Year 10 IGCSE Original-Writing

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Text of Year 10 IGCSE Original-Writing


    Five Islands School

  • 1

    Original Writing Scheme of Work

    1) Introduction

    2) Assessment Objectives

    3) Scheme of Work

    4) Grading Criteria

    5) Examples of Students Graded Work to Aid Assessment

  • 2 Scheme of work for IGCSE KS4 coursework Original writing

    1. This scheme has a specific focus on descriptive writing.

    2. Skills acquired in this unit of work can also be used to address

    the requirements of Writing to Describe which is tested in the English Paper 1 examination - Writing to inform, explain, describe.

    3. Skills acquired in this unit of work can also be used to support the teaching of Poetry and the Literature Poetry for Unseen Paper 3


  • Original Writing

    To explore / imagine / entertain / (no restrictions on content, form, or genre). Assessment objectives for writing (EN3) AO3 Writing (En3) Candidates are required to demonstrate their ability to:

    (i) communicate imaginatively, using and adapting forms for different readers and purposes;

    (ii) organise ideas into sentences, paragraphs and whole texts

    using a variety of linguisitic and structural features;

    (iii) use a range of sentence structures effectively with accurate

    punctuation and spelling. Assessment Procedure Marks should be awarded within any range in a best fit basis. Teachers should follow the procedure set out below:

    a) Make a broad judgement using the skill descriptors. b) Initial judgement should then be further refined using the content



  • Scheme of work ORIGINAL WRITING To learn linguistic devices/poetic devices /imagery SIMILE METAPHOR PERSONIFICATION How these techniques are used in writing and how they can be used as tools to develop personal writing skills.

    Use the Powerpoint Fallout 3 Now read the poem The Warm and the Cold by Ted Hughes and complete the task set.


    The Warm and the Cold Freezing dusk is closing Moonlight freezes the shaggy

  • world Like a slow trap of steel Like a mammoth of ice 0n trees and roads and hills and all The past and the future That can no longer feel. Are the jaws of a steel vice But the carp is in its depth But the cod is in the tide-rip Like a planet in its heaven Like____________________ And the badger in its bedding The deer are on the bare- blown hill Like____________________ Like smiles on a nurse. And the butterfly in its mummy The flies are behind the plaster Like____________________ Like_____________________ And the owl in its feathers Sparrows are in the ivy- clump Like____________________ Like_____________________ Freezing dusk has tightened Such a frost Like ____________________ The flimsy moon On the starry aeroplane Has lost her wits Of the soaring night But the trout is in its hole A star falls. Like a chuckle in a sleeper The hare strays down the highway The sweating farmers Like____________________ Turn in their sleep The snail is dry in the outhouse Like _____________ Like___________________ The owl is pale on the gatepost Like____________________ Ted Hughes In this poem, Ted Hughes describes the onset of a freezing night in a series of sense images. To paint a vivid picture of the way different animals keep warm he uses a number of similes-comparisons where one thing is compared to another using the word like or as Fit the jumbled comparisons into the right places. Try looking for points of similarity in th4e images, and working out which lines in the poem rhyme to help you. oxen on spits a loaf in the oven a root going deeper a doll in its lace a clock on its tower like a viol in its case a key in a purse the lost score of a jig money in a pig a seed in a sunflower a nut screwed tight

    8 Writing task

  • Think of original and imaginative similes to bring these subjects to life;

    The fire raged as fiercely as The engines in the distance whined like Their red bulk appeared like The fire-fighters moved like The flames


    SIMILES (from BBC Bitesize) Know the facts

  • Similes are comparisons. Writers use similes to help you imagine certain images and feelings. Think about your own writing or talking. If you are trying to describe a sight or feeling to a friend that is outside their experience then you often do it by making a comparison with something they do recognise.

    When using a simile a writer says that something is like or as something else.

    The skin cracks like a pod, There never is enough water A black-back gull bent like an iron bar slowly Both of these are examples of similes and using similes in your own writing adds depth and interest. However it is important to remember that if you are discussing similes in poetry or in other writing it is not enough just to identify the similes. To access higher grades you must comment on how effective it is and the effect it has on the writing. In the first example from the poem Blessing the poet is using the simile to emphasize the lack of water. She uses a direct comparison and clear direct language so that the reader can visualise the effect of the lack of water upon the people. The second example from the poem Wind enables the reader to imagine the strength of the wind as the bird in flight is gradually pushed back by the sheer force. Writing task Explain the effect of these similes 1) I have seen old ships sail like swans asleep 2) And then the whining school-boy, with his satchel,

    And shining morning face, creeping like snail Unwillingly to school


  • To help with revision of techniques and for future reference (descriptive writing is a tested on English Paper 2 exam paper), pupil will :

    1) begin work developing a spider diagram

    Begin Fallout 3 _ Coursework 11

    To learn and understand linguistic devices:- METAPHOR PERSONIFICATION

    Descriptive writing










  • How these techniques can be used in writing.

    How they can be used as tools to develop personal writing skills.

    How they can be used in the analysis and appreciation of poetry. .

  • 12 Metaphor Work through each section on metaphors and personification and complete the suggested activities.

    A metaphor is also a device for comparing one subject with another but it is different from a simile because there is no use of like or as. The comparison is very close and therefore a metaphor is a very powerful device.

    He was a lion in battle

    By using a metaphor what is the writer saying about the way the person fought in the battle? You should be able to think of two or three different characteristics suggested by this metaphor.

    Her words were poisonous

    What is the effect of the metaphor?

  • 13

    She looked daggers at him

    Notice that comparisons are taking place but as and like are not used. Metaphors are powerful and dramatic devices, they make writing much more lively and interesting.

    PERSONIFICATION These are special types of metaphors. Personification is a technique giving a non-human thing or idea human or animal qualities.

    Death was stalking the battlefield

    The waves swallowed him Discuss what images or pictures these examples suggest to you. Read the poem WIND and:

    Discuss the use of personification.

    In addition, you might want to comment on the use of repeating the word I

    the use of verbs, especially the list of verbs in the last sentence and the use of and'

  • 14


    I pulled a hummingbird out of the sky one day but I let it go, I heard a song and carried it with me on my cotton streamers I dropped it on an ocean and lifted up a wave With my bare hands I made a whole canefield tremble and bend As I ran by I pushed a soft cloud from here to there I hurried a stream along a pebbled path I scooped up a yard of dirt and hurled it in the air, I lifted a straw hat and sent it flying I broke a limb from a guava tree I became a


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