EXTENDED WRITING

PREVIOUSLY…Style guidesUse of connectivesDepartmental Audit

FORCING THE USE OF CONNECTIVES By providing connectives prior

to completing extended writing students are forced into different ways of thinking about, and developing, their writing.

Some students will try to opt out if it is optional so make it a challenge (could even peer-assess each others use of the words).

Provide examples of how the words could be used to provide support.

COMPARISONUsing your quotations I would like you to write a comparison of how the two boys are presented to the reader.

Golding presents Ralph and Piggy as…For example…

Use the following connectives to compare them:

However, whereas, on the other hand, conversely

Use the following connectives to develop your explanations:

Furthermore, because, therefore, also, additionally, despite

Ext: Ensure you comment on the effect of the language Golding uses to present them.

WHAT IS ROMEO LIKE… At the start

When he meets Juliet

When he fights Tybalt

Using connectives to

help to link ideas

together…

Initially, Tybalt is introduced as

a violent character, who

hates the Montagues.

Unsurprisingly, he starts a fight

with them, which gets

everyone into trouble with the prince. Next, he

…

Initially...However…Unsurprisingly…Because..Next…Therefore…Consequently…As a result of…

Initially...However…Unsurprisingly…Because..Next…Therefore…Consequently…As a result of…

SETTINGWrite the name of one of the settings from your story in the centre of a page and be ready to add vocabulary.

Build chains of vocabulary extending from a mind map:

Noun> adjective> verb> adverb

Ext: simile>personification

PUTTING IT ALL TOGETHERNow use the following connectives and prepositions to create a piece of description using the vocabulary you’ve built up:

While, over, under, as, before, after, above, below, simultaneously, beyond, on, against, by, beside, alongside

In addition, try to vary your sentence openers:

Adverb Simile Adjective Verb Connective

…and your sentence lengths.

Like a swarm of bees the students descend upon the room, buzzing furiously and jostling for position. Beside his desk, the teacher performs his familiar faffing, in an attempt to look purposeful, whilst simultaneously attempting to fend off the all too familiar sense of impending doom; his face a story of vulnerability all too easily read by the students. As he tentatively raises his hand, the volume increases defiantly and he shrinks back to his seat defeated. A chair leg flexes like a matchstick under a student’s unforgiving bulk before splintering, igniting an explosion of laughter and derision that blazes around the room. The teacher attempts to douse the fire, squawking inaudibly under the din, whilst flapping his hands as if attempting to subdue the inferno with a petrol soaked rag.

TAKE AWAY…

1. Think of a lesson this week where you will be completing a piece of extended writing this week.

2. Give students / ask students to jot thoughts key vocabulary for the task.

3. Provide students with connectives to link their ideas and key vocabulary.

Ideas for connectives for different types of tasks can be found in the ‘Extended Writing’ booklet I provided last session.