WRITING TO PERSUADE, ARGUE AND ADVISE
This will involve independent research before you begin.
You can choose an issue you feel particularly strongly about. It could be animal experiments, school uniform, how old people are treated in our society, or, of course, one of your own.
Then having chosen your topic:
1. Present, in note form the arguments (for and against) you should rank these in order of importance.
2. Write a report on your chosen topic.
3. Write a letter to your local newspaper or MP outlining your support or objections to your chosen topic.
WRITING TO IMAGINE, EXPLORE AND ENTERTAIN
These activities will draw on your work in the Myths and Legends unit and the class novel, and your wider, independent, reading.
Your final piece of work for this will be a short story, in a genre of your choice, of 500 – 1000 words.
1. Research the following fiction genres.
b) Romance or Love
Look particularly at, characters, setting, plot, how writer’s use structure (exposition, development, complication, crisis, resolution) to move their story along.
2. THEN: With teacher guidance/discussion choose a genre and plan a narrative.
3. Draft then return to subject teacher
1. You will be given the opening scene of Hamlet and asked to compare it with Sherlock Holmes and The Limehouse Horror.
2. You will then focus on how each writer creates character, mood and an engaging opening.
3. You will then write a comparison of these two extracts. Your teacher will give you a writing frame for this activity.
4. Rewrite the opening 3 pages of the original Hamlet for a modern edition of Shakespeare’s play. Remember you will need to modernise the character’s speech and include stage directions. Feel free to update the setting.
WRITING TO ANALYSE, REVIEW, AND COMMENT
1. For this unit you will be expected to review three texts you have read privately or studied this year in class. These three texts should be from different genres. For example, you could review a novel, a poem, and a play (or other texts by agreement with your tutor)
2. For each text you have chosen, with guidance from your teacher you must decide on the ‘ingredients’ that make it a good text. For example you could say that the ‘ingredients’ (or criteria) for a novel are interesting, believable characters, creation of suspense, atmosphere, or even a gripping plot.
3. Your reviews should be designed for your own age group and be laid out appropriately for reviews. Again your subject teacher will advise you.