English

• TOPICS


  • FIGURES OF SPEECH
  • FEATURES OF BIOGRAPHY
  • RELATIVE PRONOUN
  • ADVERB
  • CONTEXT CLUES
  • PASSIVE VERB
  • PUNCTUATION MARKS
  • ADVERBIAL PHRASES
  • MODAL VERBS
  • SPEECH
  • TEXT STRUCTURE AND FEATURES
  • STORY WRITING
• The text is structured in different ways to make the information easy to read.
• Text features are included in nonfiction text to help the reader better understand the material.
• How text features can help the reader

  • Tell or explain new information
  • Help the reader find information
• Heading


  Tells the reader what the text is about
• Subheading


  Tells the reader what information they will find in the following paragraphs before the next subheading
• Table of Contents


  Shows a list of headings within the book and the page number where you can look to find that heading
• The table of contents makes it easier for the reader to find the specific information they are looking for.
• Photographs and Illustrations


  Help the reader better understand the information
• Captions


  Briefly explain what a photograph or illustration is
• Labels


  Point to a specific part of a photograph, illustration, or diagram and tell you the name of that part
• Bold Words


  Important words to the subject of the text or difficult words that the reader may not know
• Glossary


  Includes definitions of bold words throughout the text, listed in alphabetical order
• Where do you think you would find a text like this?
• The purpose of the dash ( – ) in lines 3-7 is to signal an aside or afterthought, especially if you want to emphasise it.
• Brackets, dashes or commas


  Enclose a word or words to separate them from the main sentence
• Brackets can be used to enclose


  • An explanation
  • Additional information
• Ellipsis (pl. ellipses)


  Three dots that take the place of missing words or that demonstrate a pause in dialogue or narrative, or a character or a narrator trailing off – a technique to add suspense
• Hyphen


  A short line that links words together to create one idea – called a compound word
• Dash


  Longer than a hyphen, can signal an aside or afterthought, especially if you want to emphasise it
• A colon introduces any of these: a speaker, dialogue, a list, an idea or an explanation.
• A colon is especially useful for adding emphasis to part of a sentence.
• An example of a relative pronoun from lines 3-7 is 'which'.
• An example of a passive verb form from lines 8-11 is 'is included'.
• An example of an adverb used to show a distinction from lines 8-11 is 'often'.
• Adverbs


  Words which give us more information about verbs, adjectives, or other adverbs
• Adverbs


  • quickly
  • entirely
  • nervously
  • safely
• Adverbial Phrases


  Two or more words that tell us more about a verb or an adjective, appearing as a part of a sentence but not making sense alone
• Adverbial Phrases


  • Behind our school
  • For eight years
  • Because of the danger
  • With a smiling face
• An example of an adverbial phrase of manner from lines 12-15 is 'Very well'.
• Persuasive Text


  A text which argues a point of view, to convince the reader to agree with the author
• What's in a persuasive text?

  • Opening statement: Introduce your point of view
  • Arguments: State your point of view and reasons for each argument
  • Conclusion: Summarise your arguments and repeat your point of view
• Organisation of a persuasive text

  • Opening paragraph: Include opening statement and a list of arguments
  • Main body paragraphs: Include one argument in each paragraph, support your argument with two reasons
  • Concluding paragraph: Summarise your arguments and restate your point of view
• Features of persuasive writing


  • Written in the present tense
  • Use of logical connectives (e.g. because, however, this shows, therefore)
  • Use of time connectives to begin main body paragraphs (e.g. firstly, secondly, finally)
  • Use of facts to give evidence and proof
  • Use of interesting, strong and emotive words
  • Use of simple sentences
• Persuasive phrases


  • It is outrageous that...
  • I strongly believe...
  • It's disgraceful that...
  • It's concerning that...
  • How could we possibly...
• Finally, reread your persuasive text to see if you would be persuaded.