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Non-Fiction Writing Lesson 1
Overview: Citizen Journalist
• To realise the significance and usefulness of non-fiction writing.
• To begin adapting our writing according to text conventions.
• To consider the importance of audience, purpose and tone.
To gain an overview of non-fiction text types.
Learning Objective
Success Criteria
The Reality of Reading and WritingMake a list of all the things you read…
Now, make a list of all the things you write…
How many match up?
Categorise them into fiction and
non-fiction.
Key TermsFiction: literary prose formed in the imagination.Non-fiction: writing based in reality.
Different RealitiesWhat do you notice about these exam papers?
AQAGCSEENGLISH LANGUAGEPaper 2 Writers’ viewpoints and perspectives
GCSE eduqasPart of WJEC
ENGLISH LANGUAGE – Component 2
19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing
Pearson EdexcelLevel 1/Level 2GCSE (9-1)
English LanguagePaper 2: Non-fiction and Transactional Writing
OCROxford Cambridge and RSA
GCSE (9-1) English LanguageJ351/01 Communicating information and ideas
What ties them together?
Citizen JournalistNon-fiction writing is typically of greater use in the real world.
One component of non-fiction is transactional writing. This includes letters, emails and speeches. ‘Transaction’ suggests trade or exchange; that you write with a view to getting something in return.
Citizen journalism refers to ordinary people, empowered by technology, playing an active role in the process of collecting, reporting, analysing and sharing news and information.
Few of us grow up to be authors of novels, but we all have to communicate ideas and opinions in some form of writing, be it text message, email or business report.
Newspapers are a prime example of a non-fiction text, though traditional news is undergoing a transformation in the digital era.
In this unit you will be playing the role of citizen journalists.Objective: to tailor writing to a range of different text types.
Tomorrow’s Headlines
Lesson 2: Breaking News
Lesson 3: Headline Writing
Lesson 4: Letters
Lesson 5: Editing and Proofreading
Lesson 6: Opinions
Lesson 7: Reviews
Lesson 8: Advertising
Lesson 9: Leisure, Lifestyle and Travel
Lesson 10: Diaries and Blogs
Lesson 11: Finance
Lesson 12: Recipes for Success
End of Unit Assessment: Work collaboratively to create a school newspaper.
Across this unit, you will practise creating all the components of a newspaper, as well as considering how else the skills learned might apply to modern life.
Recounting vs. Reporting
Recount:A chronological first or third
person narrative of what happened, usually
communicated verbally using informal language.
Reports are a more objective, formal version of events, incorporating the 5 Ws:Who was involved?What happened?When did it occur?Where did it occur? (all in opening paragraph)Why did it happen? (in development)
Example
Kate and Rio were messing about, then he said something bare mean about her new haircut and she proper slapped him. That’s when Mrs Jaworski walked in! She shouted at Kate and took her to the headteacher, but then Rio got in big trouble too coz all us who were there had to write an account of what happened.
Yesterday, during morning break, a disagreement occurred between Kate Spicer and Rio Tombides (both Year Nine). Their teasing took a violent turn when Ms Spicer struck Mr Tombides following a remark he is alleged to have made about her hair. Class teacher Mrs Jaworski entered C3 just in time to witness the altercation. Head teacher Mr Pryor has taken witness statements.
Breakfast NewsWrite a report on part of your morning routine as if it were worthy of being published in a newspaper.
You could write about:• waking up;• getting dressed;• having breakfast;• washing;• the journey to school.
Write at least one paragraph. Remember to write in the third person and to use the 5 Ws – top marks for managing to incorporate why!
Now, share your work with a partner.
Identify the 5Ws in your partner’s report.
Make it APT
With everything you write, the key is to be aware of APTness.
Thinking back to the recount and report, identify the audience, purposeand tone of each. Which changed in the retelling?
Audience – Who will read your writing?
Purpose – What are you writing and why?
Tone – What voice/mode of language best fits?
Takeaways
It is an important skill – both in journalism and in general life – to evaluate information and to decide what is most important and what needs to be retained.
What is your main takeaway from this lesson?
Write it on your Tracking Sheet and grade your level of knowledge and understanding.Then share your takeaway with the person on either side of you.Are they the same? Explain your reasoning to each other.
