Edexcel GCSE English Language

Paper 1: 19 th C Fiction text and Imaginative Writing (40%)1hour 45 mins DO CREATIVE WRITING FIRST (40 marks)

STEP 1: READ THE TEXT – 10 minsSTEP 2: WRITING 45 mins with 15 mins PLANNING STRUCTURE & 30 mins crafting. USE SHAPE / VISUAL PLANNER TO GIVE CLEVER STRUCTURE***Plan variety sentence starters & sentence types & sentence lengths

STEP 3: READING SECTION - 60 minsQ1: Identifying a quotation (5 mins)Q2: Making inferences (5 mins)Q3: Analysing LANGUAGE & STRUCTURE (15 mins)*** Explore EFFECTS on READER of structure & language (link to question)Q4: Evaluate (20 mins)*** USE SCENE IT! AND EVALUATE WORDS – Setting, Character, Events, Narrative, Effects, Ideas & Themes*** LOOK FOR NARRATIVE STRUCTURE

Edexcel GCSE English Language

Paper2: 2 Non-fiction Texts 20 th &21 st C & Transactional Writing (60%)2 hoursNON-FICTION WRITING FIRST (40marks)

STEP 1: READ THE TEXTS – 6 minsSTEP 2: WRITING 40 mins with 10 mins PLANNING & 30 mins writing*** plan SHAPE & TOPIC SENTENCES & USE COHESION DEVICES when writing (discourse, markers, motif, adverbials).

STEP 3: READING SECTION – 60 mins (56 marks)Q1: Identify best quote (2 mins)Q2: Identify language technique & quote (2 mins)Q3: Analyse effects language & structure whole text (15 mins) Q4: Identify quotes (2 mins)Q5: Identify language technique & quote (2 mins)Q6: Evaluate 15 marks (15 mins) Use SCENE IT! (but only use RELEVANT /SIGNIFICANT points)Q7a: COMPARE IDEAS 6 marks (6 mins)Q7b: COMPARE WRITER’S TECHNIQUES 14 marks (15 mins) – use SLICE: structure, language, ideas, characters, effects & LINK TO TEXT TYPE & AUDIENCE / PURPOSE

THE ULTIMATE, EPIC GCSE ENGLISH LANGUAGE GUIDE

READ FOR INFERENCEHow does it FIT? Impact on ReaderF - what does it make you FEEL?I - what does it make you IMAGINE?

T - what does it make you THINK?

English Language Paper 1: 19thC Fiction 64 marks 40% of the Language GCSE - 1 hour 45 min

Section A: Reading 19th Century Literature- Fiction 1 hour 24 marks***READ TEXT (5 mins) THEN GO STRAIGHT TO WRITING SECTION

Section B: Imaginative Writing 45 mins 40 marks*** READ TEXT THEN DO WRITING FIRST – 45 mins

Q1: Identify & interpret A01. Scan text & select best short quote 1 mark 5 mins

Q2: Identify & interpret A01. Read to infer. Scan & use short quotes2 marks 5 mins

Q3: analyse language & structure A02.*use structure - sentences/contrast 6 marks 15 mins

Q4: Evaluate A04. Use SCENE IT & critical judgement & evaluate words. Use quotes/refs15 marks 20 mins

Q5 OR Qu6: effective communication A05 (24 marks) Range of vocab and SPAG A06 (16 marks). 10 mins planning & 30 mins writing. PLAN SHAPE / STRUCTURE & THINK SCALP IT to help planning: Structure, Cohesion, Audience, Language, Punctuation, Ideas, Techniques40 marks 45 minutes (15 planning & 30 writing)

Section A: Reading 20th&21st Century non-fiction texts 1 hour 15 mins 56 marksREAD TEXT (10 mins) THEN GO STRAIGHT TO WRITING SECTION

Section B: Non-Fiction Writing 40 mins 40 marks*** READ TEXT THEN DO WRITING FIRST – 40 mins

English Language Paper 2: Non-Fiction 96 marks 60% of Language GCSE Time: 2 hours

Q1: Text1 Identify & interpret A01. Select best & shortest quote2 marks 2 mins

Q5: Text2 quote analyse lang A02. Say specific technique & give inference / effect2 marks 2 mins

Q2: Text1 quote analyse lang A02. Say specific technique & give inference / effect2 marks 2 mins

Q6: Text2 Evaluate A04. SCENE IT & evaluate/ critical & quotes/refs15 marks 15 mins

Q3: Text1 Analyse effects language & structure A02. Use brief quotes & explore impact15 marks 15 mins

Q7a: Text1&2 COMPARE A03 Plan 2-3 points similar use PEE & one quick diff6 marks 6 mins

Q4: Text2 Identify & interpret A01. Select best & shortest quote2 marks 2 mins

Q7b: Text1&2 COMPARE AO3 writer’s views. USE SLICE to plan ideasUse Both / However14 marks 15 mins

Q5 OR Qu6: effective communication A05 (24 marks) Range vocab & SPAG A06 (16 marks). 10 min plan/30 mins writing. PLAN SHAPE / STRUCTURE & THINK SCALP IT to help planning: Structure, Cohesion, Audience, Language, Punctuation, Ideas, Techniques

1. Content / Ideas: plan 5-6 different topics / paragraph ideas & points to extend each idea

2. Think Structure: begin brilliantly / ending & one-line paragraph or similar in heart of text

3. Cohesion while writing: discourse markers at start paragraphs & motif or repeated word / idea

4. Variety of sentence structures & punctuation5. Audience: appropriate tone/style/form

40 marks 40 minutes (10 planning & 30 writing)

GCSE ENG LANGUAGE CHECKLIST: Analysing TEXTs

***STRUCTURE: look for CONTRAST, REPETITION, PARALLEL STRUCTURE/ ANAPHORA (same phrases used to structure e.g. ‘the best of times, the worst of time), PERIODIC SENTENCES – leaving main point / big reveal to end of sentence, USE OF ENIGMA

Analyse punctuation if relevant but this usually counts as LANGUAGE

IDEAS writer's ideas subtext (meaning under surface) connotations STRUCTURE contrast / oppositions repetition co-ordinators (FANBOYS) compound sentence (FANBOYS) subordinators (e.g. although, if) complex sentence minor sentence (no verb)Compound-complex sentenceUse of punctuation for PACEleaving best till last in sentence/text exposition (setting/intro)rising pattern of action climax (turning point / most tense) narrative resolution (ending) flashback / back-story epiphany (moment of realisation) cyclical structure (end is like start) foreshadowing juxtaposition (unusual positioning) narrative ellipsis (misses out events)

THEMES (use for SCENE IT!)

relationships childhood/adulthood coming-of-age' family society / social class / power gender & society tradition

identity

discrimination / judgements

LANGUAGE use of pre or post modifying adjectivesUse of pre or post modifying adverbsSensory language (uses senses) conversational / colloquial language colour / descriptive language inclusive pronouns 'we' / ‘us’ indirect pronouns 'he’ /’ she’ / ‘it’ direct pronoun 'you' / direct address imperatives / command verbs metaphor / metaphorical language simile Symbolism (image has deeper meaning) pathetic fallacy alliterative language / alliteration sibilance (alliteration with ‘s) assonance (repeated vowel sounds) consonance (repeated consonants) adverbials (time, manner, place, reason) lexical field (pattern of related words) Plosive sounds p/t/k/d/g Fricative sounds f/v/h/z third person omniscient narrator third person limited narrator first person narrative use of TENSE & past/present participles

READ FOR INFERENCEHow does it FIT? Impact on ReaderF - what does it make you FEEL?I - what does it make you IMAGINE?T - what does it make you THINK?

Explore & Analyse Impact of Language on reader

Select one or two key words & analyse implied meanings in depth. Use brief, embedded quotes & AVOID LONG QUOTES

Explore & Analyse Impact of Structure on Reader

Take a step back & explore WHOLE TEXT SHAPE & MOVEMENT FROM BEGINNING TO END & PARAGRAPH & SENTENCE STRUCTURE

LEARN & USE WRITER’S TECHNIQUES

Literary DevicesAlliteration repetition initial sound

Allusion reference to a diff literary text

Anaphora repeated structure at start

Anecdote personal story

Antithesis use of opposite ideas

Archetype classic/typical character

Assonance rhyme with vowels

Bathos deliberate use of anti-climax

Cliché over-used phrase used for affect

Colloquialisms / slangConsonance repeated consonants

Epistrophe repeated structure at end

Foreshadowing hinting at future

Hyperbole over-exaggeration

Imagery use of strong visual images

Irony/dramatic ironyJuxtaposition position of words

list of three/tricolonLexical field group of similar words

Metaphor non-literal description

Motif repeated image, symbol or colour

Onomatopoeia sound words

Oxymoron contrasting ideas together

Parallel structure

Pathetic fallacy

Personification

Puns using words with double meaning

Repetition deliberate repetition

Satire use of mockery to expose ideas

Sensory Language use 5 senses

Simile comparison using ‘like’ or ‘as’

Symbolism extra, deeper meaning

triadic structure use of 3 phrases

EVALUATE QUESTION USING SCENE IT (Qu 4/ Qu6)

EVALUATE USING SCENE IT Qu4 & Qu6 RED GREEN

Can use ‘E’ as ‘EMOTION’ &

explore feelings/ moods of characters

SETTING: only use if RELEVANT & SIGNIFICANT makes a judgement about HOW writer uses setting pathetic fallacy? Foreshadowing? Atmosphere? Mood? CHARACTER: actions, feelings, behaviour, motivation makes critical judgments on HOW writer uses character EVALUATES character development / change / motivation EVALUATES impact of 1st person / 3rd person narrative archetype, hero, villain, protagonist, antagonist character role in narrative - hero, villain, protagonist, antagonist Epiphany? Does the character develop / change – character arc? EVALUATES: critical judgements/uses EVALUATE WORDS comments on what writer has done LINKED to question Uses range of EVALUATE WORDS in answer Makes judgements on how well the writer has used techniques RANK ORDERS importance techniques used by writer (most significantly) NARRATIVE: step back and explore TEXT STRUCTURE comments on order of events in the narrative & effect critical judgment on HOW writer has structured text EVALUATES impact of STRUCTURE on READER chronological structure? (order of time?) linear structure? Cause & effect? use of tense to show change of time / organise narrative? exposition, climax, resolution / moves from distance to close up? uses 'rising pattern of action'? builds to an epiphany? EFFECTS ON READER: explores impact / effect uses FIT to help explore effect on reader (feel? imagine? think?) explores and evaluates effects writer’s intended impact on reader makes critical judgments on IMPACT on READER EVALUATES READER EXPECTATIONS & REACTIONS

IDEAS: how writer ORGANISES / DEVELOPS IDEAS Critical comments on a range of writer's ideas, linked to question EVALUATES how writer INTRODUCES ideas EVALUATES how writer EXTENDS and BUILDS ON ideas EVALUATES how writer manipulates READER RESPONSES

THEMES: identifies THEMES in text (abstract nouns) EVALUATES the impact of underlying THEMES on READER MORALS/RESPONSIBILITY right & wrong /individual & social responsibility COMING-OF-AGE - moving from childhood to adulthood / growing up POWER / SOCIAL STATUS / SOCIAL CLASS / GENDER LOVE - romantic / family/ sacrifice / obsessive love / betrayal GREED / SELFISHNESS / HEDONISM (loving fun/pleasure) BETRAYAL & REVENGE / FORGIVENESS / REGRET IDENTITY / DISCRIMINATION / ALIENATION / SOCIAL EXCLUSION

Paper 1 Question 3 Revision Question 3 is ALWAYS about LANGUAGE and STRUCTURE in short section / paragraph

LEARN THE CHECKLIST OF STRUCTURE & LANGUAGE TECHNIQUES: you need to know as many of these as possible, but I don’t expect you to remember ALL of them.

In the exam you should be underlining or highlighting language and structural features as you read the extract; this will help with all of your questions

Remember that the answer is in the question, so refer to the question at the beginning and end of each paragraph.

Paper 1 Question 4 Revision Question 4 is where you can use SCENE IT, but only the parts that are RELEVANT!

While you’re reading the extract you could be noting down these different parts, thinking about these questions…

Setting: Where? When? Described positively or negatively?

Characters: Who? How are they described?

Evaluate & Events: What happens? *PLAN CRITICAL JUDGEMENT &EVALUATE WORDS

Narrative: Point of view? What do we see? What do we miss?

Explore Effects & Emotions: How do YOU feel when reading it and when? How do the characters feel? Does the feeling change at any point? Imagine yourself drawing an emotion map with highs and lows throughout the extract.

Ideas: What ideas are presented? How do those relate to the question?

Themes: What themes can you spot throughout this? How do they relate to the question?

This is a question where you need to EVALUATE so phrases to use include: very successfully; to great effect; effectively; achieves the aim of; clearly achieves… WHATEVER THE QUESTION ASKS!

Remember that in this question you don’t need too much detail; it should be an overview.

Example Paragraph: the writer successfully shows the dangers of procrastination through the changes of emotion during the extract. For example, in the first paragraph the narrator, Ms. Poole, feels happy and relaxed as she is playing The Sims 4 rather than creating a revision guide; this emotion is suggested through the lexical field of happiness, “cheerfully… smiled… reclined casually.” However, by the second paragraph this emotion has changed to one of guilt, as shown by the simile “guilt bubbling in the pit of her stomach like poison,” and by the final paragraph the emotion has become one of outright terror, evident in the adverbial phrase “typing swiftly as her eyes widened in panic,” which effectively emphasises the dangerous position Ms Poole is in as a result of her procrastination. By using multiple emotions throughout the extract the writer builds tension and clearly achieves the aim of showing the dangers of procrastination.

Paper 1 Writing Section Revision Use the extracts you’ve been given to help inspire your writing – they are there for a reason!

Vary your sentence starters; vary your sentence types – readers can get bored easily.

USE those techniques identified in your Q3/ Q4 responses because they WILL get you marks.

Narrative structures:

Story Mountain

*Set scene & characters [range of descriptive techniques for MOOD / TONE]

*Problem introduced [range of sentences structures for pace]

*More problems: ‘Rising Pattern’ [long complex sentences & semi-colons or lists]

*Dramatic climax

*Resolution: release of tension and close the narrative

Zoom in, zoom out…

1. Describe the setting / situation as a LONG SHOT for far away

2. Physically track in a little closer to the event / situation

MEDIUM LONG SHOT

3. Optional MEDIUM SHOT – closer still or move to thoughts / feelings

4. CLOSE UP: the ‘heart of the text’ – use a small detail.

For stretch & challenge, make the detail SYMBOLIC

5. MOVE AWAY from the heart of the text e.g.

Switch to past tense OR move outwards to thoughts / feelings

6. Furthest Point e.g. Future tense? Or conditional tense of what could be in the future or long-shot

In Media Res (in the middle of the action)

1. Present tense: describe tense moment / key action. Withhold narrative info from reader [sensory language, colours, figurative language]

2. Use TIME ADVERBIAL (or similar) to SIGNPOST shift to narrative PAST

3. Optional extra PAST paragraph with more detail / development / different perspective

4. Bring back to PRESENT: signpost with similar word / description to paragraph 1

5. Heart of the text: one line paragraph?

Start from far away and move in closer

each paragraph until small, tiny

detail for ‘heart of the text’

Move back from heart of the text e.g. into

past or future or physically move away

into mid-shot then long shot

6. Resolution: narrative ending in PRESENT or link to FUTURE

SENTENCE: use variety of sentencesPeriodic sentence: main point/idea END of sentenceminor sentence (breaks rules: no verb /one word)simple sentences: one main verb and one main clauseCompound sentences: FANBOYS (for/and/nor/but/or/ yet/so)complex sentences: main clause + subordinate clauseSubordinators: although, after, whereas, before, whichdeclarative sentence to convey info / make statementimperative sentence: imperative (bossy) verb interrogative sentence: question mark at end exclamative sentence: ends with exclamation mark

Paper 1 Question 5/6 CHOICE of IMAGINATIVE WRITING

WRITING Top tips for success… Plan a repeated MOTIF: repeated colour or visual image at start, heart (middle) and end

Plan a LEXICAL FIELD on the topic of your writing e.g. DISASTER – trauma, failure, catastrophe, misadventure (sprinkle these words through whole text or paragraph)

Use an EXTENDED METAPHOR that runs across whole text or several paragraphs

Careful use of ADVERBIALS as signposts at start of paragraphs e.g. ‘Three long hours later,’

Use a ONE-LINE PARAGRAPH at the heart of your text e.g. ‘At that moment, I was at peace’

Plan a CYCLICAL NARRATIVE with opening line and last line almost identical (start and end point the same or similar)

Use ‘ZOOM IN’ / ‘ZOOM OUT’ techniques within your text structure e.g. focus on small detail

Use RANGE SENTENCE STRUCTURES/TYPES for impact: add pace/drama by varied sentences

Writing Prompts: EXAMPLES IMAGINATIVE WRITING TASKS

Write about a time when you or someone you know had to make a difficult decision.

Write about a time when someone didn’t think before acting / you did something you regret.

Write about a time someone was afraid / nervous / overcame their fears.

Write about a time someone tried something new / something went wrong / a new experience.

Write about a time you or someone you know was successful.

Describe a vivid memory / experience / holiday / emotion.

Describe a situation when you met someone unusual / made a new friend.

Paper1 Imaginative Writing – Plan Structure

Paper1 Imaginative Writing – Plan Structure

PUNCTUATION CHECKLIST: RANGE of punctuationCorrect Use of COMMAS: *** WATCH OUT FOR COMMA SPLICE

commas for listscommas to separate two or more adjectivescommas after fronted adverbials at the start of a sentencecommas after discourse markers at the start of sentencescommas after subordinate (dependent) clauses at start of sentencescommas in speech punctuation for interrupted direct quotescommas to separate 'dropped in' clausescommas to separate extra dependent info after nounsCOLONS:colon to introduce an item or list of itemscolon to introduce a key quote / sayingcolon to introduce a point that expands / illustrates / summarisesSEMI-COLONS:semi-colon to replace a full stop for closely-related sentencessemi-colon to separate units of a longer list / series of itemsAPOSTROPHES for possession: *** CORRECT USE for ‘belonging’ e.g. the boy’s hatepossession with singular nouns add 'spossession with singular nouns ending -s add just 'possession with plural nouns add just 'sITS, 'belonging to it' has no apostropheIf two people share 'belonging to' then add 's to 2nd name onlyNEVER USE SIMPLY FOR PLURALS (only belonging)NEVER ADD ' to PERSONAL PRONOUNS e.g. yoursAPOSTROPHES for contraction to show shortened wordsPARENTHESES / BRACKETS for an aside, extra informationHYPHENS to create COMPOUND ADJECTIVES, two-year-oldDASHES to show emphasis, abrupt change of thought or extra info

Fix comma splices! Use full stop, semi-colon or conjunction instead: comma splice is a frequent mistake. Comma splice is when a comma is wrongly used to connect two separate clauses. If it makes sense on its own then connecting with a comma is incorrect

Jim usually gets on with everybody, he is an understanding person. INCORRECT

You can make them into two sentences using a full stop. Jim usually gets on with everybody. He is an understanding person. CORRECT

You can use a semicolon. Using a semi-colon suggests a link between the two clauses. Jim usually gets on with everybody; he is an understanding person. CORRECT

You can introduce a conjunction to connect the sentences. Jim usually gets on with everybody because he is an understanding person

Paper 2 Non-Fiction 20 th &21 st C Texts: Guide & Qu1

Paper 2 Non-Fiction Qu2: specific language focus

DON’T FORGET TO READ BOTH TEXTS QUICKLY 1ST FOR IDEAS THEN GO STRAIGHT TO WRITING QUESTION

Paper2 Non-Fiction Qu3: LANG & STRUCTURE

IDENTIFY THE LANGUAGE TECHNIQUE OR ONE KEY WORD & EXPLORE THE CONNOTATION (linked to question)

RE-READ TEXT & HIGHLIGHT 3 INTERESTING /DIFFERENT LANG FEATURES. ZOOM OUT WHOLE-TEXT STRUCTURE: LOOK FOR

TENSE CHANGES/ DEVELOPMENT OF PARAGRAPHS/ SECTIONS /RISING PATTERN OF ACTION / PROBLEM &

SOLUTION

Paper 2 Non-Fiction Qu4 & Qu5: quick interpret

SKIM / SCAN QUICKLY FOR ANSWERS: 5 MINS TO DO BOTH THESE QUESTIONS

Paper2 Qu6 CRITICALLY EVALUATE WHOLE TEXT

Paper2 Qu7b COMPARE WRITER’S IDEAS/ VIEWS / PERSPECTIVES

ESSAY STYLE START WITH BRIEF STATEMENT about BOTH linked to Question USE 'BOTH…HOWEVER': how BOTH use SAME but in diff ways USE COMPARE & CONTRAST DISCOURSE MARKERS WIDE RANGE OF COMPARATIVE POINTS (level 4 and above) USES BRIEF QUOTES OR TEXT REFERENCES AS EVIDENCE

Paper 2 Writing: Non-Fiction Example Question

CHECKLIST / PLANNING LIST FOR WRITINGSCALP:Structure, Cohesion, Audience, Language, Punctuation, Ideas, PunctuationSTRUCTURE Appropriate writing structure with effective paragraphs?

COHESION Appropriate range transitions (discourse markers/adverbials?)

AUDIENCE Appropriate Ideas/ content & register?

LANGUAGE Range of carefully-chosen language?

PUNCTUATION Range of carefully-chosen punctuation?

IDEAS Are the ideas/ content appropriate?

TECHNIQUES Thoughtful use of range of rhetorical and language techniques

Choice of writing tasks: question 5 OR question 6Non-Fiction Text Type – Report / Speech / Letter / Review / Article / Extract for textbook

SCALP IT: STRUCTURE, COHESION, AUDIENCE, LANGUAGE, PUNCTUATION, IDEAS, TECHNQUES

COHESIONpronouns to replace proper nouns: he, she, it, theydeterminers: a, the, those, theseadverbials of time, manner, place, probabilityrepetition of key words / phrases for emphasisdiscourse markers: so, well, anyway, however, topic sentences for each paragraph (non-fiction)synonyms: words with very similar meaninglexical fields: patterns of words within same topicmotifs: a repeated image/idea with symbolic meaningextended metaphor: a metaphor continued over the textparallelism: repeat same sound, grammar, rhythm

AUDIENCE & PURPOSEgenre & generic conventionsadvise / reassureanalyse / comment / reviewargue / persuadestrong opinion / polemicdescribe / exploreentertain / divert / impressinform / explain / summariseinstruct / explainreview / evaluate

STRUCTURE NARRATIVEFirst person narrative: told from one's person's view, 'I'Third person omniscient narrative: writer sees everythingThird person limited narrative: linked to a specific characterNarrative Hook: attention-grabbing start to hook readerNarrative Exposition: introduce setting, character, plotDisruption / problem: narrative problem that must be solvedRising pattern of action: build-up events towards the climaxClimax: moment of highest drama and conflictResolution: end of story when everything is resolvedBack-story: writer gives details of events from character's pastFlashback: jumps back in time to recount eventsNarrative enigma: sets up a question / puzzle for readerForeshadowing: hints at problems to come later in the storyContrast: building the narrative or sentences with a contrastCyclical structure: story ends in the same place it beginsClosed narrative: the ending is neatly 'tied-up' One-line paragraph: draw attention to a key idea Open narrative: the ending leaves you with unknown aspectsConclusion: drawing together ideas at the end of a textBinary Oppositions: two opposite ideas in conflict in the storyNarrative arc: chronological construction of the storyLinear narrative: narrative follows clear beginning, middle, endChronological narrative: narrative is in order of timeNon-linear narrative: non-chronological order in the textEpisodic Narrative Structure: each chapter is a discrete storyin medias res (Latin): starting a story 'in the middle of things'

LANGUAGEalliterationanaphoraassonanceanecdotecolloquialhyperboleimagerylist of 3metaphoronomatopoeiaoxymoronpersonificationpunsrepetitionsimilesymbolism

PUNCTUATION: use rangecommas after discourse markerscommas after subordinating clausescommas around dropped in clausescommas for lists of adjectivessemi-colon for 2 related clausessemi-colon to separate items long listcolon to introduce a quotecolon to introduce key statementbrackets for extra informationbrackets for aside/ extra commentdash to insert extra detaildash to show change of thought

COHESION: USE DISCOURSE MARKERS to SIGNPOST TRANSITIONS TO READER

SENTENCES: VARIETY of SENTENCE STRUCTURES – ways to structure ideas

SHOW COHESION BY USING SIGNPOSTS

Upgrade YourSentences: use a variety of structures to ACE YOUR WRITING. Try these different ways to start your sentences

More more moreThe more we ignore the plight of the poor, the more we contribute to the problem, and the more serious the problem becomes.

Less less less

However, the less we donate, the less is done and so the less progress is made in eradicating the blight.

Double adjective start

Desperate and lost, the Poor need our help and

SIMPLE SENTENCE:

The poor need help.

List of three (tricolon)

The Poor need plenty of patience,

Upgrade YourSentence!

Simile start

The boys grubby face was flecked with mud and oil, like beard stubble across his young face.

Triple noun colon

Dirt, oil, grease: the boy's face was smeared with his grubby work of the day.

Brackets although

The boy's face looked grubby (although, it wasn't as if he wasn't trying to keep clean) and grease, mud and oil was smeared across his cheeks.

SIMPLE SENTENCE: The boy looked

grubby.

Adverb, comma

Self-consciously, the boy gave a wry smile through the grub on his face.

so,so

The boy's face was so grubby, so filthy, it wasn't until he turned his head and smiled that I realised he was a boy at all.

it isn't/it is

The grub isn't just your ordinary every day dirt, it is layers of deep grime that needed to just washed but scrubbed away.

Verb beginning

Smiling sadly, the boy's face was just about visible through the layers of grub that had built up over not just hours- but days and weeks.

guidance. plenty of support, plenty of guidance.

Whoever/whenever

Whoever denies the Poor help, and whenever that happens, deserves our contemptuous disparagement.

Not only but also

Not only do the Poor need our help, but they also need our understanding.

Fortunately/UnfortunatelyFortunately, we can live our lives pretending the Poor don't exist. Unfortunately for them, this isn't true.

STRETCH & CHALLENGE RHETORICAL DEVICES FOR OPINION / VIEWPOINT

STRETCH & CHALLENGE RHETORICAL DEVICES TO STRUCTURE SENTENCES