Grammar in context - Geoff Barton 1999
Section 3 Your writing
Writing narratives
Introduction
A narrative is a story. In your class work you may find yourself writing a complete story; in a test, you're more likely to be asked to write just the opening. Whichever you do, always remember that the kind of writing you're doing will affect the grammar and language structures you use. If you're writing an action-packed story opening, you're more likely to choose simple sentences rather than complex ones, and you may not use many adjectives. On the other hand, a descriptive story opening which builds up atmosphere through lots of detail will usually include more adjectives and adverbs, plus similes and metaphors.
A good story opening will have:
• an intriguing situation which makes the reader want to read on
• a strong sense of setting - the reader will be able to visualize where the events take place
• a central character whom the reader finds interesting
• enough description to help the reader imagine the scene, but not so much that the story gets 'bogged down' in it
• interesting, precise vocabulary
• a variety of sentences to hold the reader's attention.
The next two activities (Tasks 1 and 2) will help you to practise writing narratives. Task 1 includes an 'Advice' panel to help you. Task 2 has no 'Advice' panel, so you can do this under test conditions.
Task 1
Look at this picture.
Who is this person?
What is she feeling?
Where is she?
What has just happened?
What will happen next?
Write the opening of a story which uses the photograph as a starting-point.
You should aim to:
• use an opening
sentence which will
capture the reader's
attention and hint at
what is going to happen
• describe the place where the story is set
• describe the thoughts and feelings of the main character
• introduce the main storyline - what happens next...?
Remember that you are only writing the opening.
You do not need to think of an ending to the story.
Advice
Spend some time planning your story. Brainstorm ideas about the character; where she is; what has just happened; what will happen next.
Think of a really dramatic opening sentence - such as: 'Susan Kramer knew that life would never be the same again'.
Use a variety of different sentence types: simple sentences for impact and clarity; complex and compound sentences to add detail.
Choose your vocabulary so that it helps the reader to see what is going on: for example, instead of writing 'Susan Kramer walked slowly' you could write 'Susan Kramer shuffled' - the choice of verb can add to the reader's impression of how she moves. Use different narrative styles: some sentences which move the story on; some which are dialogue (the words people say); some which are description.
Remember that you can use flashbacks or breaks in the narrative to add to the effect.
Task 2
Read the opening of this mystery story.
There was something behind him. Alex knew it.
As he shut the door, he felt his heart pumping fast. He reached in his pocket for the key...
Write the next part of the story. Try to write in a way that keeps the story moving and creates a strong sense of atmosphere.
In your opening you should:
• start with an opening sentence which captures the reader's attention and suggests what is going to happen next
• describe the scene where the story is set
• give a strong sense of the main character.
Writing letters
Introduction
Letters can serve a variety of purposes - for example, to communicate news, to complain, or to inform someone about something.
In tests you might be asked to write any kind of letter, so it is important to be clear about the purpose of your letter and the
audience it is aimed at. Keep this in mind and you will get the style right. A letter to a friend will have a more informal feel than a letter to someone you don't know.
A good letter will:
• use the appropriate layout
• have a strong sense of audience - i.e. who it is being written to
• be clearly structured
• be accurate.
The next two activities (Tasks 3 and 4) will help you to practise writing letters. Task 3 includes an 'Advice' panel to help you. Task 4 has no 'Advice' panel, so you can do this under test conditions.
Task 3
Think about your school's uniform, if there is one. Imagine that you and many other students are unhappy with the current dress code at your school and you think it needs updating. If you do not currently have a uniform, imagine that you think there should be one.
Write a letter to your Headteacher saying why you think the uniform should be changed and how. Explain what the effect would be in school - and on the way the school is regarded by people in the community.
Aim to put your points across clearly and politely.
Advice
Get the layout right - this is a formal letter. Write your address and the date in full; then the name of the Headteacher and school address. Use the correct sign-off - Yours sincerely (because you know the name of the Headteacher).
Get the tone right - it is supposed to be quite formal. Choose your vocabulary carefully and avoid elisions (e.g. write do not rather than don't).
Structure your ideas carefully, and remember to give reasons for your suggestions.
Task 4
Your local newspaper is looking for 'local heroes' - people who have achieved something, or made life better for other people.
You want to nominate a student from your own school.
You have made the following notes about him:
Write a letter to the newspaper nominating Ben Last.
In your letter, include the following details:
• who he is, plus some other factual information about him
• what he has achieved
• how you know him
• why you are nominating him.
Address your letter to:
J Ratcliff
Editor, The Mercury
16 The Street
Grantham
L32 2BS
Writing reports
Introduction
Reports are accounts of events or decisions. In a test, you might be asked to write a report of a crime or a visit. Sometimes you'll be given information on which to base your report. Whatever you do, don't simply copy out this information. Some of it may be relevant, but other parts may not, and so it's up to you to select the parts you need. Often you'll find that the information is written in a completely different style - so you'll also have to change the grammar and vocabulary, when you come to write your report.
To write a successful report you need to be able to:
• organize information
• write clearly
• use an appropriately formal style (this will depend upon the audience for your report)
• write accurately.
The next three activities (Tasks 5, 6 and 7) will help you practise writing reports. Task 5 asks you to write a report based on notes, while Task 6 asks you to base your report on a transcript of spoken language. Both of these tasks include 'Advice' panels. Task 7 has no 'Advice' panel, so you can do this under test conditions.
Task 5
Imagine that your bicycle has been stolen from outside a shop. It was insured. In order to make a claim on the insurance you need to write a formal report on what happened, for the insurance company. Use the notes below to help you.
In your report you should:
• write the notes using complete sentences
• link the points
• use an appropriate style and tone.
Part of the first sentence has been done for you.
Use the notes to help you complete the report. You may change the order of the points if you want to. Do not add any extra points.
Insurance claim report
The theft of my bicycle occurred...
Advice
Start by thinking about the structure of your report - which order will you put events in? Remember that the insurance company will need to know where the theft happened, when, what the bike was like, and whether it was locked. They will also want proof that you owned the bike and proof that it really was stolen.
Look at the style of the first sentence of the report. Notice the formal tone the writer has used - bicycle rather than bike, The theft occurred rather than My bike was nicked. Aim to keep this formal style going.
Remember to use a variety of sentence types - simple and complex.
Task 6
Read the following text in which a girl (Caroline Hardy) describes a car accident she witnessed. It has been written down as the girl said it.
Imagine you are a police officer who has been called to the scene and you have to write a report on what happened.
In your report you should:
• arrange the facts into a sensible order and summarize them
• write in an appropriate way for a formal report, including using the third person, the past tense and reported speech.
Read the passage again before you start to write.
The opening of the report has been done for you:
The witness Caroline Hardy said that the accident occurred during the rush-hour...
Advice
Reported speech is a writing technique which allows us to state what someone said without actually quoting their words directly. Compare the effect:
Direct speech
The boy said, 'The house is on fire.'
Reported speech
The boy said that the house was on fire.
Reported speech drops the speech marks.
It usually adds the coordinating conjunction that.
It shifts the action to the past tense ('...the house was on fire.').
Task 7
Imagine you are a teacher who has organized a school exchange visit to Germany. Below are some of the notes which you made on the trip.
Write the notes up into a formal report for the headteacher of the school.
In your report you should:
• write in complete sentences
• link the points
• use an appropriate style and tone.
Writing leaflets
Introduction
Leaflets can be used to inform, entertain, or persuade. Their language is generally more informal than in reports, and they use design features to hook the interest of the reader. If you're asked to write a leaflet don't spend too much time on pictures - you can just draw boxes and write in them a few notes about what the picture would show.
A good leaflet will:
• have different types of text (headlines, subheadings, questions, bullet points)
• use short paragraphs
• have a clear sense of audience
• use an appropriate style
• keep the reader's interest throughout.
The next two activities (Tasks 8 and 9) will help you to practise writing leaflets. Task 8 includes an 'Advice' panel to help you. Task 9 has no 'Advice' panel, so you can do this under test conditions.
Task 8
Imagine your school is celebrating its twentyfifth anniversary and is holding a number of events to mark the occasion. Using the notes on the next page, write a leaflet informing parents about the events and persuading them to become involved. Use the layout format given on the next page. You can add your own words to make the events sound exciting and attractive.
Advice
The notes provide the information you need. Your task is to make it sound more exciting.
Think of a lively headline.
Think of the image you will use and then write it into the image box.
Remember to use different text
styles - for example, questions ('Where were you in 1974?') and bullet points.
Keep the tone light and friendly. Use a variety of sentences to add interest to your style.
Task 9
Imagine a new youth club is opening in your area. You are part of the committee and want to publicize it. Use the notes below to decide how you will encourage a teenage audience to get involved. Then write your leaflet using the layout design provided.
