Section outline

  •  

    • Session 4

    • Features of texts to inform URL

      Texts that inform.

      Look at the different features of texts that inform.  Make a note of some of the features and how they help the reader.

    • Formal and informal texts.

      The language used for different purposes and different audiences (those who the writer intends the text for) can be formal or informal.  Generally, the more important / serious something is, the more formal it is.  Formal language is also more likely to be used when we don't know the person we intend to read the text.

      Some things may be very formal - such as legal documents,  some may be quite formal such as a letter from a child's school. 

      The less important / serious something is, the more informal the language would be.   We also tend to use informal language with people we know well, such as friends and family.

      Some things can be very informal, such as a text message to catch up with news from friends.  Some things can be quite informal, such as an invitation to a child's birthday party.

      Complete the tasks below.

    • Formal and Informal situations Cwis

      Look at the images above.  They are lettered A,B,C, D.  Make a note of whether you think they show formal or informal situations.  Complete this short quiz.

    • Link to website with explanation of formal, informal and standard English URL

      See this webpage for a general description of formal and informal language.

    • Formal and informal - match the words URL

      Short quiz on formal and informal vocabulary. 

    • Visit the website below.  Answer the questions 'fact and opinion exercise 1' and make a note of whether each answer was correct.  Give reasons why it was correct or incorrect.

    • Fact and opinion - it is important to be able to tell whether a statement is a fact, an opinion or a mixture of both.

    • Fact and opinion URL

      Fact and opinion - see this link for information on fact and opinion.  There are two sets of questions at the end.   Try these for yourself to check your understanding.  The answer sheets are provided there too, so you can mark yourself if you wish.

    • Now take the fact and opinion quiz by clicking on the link below.  NOTE: you do not need to log in to the site, just scroll down a bit and you will be able to take the quiz.

    • Fact and Opinion quiz URL

      Fact and Opinion quiz.  Complete the quiz and take a screenshot of your results for your own records.

    • Is a statement factual or an opinion? URL

      See this resource for extra information on whether a statement is factual or an opinion

    • Review - the layout of texts.

      The PowerPoint below shows some layouts, with the words replaced by 'x's.

      See if you can guess what they may be, and what the main purpose of each is likely to be.   

    • Session 5  - Review

    • Layout and purpose Ffeil

      See if you can guess what the layouts on the PowerPoint are, and what their main purpose is.  Use the chat function on Teams, or other group messaging to discuss your answers and your reasoning.  Make a note of which layout features are used, and think about why they are used.

    • Session 5 This is a review session.  Fill in the 'Review 1' section on your learning plan. Think about what you have learned in the course so far and what you think you need to do more work on (this can include general literacy such as spelling and punctuation etc).  I will discuss your progress with you individually.

    • Practice task - Digestion Ffeil

      Look at the text. Think about the main purpose, audience and language / layout features.

    • Session 6 - Persuasive writing (1).


    • Features of Persuasive text. Ffeil

      PowerPoint for discussion

    • See the website below for a really good overview.

    • Overview of persuasive techniques BBC Bitesize URL

    • Thinking about the 'audience'.   

      For many of the texts we will look at, you will be asked who you think the intended audience is (who is the writer hoping will read it). 

      See below for some things to think about when deciding who the intended audience is.  Also, remember, sometimes, if you are stuck, it is easier to think who it would not appeal to.

    • Deciding who is the intended audience. Ffeil
    • Text 1 for discussion (Heinz) Ffeil
    • Text 2 for discussion Ffeil
    • Text 3 for discussion Ffeil
    • Text 4 for discussion Water Aid Ffeil
    • Water Aid leaflet. QUESTIONS Ffeil

      Look at the 'Water Aid' leaflet and answer these questions.

    • Advertisements  -  look at the texts below.  Think about the questions and discuss your answers.  You can do this in class, on 'Chat' in Teams, or on other group facilities. 

    • Example of text analysis Ffeil

      See the example (with some extra questions) for an idea of what is needed when writing up your assignment.  The text is one that we have looked at and discussed in class.  The answers are my own, and other points / observations may be just as valid.

    • Short guide to 1st, 2nd, 3rd person in writing. URL

    • In the 'Water Aid ' leaflet, you are asked about the narrator.  Watch the short video above and think about what 'person' the piece is written in.  Think about why this is done, and the effect it may have on the reader.  

      REMEMBER:

      First, Second, and Third Person–Ways of Describing Points of View | Grammarly