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Key Vocabulary Alliteration Atmosphere Audience Author Characterisation Connectives Context Descriptive Dialogue Fiction Foreshadowing Genre Imagery Informative Irony Message Metaphor Narrative Non-fiction Onomatopoeia Pathetic Fallacy Personification Perspective Plot Poetic Devices Purpose Setting Simile Structure Style Symbolism Tenses Tension Theme Tone Voice English Literacy Mat KS3 Reading AFs AF1: Use a range of strategies, including accurate decoding of text, to read for meaning. AF2: Understand, describe, select or retrieve information, events or ideas from texts. AF3: Deduce, infer or interpret information, events or ideas from texts. AF4: Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. AF5: Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. AF6: Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. AF7: Relate texts to their social, cultural and historical traditions. Reading Skills SKIMMING: Casting your eyes over a text to understand its general meaning. SCANNING: Looking for specific information in a text. CLOSE READING: Detailed analysing and exploration of a text. DEDUCING / INFERING: To work out or guess something based on clues and hints in the text. Point – this is a statement that addresses the question and addresses the paragraph’s topic. Evidence – a quotation (or reference to the text) which supports your point, is relevant, and is the best example you can find. Explanation Analysis Link Explain your evidence. Analyse the language used. Link back to the question / argument. Writing AFs AF1: Write imaginative, interesting and thoughtful texts. AF2: Produce texts which are appropriate to task, reader and purpose. AF3: Organise and present whole texts effectively, sequencing and structuring information, ideas and events. AF4: Construct paragraphs and use cohesion within and between paragraphs. AF5: Vary sentences for clarity, purpose and effect. AF6: Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. AF7: Select appropriate and effective vocabulary. AF8: Use correct spelling. Analytical Verbs Shows (showing) Suggests (suggesting, suggestive) Connotes (connoting, connotation) Indicates (indicating, indicative) Implies (implying, implication) Highlights (highlighting) Emphasises (emphasising) Underlines (underlining) Reinforces (reinforcement, reinforcing) Punctuation Full Stops. At the end of a sentence which is not a question. Capital Letters ABC At the beginning of a sentence. For the names of people, places and some events. Question Mark ? Used at the end of a question. The apostrophe ‘ Use to show that letters have been left out. Use to show possession. Comma , Use to separate lists/words/clauses Used to separate connectives (however, therefore etc.,) from the rest of the sentence. Colon : Used to introduce a list or definition. Used to introduce an idea that is an explanation of one that comes before the colon e.g. You only have one option: leave this place immediately. Semi Colon ; Used to link two connected ideas. Both parts of the sentence should make sense on their own e.g. She walked slowly to the top of the hill; her legs ached and her feet .were tired. Dashes – Can show a break in a sentence or a change in thought. Can act as brackets. Used to show a strong interruption in speech. What are you writing? T = Text type A = Audience P = Purpose Starting a new paragraph Time Place Topic Person Ways to start a sentence With an adjective – Terrible secrets lay under the sea. With a verb – Laying under the sea was a terrible secret. With a preposition – Under the sea lay a terrible secret. With an adverb – Furiously, he shouted at the tops of his voice. With a pronoun – He shouted furiously at the top of his voice. With a connective – Unlike Michael, Mina was educated at home. With a noun – Beverley Naidoo’s background helps us to understand some of the novel’s main messages. Sentence Types Simple: She sat on the bench. Compound: She sat on the bench and started to cry. Complex: Throwing the flowers to the ground, she sat on the bench and cried. What are the conventions of your non-fiction text type? Information / Report: Present tense, non- chronological order, impersonal, 3rd person, sometimes passive, connectives of sequence, cause and effect and comparison/contrast. Instructions: Present tense, imperatives (command words), chronological order, short clear sentences, 3rd person. Explanation: Present tense, connectives of sequence and cause and effect, impersonal, 3rd person. Discursive (analysis, evaluation, formal essay): Present tense (some use of past), avoids 1st person, impersonal. Connectives For sequencing ideas or events: firstly, secondly, thirdly, finally, eventually, next, since, meanwhile, afterwards, whilst To show cause and effect: because, so, therefore, thus, consequently, due to To emphasise: above all, in particular, especially, significantly, indeed, notably To further explain an idea: although, however, unless, except, apart from, yet, as long as To contrast: whereas, instead of, alternatively, otherwise, unlike, on the other hand To compare: equally, likewise, in the same way, similarly, as To give examples: For example, such as, for instance, in the case of, as revealed by