2 Sentences for effect

Assessment objectives IGCSE examination

AO2 Writing • Paper 3 both sections,
W5 Make accurate use of spelling, punctuation and grammar or Component 4 Coursework Portfolio
• Papers 1 and 2 will
also award some
marks for the quality
of writing

Differentiated learning outcomes Resources

• All students must use sentences that communicate in • Student Book:
a way that is fit for purpose and audience pp. 40–1
(Grades E/D). • Worksheets:
• Most students should construct sentences 2.2 Using
appropriately in ways that are likely to engage the sentences to
reader (Grades D/C). create an effect
• Some students could use a full range of sentence types • PPT: 2.2a–c
fluently to create a range of effects that sustain the
Other Student Book pages
reader’s interest (Grades B/A).
• Writing to analyse, pp. 80–3
• Writing to describe, pp. 98–103

Exploring skills
As a warm up, ask students to work in groups of four with each group member
describing the events of the day so far using sentences with four words or fewer
(5 mins). Take feedback from each group evaluating the narrative in this format – ask:
What are the advantages and disadvantages of speaking in this way? What advice would you
give to someone who wanted to improve on this?
Ask students to look at Student Book p. 40 and to work in pairs to complete Q1.
During feedback, draw out the links between the advice they gave for improvement
to each other and the improved paragraph.
Use PPT 2.2a to focus attention on the connectives ‘which’ and ‘although’. Explain
that the comma tells the reader that extra information is coming and that it is often
this detailed information that will stick in the mind, even though it is a clause that
cannot stand alone. Invite pairs to work from the PPT screen to turn the sentences
into the simplest form (i.e. The car swept past them, The dogs were placid).
Explain that the difference between the simple form and the complex form can be
what is meant by ‘make some attempt to engage the reader’. Elicit that comma which
and comma although are straightforward triggers for signalling added detail to engage
the reader. Then use the example in Q1 to check that students recognise that
‘although’ signals an alternative point of view is being presented.
Use Q2 to recap on the different sentence functions and types and link to the lesson’s
Key technical skills
Chapter 2

learning objective: ‘to understand and use the full range of sentences for deliberate
effect’. Explain that it is this use of different sentences for effect that makes writing
stand out and achieve higher marks.

Building skills
Read the example simple sentences that create tension on Student Book p. 40 and ask
pairs to continue this with at least three more sentences. Take feedback on how this
felt then ask what the reader needs next to release the tension and ask students to
suggest what might come next in terms of sentence types. Model this change of pace
with ‘He dragged himself up the stone stairs, despite the pain from his wounded leg’,

26 • Lesson 2 © HarperCollins Publishers 2013

 and then invite students to come up with alternatives and to evaluate the impact of
their choices. Then ask students to complete Q3 individually.

Give extra support by offering the writing frame for Q3 in Worksheet 2.2.
Give extra challenge by asking higher attainers to invent their own dramatic
opening paragraph to a short story using different types of sentences. They could
choose from these genres: science fiction, horror, contemporary, romance.

Developing skills
Working with the whole class, recap on the structure of compound sentences and
how generally they offer detail rather than tension or layers of meaning. Explain that
compound sentences can present two balanced or contrasting points or ideas. Then
use the advice writing example on PPT2.2b to discuss the advantages of using
subordinate clauses rather than linking two or more clauses with commas and ‘and’
or ‘but’.
As part of Q4, evaluate the complex-complex-simple paragraph structure as a whole
class using the text on PPT 2.2c and elicit from students what they can infer about
what the old man does next. Draw out what effect the long sentence has at the start of
the paragraph. Does it suggest that things were happening quickly or that the day
was dragging? Ask the same question of the second and third sentences.
For Q5, revisit the learning objective, explaining that all of the techniques involved
here in constructing sentences are having effects on their reader. As part of this, draw
attention to the Key terms box about minor sentences.

Give extra challenge by asking targeted students to rewrite the paragraph starting
‘He walked towards me’ and to convey sympathy for the old man rather than
frustration. This may not require the short simple sentences but would need more
detail about the old man (compound sentence) and recollection about the past
(complex sentence).

Applying skills
Consider Q6 on Student Book p. 41 as a whole class and decide together on the
success criteria for the task. These may include:
• establishing a clear tone or mood (positive, negative, tranquil, troubled)
• the sentence choices match the tone and create appropriate pace
• an appropriate blend of simple, compound and complex sentences
• creating effects with exclamatory or minor sentences.
Students should discuss their ideas briefly before starting. Check that everyone is
focused on the ‘how’ of the task, i.e. using a variety of sentences, as much as the
‘what’, planning the content.

Towards Highest achievers will demonstrate assurance, using sentences that are entirely
A/A* appropriate throughout (see Excellent progress criteria on Student Book p. 41). To
work toward this, students could collect sentences used in different texts for
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Chapter 2

different audiences and purposes, for example:

• from a website explaining the help available for older people with filling out
forms
• a flyer for a sports club in the school holidays for under 10s
• an advertisement for a playgroup for mums and toddlers
• the description of a character from a Dickens novel.
The different types of sentences used and the tones conveyed could make
interesting comparisons.

© HarperCollins Publishers 2013 Lesson 2 • 27

Key technical skills
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28 • Lesson 2 © HarperCollins Publishers 2013