AO5  -­‐ Stylistic  Features   (24  Marks) AO5  -­‐ Sentence  Structure   AO6  -­‐ Spelling,  Punctuation  and  Grammar   (16  marks)

Ambitious  Adjectives Verb startPanicking,  unsure  of  where to  go,  I  sprinted  from  the  room.

Have  you  used  the  correct  ‘their’  ‘there’  and  ‘they’re’?THERE are   lots  of  good  students.THEIR work  is  excellent.THEY’RE going  to  really  enjoy  Mr Nott’s  lesson.

Simile  – appropriate   to  the  setting  and  mood  -­‐ developed

The so,  so  sentence  The  wind  was  so  strong,  so  cold,  my  cheeks  were  numb  and  my  teeth  chattering.

Have you  used  CAPITAL  LETTERS   for  proper  nouns?

Metaphor  appropriate   to  the  setting  and  mood  – developed

Adverbial   startSoftly, like  a  tiny  mouse,  I   tip  toed  into  the  room.

Have  you  written  in  the  correct  verb  tensethroughout?

Have  you  used  a  range  of  words  to  replace  said?:   shouted,  wailed,  protested,insisted,exclaimed,whispered,hissed,barked,pleaded,begged,complained,  argued,   sobbed,apologised,  warbled,    implored

Triple threat  sentence  Magical,  mesmerising  and  magnificent  – the  castle  sat  on  top  of  the  mountain  like  a  proud  crown  on  the  head  of  a  prince.

You  have  used  a  range  of  punctuation:Full   stop  . Speech  marks  “…..”Commas   , Apostrophes  ‘Semi  colon  ;                     Question  marks  ?Dash  – Ellipsis  …Exclamation   marks !        Brackets  (…..)

Personificationappropriate  to  the  setting  and  mood

Simile  start   sentenceThe  boy’s  grubby  face  was  flecked  with  mud  and  oil,  like  a  beard  across  his  young  face.

Have  you  used  apostrophes correctly, to  show  ownership  or  missing  letters?

Sensory  Language  (sight,sound,touch,taste,feel)

Simile  +  ing sentence  endLike  sharks  through  water,  circling, waiting.  

Have  you  checked  your  spelling?

Flash  back/  Flash forward Have  you  used  a  range  of  sentence  types  (simple,  compound,  complex)?

Have  you  used  a  wide  range  of  sophisticatedvocabulary?

Linked  paragraphs   (connectives  and  ideas and  language  – semantic  field,  motifs  etc

Have  you  used  a  range  of  connectives?When,  although,  because,  meanwhile,   whilst,  then,and,but,even though,  so,  if,  despite

Have  you  controlled  your  sentences  – if  you  read  it  back  can  you  breathe  at  the  end  of  the  sentence? Or  have  you  punctuated  where  pauses  can  happen?  

Zoom  in, Zoom  out-­‐Internal   focus  and  external  focus

Practise  writing   these  kinds  of  sentences:  

http://www.longeaton.derbyshire.sch.uk/assets/Year_Teams/Sentence_Types.pdf

LANGUAGE  P1  Q5  Creative  &  Descriptive  Writing  Checklist:

HOW  TO  USE:  Practice  your  creative  writing   using  these  picture   and  written  prompts.   Some  are  based  on  L&R  poetry  so  will  help  you   memorise  quotes   at  the  same  time!

Start  a  story  with  the  words:I  hate  this  key  and  all  the  trouble  it  has  caused.  

My  hand  was  shaking  as  I  picked  up  up  the  phone.

The  alley  was  the  only  way  through  to  the  house  on  Percy  Street.

He  had  been  waiting  for  this  moment  for  a  long  time.

Describe:A  time    when  you  felt  lost

An  abandoned  building

A  cold  winter  scene

An  elderly  relative

An  exam  hall

A  city  at  night

PHRASES  WE  LOVE,  SO  STEAL  THEM:• …encased  by  a  sea  of  mist.• The  storm  came  rattling  over  

the  land  in  full  fury.• It  was  rumoured  that…• …as  fine  and  delicate  as  a  

spider’s  web• A  galaxy  of  ….• To  the  left  I  could  see…• The  silence  was  deafening,  

overpowering.  • vast  and  featureless  landscape• rippling  waves  wrapped  

themselves  around  his  ankles  

• https://descriptivewriting.wordpress.com/2013/08/14/best-­‐descriptive-­‐sentences/ for  some  more  examples

RememberLimit  your   story  -­‐ focus  on:1  excellent  detailed  character,  1  excellent  detailed  setting,  1  excellent  detailed  event.  

SHOW  NOT  TELL:  What  are  the  eyes   doing,  hands,  feet,  mouth?  How  does  he/she   sound?  How  are  they  moving?

FINALLY:1.  Plan  and  show  it2.  Create  wonderful  opening3.  Show  a  clear  beginning  and  middle.4.  Think  creatively  and  imaginatively  about  the  prompt.5.  Include  some  disequilibrium6.  Check  your  work  carefully  afterwards.