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  1. GRADE 9 LIVE MODELLING SESSIONS

    SESSION 1: MINDSET & PROBLEM-SOLVING
    2 Lessons
  2. SESSION 2: HEALTH AND LANG P1 (FICTION) TIMING
    3 Lessons
  3. SESSION 5: HOW TO ANSWER THE 'EVALUATION' QUESTION
    4 Lessons
  4. SESSION 6: HOW TO SCORE TOP GRADES FOR TRANSACTIONAL WRITING
    1 Lesson
  5. SESSION 7: HOW TO USE THE MODEL ANSWERS IN THE LIBRARY TO SCORE A GRADE 9
    9 Lessons
  6. SESSION 8: POETIC FORMS - GRADE 9 TECHNIQUES
    4 Lessons
  7. SESSION 9: LITERATURE PAPER 1 EXAM PREP
    31 Lessons
  8. SESSION 10: UNSEEN POETRY
    26 Lessons
  9. SESSION 12: STRUCTURE AND EVALUATION FOR LANGUAGE
    4 Lessons
  10. SESSION 13: LANGUAGE PAPER 2
    12 Lessons
  11. HOW TO MARK YOURSELF LIKE AN EXAMINER
    1 Lesson
  12. CLOSE ANALYSIS & EFFECTS
    HOW TO ANALYSE CLOSELY FOR GRADE 9
    2 Lessons
  13. EFFECTS OF AUTHOR'S METHODS: Grade 9 Techniques
    6 Lessons
  14. GRADE 9 PARAGRAPHS
    TTECEA PARAGRPAHS: CONVERTING A GRADE 6 ESSAY PARAGRAPH TO GRADE 9
    3 Lessons
  15. COMPLEX SENTENCES FOR GRADE 9
    COMPLEX SENTENCES FOR A GRADE 9
    2 Lessons
  16. CREATIVE WRITING
    WRITING A GRADE 9 STORY WITH CHATGPT
    2 Lessons
  17. CREATIVE WRITING
    1 Lesson
  18. PLOT STRUCTURE
    1 Lesson
  19. EXAM PREPARATION
    EXAM PREPARATION
    3 Lessons
  20. LANGUAGE PAPER 1
    LANGUAGE PAPER 1 WALKTHROUGH
    3 Lessons
  21. INTERVIEWS
    LIVE INTERVIEWS WITH TOP-LEVEL STUDENTS
    2 Lessons
  22. 1:1 Recordings
    1. 1:1 WITH INAYAH: Macbeth: Critical Views of Witches: Conceptualisation: Live Model Answer
    4 Lessons
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Read the opening paragraph response and then complete the exercise that follows.

  1. Read the 100% response and then, in the comments section, list three more verbs that indicate the effects of the authors’ techniques. You do not need to write full sentences for this exercise; you may simply list your answers.
  2. You can download our GCSE English Analysis Mastery Toolkit at the bottom of this video or in the materials tab above.

The 100% Response

Joe Moran begins the extract with a short simple sentence that establishes a basic fact about his sentence-writing routine: ‘First I write a sentence.’ Additionally, the basic structure of this opening sentence emphasises the first step in writing, that is to simply to write a sentence, rather than spending time thinking about what to write. This suggests that he does not wait for the perfect sentence to come into his head; he just needs ‘a tickle of an idea for how the words might come together.’ As the paragraph develops, he utilises a variety of short, long, simple and more complex sentences to reflect the variety of methods he uses to write, such as, ‘…sound out the sentence… tap it on my keyboard… say it out aloud…’


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