different parts of the narrative. An over-long introduction reduces the effect of the middle section where things build up to a climax, and you need to leave yourself time to create a memorable ending.

• Stories need a conclusion, where things are either resolved or left unresolved as a cliffhanger (though on the whole readers prefer to know how a story ended.). You must not give the impression that you stopped writing because you ran out of time, ink or ideas.

Source: www.canbridgestudents.org.uk

Page 74-clauses in complex sentences. Some examples

• To develop competency and variety of style, practise varying the order of clauses so that your sentences don’t all follow the same formula and start the same way. Your choices are:

i) main clause followed by one or more subordinate clauses e.g. ‘The cat fell asleep, after it had eaten, although someone had switched on loud music.’

ii) subordinate clause(s) followed by main clause e.g. ‘After it had eaten, the cat fell asleep.’

iii) subordinate clause followed by main clause followed another subordinate clause e.g. ‘After it had eaten, the cat fell asleep, although someone had switched on loud music.’

iv) main clause containing embedded subordinate clause e.g. ‘The cat, which had been sleeping all day, fell asleep again.’

v) main clause containing embedded subordinate clause, followed by another subordinate clause e.g. ‘The cat, which had been sleeping all day, fell asleep again, even though there was loud music playing.’

Class photo tomorrow 25th July 2013-Thursday

Tomorrow 25th July Thursday is the class photograph.
Girls to have neat hairdo and uniform as per regulations.
Boys require a neat haircut and uniform as per regulations.
Leaders to have their badges pinned.

Use these words n phrases for persuasive forms of writing

Persuasive Words and Phrases

Stuck looking for that perfect persuasive word or phrase?? One that really will "hook" the reader?? Make them a believer?? Bring about a rousing argument??

Check out some of these suggestions, taken straight from the classroom walls of Room 122 --- and straight from the creative minds of persuasive writers, students, teachers, etc., etc.

Feel free to browse and use whatever angers you, tickles you, excites you, entices you . . .

• Yes, sir . . .
• See . . .
• This time . . .
• It's a done deal . . .
• We can be partners . . .
• We're in this together . . .
• You've tricked me . . .
• You get/I get . . .
• I have an idea . . .
• Wake up . . .
• You owe me . . .
• It's only fair . . .
• This time you get . . .
• From now on . . .
• Cooked up a plan . . .
• Split the profit . . .
• We can share . . .
• Put our heads together . . .
• What we need most . . .
• With as little effort . . .
• We can show . . .
• We first must learn . . .
• For instance . . .
• Instead of thinking . . .
• Would it kill us to . . .
• Who can't . . .
• If truth be told . . .
• We don't have to . . .
• We can . . .
• We just might learn . . .
• It's better to . . .
• They have allowed us to prove . . .
• It's beast . . .
• You'll be more cool . . .
• It's healthy . . .
• In a survey . . .
• I conducted a survey . . .
• Regardless . . .
• I've been pressured . . .
• And then what I dread most happens . . .
• The most common misconception is . . .
•  All I'm asking is . . .
• Try to step in their shoes . . .
• In that split second . . .
• She thought, and then said . . .
• Why should . . .
• A must-have for . . .
• On the other hand . . .
• It might seem that . . .
• You might say . . .
• Of course . . .
• Obviously . . .
• Admittedly . . .
• No one doubts that . . .
• It's true that . . .
• No one can deny . . .
• I know you believe that . . .
• I know you're worried . . .
• Nevertheless . . .
• However . . .
• I've become much more responsible . . .

SOME PERSUASIVE WORDS AND PHRASES

important   proudly   together   confidence   conscience    awesome

  sacrificing   helping out   sticking up for   builds character   beautiful

     gives kids a bad name   dear, sweet, old granny   more manly

excuse   compliment the manager   annoying   exquisite   understand

  ban   reduce   convince   dangerous habit   affects   phenomenal

generous   exact same thought   causes   smart choice   inevitably

      be the better person   because   taught   unquestionable   dazzling

tremendous   outrageous   splendid   magnificent   petite   ample

         fascinating   eccentric   glorious   amazing   lively   tempting

brilliant   tranquil   appealing   worthwhile   incredible   gorgeous

   abundant   gigantic   comfortable   marvelous   generous

tantalizing

Planner for narration

Narrative Writing
My Mystery will be About: _____________________________________
Describe the main character:_____________________________________________ __________________________________________________________________________ Describe any other important characters:__________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
When and where does the mystery happen:_______________________________ __________________________________________________________________________ What is the problem and do you lead up to it:______________________________ __________________________________________________________________________ What’s the climax:________________________________________________________ __________________________________________________________________________ How do you make is suspenseful :__________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Name__________________________

http://www.worksheetplace.com © 

Use these words n phrases. Will help.

You can Use this to plan narrative . Planning is important .

Writers effect :

 

When writing your answer, try to vary the connectives that you use to show what

the writer has achieved.

For example:

This suggests that…

This implies…

The word “(word)” gives the impression of…

The phrase “(phrase)” invites the reader to… 

The term “(word)” encourages us to…

REMEMBER: For each word or phrase, you must explain the meaning of the word and the effects of the language choice.

You can explain the meaning of a word by:

- its associations/connotations

- its exact definition

The effects of the language choices:

- How does it make the reader feel? Why?

- Has it impacted on the relationship between the reader and the writer? Why?

- What is the writer trying to achieve?

REMEMBER: ALWAYS BE CONCISE!

Connectives are a very good source when it comes to the writer’s effects question. Here are some connectives that may be very useful to use in this link:

Connectives you can use to write essays or any form of writing.

CONNECTIVES
This list should enable you to ‘signpost’ almost any kind of essay or comprehension answer.

qualifying although unless except
if
yet
as long as apart from desp ite
cause and effect because
so
therefore
thus
consequently stemming from this as a result
an upshot of
hence
contrasting whereas alternatively instead of otherwise unlike

on the other hand in other respects
on the contrary
emphasising above all
in particular especially sign if icantly indeed notably obviously clearly
illustrating for example including such as
for instance
as revealed by
in the case of these include
as exemplified by
comparing equally

sim ilarly

in the same way likewise like
as with
in that respect
additional and
also
as well as moreover too
in addition additionally furthermore
sequencing firstly secondly lastly
next
then finally first second meanwhile
temporal (time) before
during
earlier
later since

meanw hile whenever till
until
by the time now
stra ightaw ay already
in x hours at x o’clock afterwards next time hitherto
placing
on
inside within outside throughout near beyond among below
to beneath from towards into

out of off

Page 94.....course book ......a brief on the background to make it n easier to understand..

Zlata Filipović wrote her diary (whom she called "Mimmy") from 1991 to 1993 during the Bosnian war. Located mostly in Sarajevo, the capital of Bosnia. Zlata began writing her diary in 1991, just after she began fifth grade. The war began just before her eleventh birthday. Zlata's diary chronicles her daily life and the war's increasing impact on her home town of Sarajevo. Reporter Janine di Giovanni, who met Zlata in 1993 and wrote the introduction to the book, described Zlata as "the Anne Frank of Sarajevo." Like The Diary of Anne Frank, Zlata's diary contains many descriptions of the horrors of war as viewed from the innocence of a child. Furthermore, both diaries take place during conflicts at least partially motivated by racism and ethnic differences.

In 1993, a small press in Sarajevo published Zlata's diary and released for the UNICEF week. Following the release of her diary, Zlata became moderately famous. International journalists visited the Filipović family's apartment and interviewed Zlata. In December of 1993, the United Nations helped Zlata and her family escape to Paris.

Her diary has also been adapted into a choral work by Anthony Powers.^[1]

Mimmy 's Diary . Sample for diary writing which is also shared on page 94 of our course book ..must go through it..

http://books.google.co.in/books?id=H3vWh-gCAKEC&pg=PA16&lpg=PA16&dq=mimmy+diary+extract&source=bl&ots=lGZSlTa88I&sig=jMJzS0OyMlLa5OcPLZHyfFN0gJs&hl=en&sa=X&ei=isbmUb2CIMj_rQe904HYDA&ved=0CCgQ6AEwAA#v=onepage&q=mimmy%20diary%20extract&f=false

Marking band with sample paper 2

http://papers.xtremepapers.com/CIE/Cambridge%20IGCSE/English%20-%20First%20Language%20(0500)/0500_s08_ms_2.pdf

Prepare narrative composition on the following for a test on any one on Monday 22nd July:
1.An incredible journey
2.The letter which arrived too late.
3.The box

Writers effect

Writer’s Effects Process (from the CIE)
1. Skim reading 
(Read passage to get a sense of time, place, topic, genre, tone and atmosphere.) 

2. Scanning and Selecting 
(After reading the question on writer’s effects (paper 2 question 2), and underlining the key word in each part of the question, return to passage and highlight (possibly in two colours for the two different aspects) the relevant material. Identify and highlight only the key word or phrase which is particularly effective, not a large ‘chunk’ of text. Aim to find approximately five choices for each part of the question) 

3. Transferring to a plan 
(Transfer the chosen quotations to a list, dividing them into the two sectons. Against each choice explain the effect it is conveying and the reason for the word or short phrase being effective. Pay particular attention to figurative language i.e. similes and metaphors. You may use literary terms if they are relevant and accurate, but you still need to explain the precise effect of the particular example you have chosen.) 

4. Developing the response 
(Look again at the passage, this time at the use of such devices as repetition, contrast, question marks or exclamation marks, sentence lengths, sound effects. Add to the beginning or end of each section of your plan a brief overview comment which draws an overall conclusion about the aim and combined effect of the language of the passage e.g. ‘An atmosphere of fear is created through the use of short questions and repetition of references to darkness.’) 

5. Writing the response 
(The response should be written carefully, putting the quotations from the passage in inverted commas within each sentence explaining its effect, and not repeating unnecessarily the words ‘The effect is ...’. For full marks there should be a range of choices with their effects, and a sense of overview. The choices should not be ‘clumped’ in groups but treated separately. The whole response is expected to be a side to a side and a half of writing.)

Writers effect

http://www.docstoc.com/docs/96336479/Writing-about-the-effects-of-language-in-an-IGCSE-English-Literature

http://www.docstoc.com/docs/96336479/Writing-about-the-effects-of-language-in-an-IGCSE-English-Literature