This lesson is an introduction to how structure is used in texts. It is designed for pupils to develop an understanding of structure in texts and provides pupils with opportunities to apply their learning through questioning, partner work, comprehension and an extended writing question. All the accompanying resources have been provided, including an embedded video and a homework with scaffolding. Hope it works for you! Let me know, feedback welcome. Enjoy! =D

A pupil friendly, step by step, English Literature essay planning and writing guide. These resources provide a framework to enable learners to write comprehensive and well structured essays. There are two resources: Document Explains how to plan and write a literature essay from scratch. There are also images of how students should think about their planning. There is a small explanation of what is expected at each particular part. This is supplemented with a model at each stage, The model is broken down into: Point Evidence Technique Analysis Link (PETAL). There is a revision activity at the end. Power Point A supplementary powerpoint that can be used as a lesson or as planning templates to print. There is also a colour coded model paragraph included. Guidance on how to write an overarching statement (introduction). There is also a slide with a nominalisation activity to enhance academic writing. Hope this is useful!

AQA GCSE 9 -1 English Language Paper 1 Mark Scheme adapted to Power Point. Editable This resource allows you to easily add the relevant slide to your PP presentations, to show pupils exactly what they need to do to succeed in each question for AQA English Language Paper 1. You can edit it, to be more 'pupil friendly'. You can also print it for self-assessment and peer marking. Enjoy!

AQA GCSE 9 -1 English Language Paper 2 Mark Scheme adapted to Power Point. Editable This resource allows you to easily add the relevant slide to your PP presentations, to show pupils exactly what they need to do to succeed in each question for AQA English Language Paper 2. You can edit it, to be more 'pupil friendly'. You can also print it for self-assessment and peer marking. Enjoy!

This is a fantastic booklet that enables pupils to get in to good habits when approaching language analysis. It can be used in many different ways by a teacher. As a tool for pupils to work with, or for a teacher to save time planning. Examples of how I have used it can be found at the end of this description. The purpose of this booklet is to help pupils develop their writing style by getting them in to good analytical writing habits. This booklet will also allow pupils to concentrate more on what they are writing rather than how they are writing. The aim is that pupils use it until they develop their own style and are confident enough to write without it. How to use this booklet There are 3 tables in this booklet: • Literary language features • Grammatical language features • Word classes Each table has 3 columns: • The first column is the name of the feature/word class • The second column is the feature/word class’ effect on a reader/definition • The third column is a model/writing frame Using the model/writing frame 1. Read and understand the text(s) you’re studying 2. Read and understand the question being asked 3. Identify the language feature that the writer has used in the text 4. Locate it in the booklet 5. Copy the straight black writing and insert your own words where the writing is red and in italics. My examples For a year 10 set 5 class: After assessing a mock of the new GCSE English Language Paper 1 and realising their language analysis was very weak (identifying features and then explaining/analysing their effect), I created this booklet. I printed a copy for each individual to have and to use every lesson. I encouraged them to use it when answering language analysis questions (e.g. New GCSE Language P1Q2 + P2Q3). They did, and it had an immediate impact. Initially the pupil’s responses were similar but as they became more familiar with the technique by practising with these models, their responses became more bespoke, thus collectively their language analysis has improved considerably. For a year 8 set 2: I have copies available in the classroom; if a pupil finds it difficult to write about language, or a particular language feature, then they independently use the booklet, similarly to how they would use a dictionary. This booklet also contains a revision page.