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LITERACY BOOKLET

We have produced this booklet to help you develop and improve all of your writing skills in every subject, not just English.

Abraham DarbyACADEMY

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Welcome to Abraham Darby Academy’s very own Literacy Booklet. We have produced this booklet to help you develop and improve all of your writing skills in every subject, not just English.

1. Introduction

2. Marking code & symbols

2. Useful definitions

3. Sentences

6. Punctuation

7. Spelling

10. Planning your writing

10. Tip Top paragraphing

11. Connectives

13. Text Types

15. Vocabulary

INDEX page

If you want to check how and when to use punctuation or you want to find a spelling strategy, or if you just need general help when planning your writing, you will find this guide useful.

We have included tips and guidance to help you to improve your written communication skills. This will be of benefit to you throughout your time during Key Stage 3 and Key Stage 4 at Abraham Darby Academy and will prepare you for the future beyond your secondary school career.

Therefore it is important that you remember to bring it to school along with your planner every day and that you use it to help you to complete homework, not just in English but again in every subject.

We do hope that you will find this helpful and that you will use this guide in all of your subjects.

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Meaning Margin Symbol

TextSymbol

New paragraph NP //

Capital letter required CL Underlined

letter

Missing or incorrect

punctuationP �

Spelling mistake Sp

Underlined spelling

(corrected once)

missing word or letter

MW or ML ˄

rewording necessary to improve expression

Exp? ͠Copied work C ͠

Add in a point which

you forgot to include

+ +Well written

section - clear and well

expressedJ üü

Marking code & symbols Useful definitionsVowelsa e i o uConsonantsb c d f g h j k l m n p q r s t v w x y zVerbs (doing words)Speaking listening reading writing thinking questioningAdjectives (describing words)neat handwriting clear voice tidy classroom black penNouns (names of things & people)book desk school teacher studentAdverbs (describes verbs)speak clearly listen quietly read fluently write neatlyPronouns (instead of names)he she it they we you I usPreposition (show place)in by under next toConjunctions (joining words)and but becauseOppositesblack/white wet/dry on/offAbbreviationsT.V. = Television Rd. = Roade.g. = for exampleSpeech Marks“Good morning,” announced the teacher.Question Mark“How are you?” Asked the teacher.Exclamation Mark“A superb piece of work! Have 10 vivos!”ApostropheContracting apostrophe:I cannot = I can’tExamples of contracting: It’s = it isPossession apostrophe:Mark’s book (belongs to Mark)

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What is a Sentence?A sentence begins with a capital letter.A sentence ends with a full stop, question mark or exclamation mark.A sentence makes sense.

Types of SentencesA statement is a sentence which gives information. E.g: He is eleven years old.A command is a sentence which gives commands or instruction. E.g: Go home.An exclamation is a sentence which shows emotion or surprise. E.g: Help me!A question is a sentence which asks for information. E.g: What is your name?

Simple SentenceA simple sentence consists of a single main clause. A clause is a part of a sentence that contains a subject and a verb. For example:

â The ballerina danced all night. â Annie watched the television.

Compound SentenceA compound sentence consists of two main clauses joined together by a word like and, but, or. A main clause is one that makes sense on its own.

For example: â Joe likes chocolate drops and he likes toffee. â Peter was late but Chris waited. â I can walk home or I can catch the bus.

Each clause in these sentences makes sense on its own.

Complex SentenceA complex sentence consists of a main clause and a subordinate clause.

For example:Beverley went for a walk, although it was raining.MAIN CLAUSE SUBORDINATE CLAUSEmakes sense on its own does not make sense on its own

Sometimes the subordinate clause can be put at the beginning or in the middle of the sentence and the sentence will still make sense.

For example: â Although it was raining, Beverley went for a walk. â Beverley, although it was raining, went for a walk.

Sentences

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Sentence TipsChange boring verbs

for powerful verbs.The man went down the road

shuffled / sloped / skipped / strolled / stumbled / hopped / limped / raced / ran / sprinted /

Add adjectives to describe nouns.

The tall, bearded man went down the long road.

The tired, lonely man shuffled down the dusty road.

Add ‘ly’ words (adverbs) to describe how the man went.

The man went slowly down the road.Slowly, the man went down the road.

adverbs are mobile words - they can move about in the sentence.

The man went down the road, slowly.

Add adverbials about when and where.

When? Last night, the man went down the road.

Where? The man shouted in the street.

Create Suspense!Use adverbs to begin sentences.

Silently, it edged its way towards the door.Carefully, Angela opened the box.

Drop in Clause.They usually start with a ‘wh’ word

The man, who was very angry, went down the road.

Start your sentence with an ing word.

Sprinting down the road the man tripped and fell.

Laughing out loud, John finally understood the joke.

Stumbling across the floor Jill looked

Create Suspense!Hide the subject.

Something edged its way towards the door of the cottage.

Somebody or something crept inside the dark cave.

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Give your characters feelings by using another word for ‘said,’

an adverb and an action.“No,” said David, could be written as...

“No,” screamed David angrily, as he wiped away the tears from his face and ran into his

bedroom.

Drop in a clause!Show how your character is feeling...

The man, who was very sad, walked quietly away.

The girl, with tears trickling down her face, stumbled up the stairs.

Create suspense!Use short sentences.

Sam edged his way towards the door of the house. He stopped.

Cathy suddenly appeared in the room. A door banged. Cathy jumped. Nothing.

Create suspense!Ask the reader a question.

Why did it have to happen to me?Carefully, Angela crept inside and peered into the dark cave. What was inside? Why

was her heart beating so fast?

Begin your sentences in different ways.

Avoid using ‘one day’ or ‘then’.

Before long / To their surprise / As they arrived they could / At the moment /

Unfortunately / While they waited / It was too late to do anything so / Whenever John

Powerful verbs for dialogue ( instead of said )muttered / whispered / shouted / groaned / sulked / asked / questioned / demanded /

ordered / cried / stuttered / called / smiled / laughed / screamed / spluttered / grumbled / exclaimed / replied / answered / guessed /

yelled / suggested / protested

Use Adverbs to add information about the

verbs.moodily / nastily / loudly / quietly / softly

/ stubbornly / thoughtfully / honestly /hopefully / stupidly / cheerfully/ noisily /

helpfully / lazily / angrily / icily / recklessly

Use phrases which move time on in a story.A few minutes later / The next morning / A short while later / The following day / One

week later / Immediately after / Next moment / Some time later / That night

Sentence Tips

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Punctuation

.

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What strategy can I use to spell this word?

Try it out.

Does it look

right?

Look-say-

cover-write-

check

Can I break it down into

syllables or phonem

es? E.G

. ad-ver-tise-m

ent Is there a spelling rule

that I should use?

E.g -i before -e except after –c

achieve, ceiling

Is  there  another  word  I  

can  spell  that  would  help  

me?  

Definite,  finite,  finish  

Invent a mnemonic to

help me

E.G. A

ccommodation

=cosy cottages;

magnificent mansions

Necessary= 1 collar, 2

socks

Words all

linked to place: W

here, here, there

Is there a root word I can spell, then add the correct beginning and ending? E.G. dis+satisfy=dissatisfy dis+satisfi+ed=dissatisfied

Look for words within words: Business – bus in ess Separate – there’s a rat in separate

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Spelling Strategies

Never

Eat

Cakes

Eat

Salmon

Sandwiches

And

Remain

Young

Word Within a Word

Sep a rat e

Spell Speaking

Look Cover Write CheckLearn your spellings in five stages:

1. Write down the correct spelling of the word

2. Look at the word and say it aloud

3. Cover the word

4. Write down the word again

5. Check that you have spelt the word correctly

Mnemonics

Wed nes day

Bus in ess

Cup board

Big

Elephants

Can

Always

Understand

Small

Elephants

You are best at learning words that you have made an effort to understand. A good way to understand a word is to break it into syllables. Practise each short part and then the whole word.

dis-ap-pear-ing

tra-di-tion-al

After you break apart a word, ask yourself: How is this word like other words I know? Spelling the word traditional may make you think of spelling functional and national. Finding patterns among words is one of the best ways to learn spelling.

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Spelling - HomophonesHomophones are words which sound the same. They have different spellings and different meanings. For example:

â The sun set over the ocean â The son gave his father a card

Other examples of homophones are:

witch whichstare stairhair harehour ourmeddle medaldeer dear

You can use a dictionary to find out the correct spellings and the correct meanings.

Nouns which take a new form in the pluralSome nouns have a completely different plural form.

â One child….many children â One person….many people â One mouse….many mice

Homonyms are words which sound the same and are spelt the same, but have different meanings. For example:

â The conductor will bow to the audience

â The captain stood on the bow of the boat

Other examples of homonyms are:

iron (ironing) iron (metal)jumper (clothes) jumper (person who jumps)present (gift) present (here, now)will (resolve) will (legacy)

Again, your dictionary will tell you the different meanings of any word that might have more than one definition.

Spelling - Homonyms

Spelling -Singular Pluralknife knivesgoose geesediary diariesradio radiosdeer deerglass glassespotato potatoeswitch witchesleaf leaveslife liveshammer hammerspiano pianostooth teethbaby babiesbreak breakschild childrenhero heroescity citieshandbag handbagslady ladiessheep sheepmemory memories

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Planning your writing

Spider Diagram

Flow Diagram

Argue

Compare

Topic

forforforfor

againstagainstagainstagainst

similaritiesor

differencesIdea 1 Idea 2

Tip Top Paragraphs

TiPToPTimeChange paragraph when the writing changes from one to another. E.g. Morning and then evening or in the past and then the future.

TopicChange paragraph when you change from one topic or point to another.

PlaceChange paragraph when you start talking about a different place. E.g. On the beach and then on the ship.

PersonChange paragraph when you change from one speaker to another, when writing out speech.

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Connectives for...

Giving an example

for examplefor instancesuch asas revealed byin the case ofas shown by

Changing the direction of your text

yetdespitehoweverexceptunlessalthough

Showing similarities

similarlymoreoverlikewiseequallyas withjust as

Explaining cause and effect

becauseconsequentlyowing toas a result ofthanks totherefore

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Defining timefirstlynextthenmeanwhileafterin conclusioneventuallyfinally

Making something stand outabove allmost importantlynoticeablyin particularespeciallyindeed

Showing differences

unlikeon the other handwhereasalternativelyinstead ofhowever

Adding on further information

in additionfurthermoreas well asalsomoreoverbesides

Connectives for...

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Text type:

DISCUSSION• presents arguments from different

points of view

• starts each paragraph with a topicsentence stating the argument andgives facts/examples to support it

• uses the present tense: It is clear that…• uses impersonal language: There are

many arguments for instead of: I amgoing to argue

• may use sub-headings

found in non-fiction books, school essays, answers to exam questions

Examples

Useful connectiveshowever; therefore; as a result; because; despite this; although; apart from; yet; compared with; also;since; nevertheless; some people say; on the other hand; possibly; finally; in conclusion; overall

National Basic Skills Strategy for Wales

The Basic Skills Agency on behalf of the Welsh Assembly Government

The issue

Conclusion

Different points of

view

Topic sentence

There are many arguments for and against building a supermarket onPenvale Common.

Economic Impact:Shops near the common might close because they cannot competewith the low prices of food in the supermarket…

On the other hand, if the supermarket is built, people from the smallervillages would be better off in a number of ways. They would not haveto travel such long distances to do their shopping. They would also payless money for their food. Finally there would be 50 new full-time and50 part-time jobs at the supermarket which would therefore benefit thecommunity, especially young mothers who would like to work part-time.

Overall, from the economic point of view, there seem to be strongarguments in favour of building the supermarket.

Text Types

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Text type:

INFORMATION• tells us how things are, or how things

were• deals with facts, not opinions• organises facts into categories• is clearly written in fairly simple

sentences

• uses paragraphs and sub-headings• uses technical terms• uses the present tense: is, are (except for

events in history)• starts from the big and general and works

down to the detailed and particular

found in information books/encyclopaedias and web-sites,

Examples

Useful connectives[Cause] as a result; consequently; since; as long as; whenever; because; as; therefore; eventually

[Compare/Contrast] in the same way; compared with; similarly; but; however; despite this; apartfrom; yet; nevertheless; instead

Present tense How things wereVolcanoesVolcanoes are generally grouped into four main types: cinder cones, composite volcanoes, lava domes and shieldvolcanoes

1. Cinder ConesCinder cones are formedfrom blobs (‘cinders’) of congealedlava ejected from a single opening.These form a pile…

In Tudor times rich people ate mostly meat and bread and very few vegetables.

Sikhism is a major world religion

The Sikh religion began with the teachings of ten teachers, called Gurus

The first Guru was Guru Nanak

Guru Nanak was born in 1469 into a Hindu family

Sub-heading

Starts from the big and

works down to the detail

National Basic Skills Strategy for Wales

The Basic Skills Agency on behalf of the Welsh Assembly Government

Text type:

INSTRUCTIONS• tells us how to do things

• starts with the goal or purpose

• gives a list of things needed

• sets out steps in time order

• uses bullet points or numbers

• often uses one sentence for each step• often starts each step with a verb:

Place, Add, Pour• uses adverbs to make things clearer:

tightly, carefully• sometimes uses diagrams or pictures

found in recipes, leaflets, manuals, text-books

Examples

Useful connectives[Time/Sequence] first; then; before; next; gradually; meanwhile; once; after; when; while; finally

[Add] and; as well as; also; too; again; in addition

Goal or purpose

National Basic Skills Strategy for Wales

The Basic Skills Agency on behalf of the Welsh Assembly Government

How to make a banana smoothieYou need:1 banana2-3 handfuls of your favourite fruit1 pint glass of ice285 ml single creamA liquidiser2 cocktail glasses

• Place the banana and chosen fruit into a liquidiser

• Whizz for 30 seconds• Add ice and cream• Place lid back tightly• Pulse the liquidiser a couple of times on and off, to

break up the ice• Whizz until the liquid is semi-slushy, like a milkshake• Pour carefully into the two glasses

Writing and sending a text message1. Press Menu in standby mode, then

choose Messages and Write message

2. Write your message. By pressing Optionsyou can access functions to help you write the message

3. When the message is complete, press Optionsto access functions to help you send the message

4. Choose Send, then key in the phone number and press OK

Steps in time order

Verbs at the start ofsentences

Text type:

EXPLANATION• tells us how or why something happens• uses paragraphs to give different

reasons or different steps in the process• uses the present tense: is, are (except

for events in history)• uses an impersonal style

• uses passives: are destroyed, is formed

• focuses on cause and effect

• uses technical words terms and say whatthey mean

• sometimes has diagrams

found in text-books, guides and manuals, history books

Examples

Useful connectives[Time] first; then; next; gradually; meanwhile; once; after; when; while; finally

[Cause] because; therefore; as a result; so; by; consequently

[Compare] on the other hand; although; however; compared with; unlike

[Add] and; as well as; also; in addition; what is more

National Basic Skills Strategy for Wales

The Basic Skills Agency on behalf of the Welsh Assembly Government

The seeds of any weeds in the compost are destroyed because of the high temperatures which develop as the materials decompose.

Volcanoes are formed when magma inside the Earth’supper mantle works its way to the surface. At thesurface it erupts to form lava flows and ash deposits.Once lava and/or ash is piled up around the vent ayoung volcano is formed

A lever is a bar that pivots, or turns, against a point known as the fulcrum to lift a load. Levers help make work easier by reducing the force needed to move a load over a distance.

Cause andeffect

Technical termPassive

Text type:

PERSUASION• puts the case for one point of view• often starts by stating the point of view• gives arguments to support • may use different fonts and pictures to

get attention• uses persuasive tricks such as shock

tactics, humour, repetition, questions to the reader

• uses persuader words (surely, clearly)

• uses ‘strong’ words (corrupt;underhand; outstanding)

• mostly uses the present tense

• uses a mixture of long and shortsentences

found in leaflets, posters, speeches, newspaper editorials and letters,advertisements

Examples

Useful connectivesClearly; surely; obviously; unfortunately; naturally; not only; in particular; above all; especially; as aresult; of course; because; it seems likely; in other words; as shown by; in my view/opinion

National Basic Skills Strategy for Wales

The Basic Skills Agency on behalf of the Welsh Assembly Government

Point of view

Supporting point of view

Question to the reader

Strongconcludingstatement

Council Condemns CommonThe Council has agreed a plan to build a supermarket and petrol station on PenvaleCommon, totally destroying a local beauty spot. This outrageous plan must be stopped.

Residents of Penvale and of neighbouring villages regularly walk andpicnic on the common enjoying the peace and natural surroundings.What is more important – people or profit?

Clearly, this question points at what is wrong with localgovernment in this area – it is sly, underhand

and corrupt! Surely, no sensible person could want to see an area of outstanding natural

beauty turned into a petrol station!

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Vocabulary

Alternative Vocabulary

meander hike

saunter trudge stroll amble dawdle toddle shuffle troop march plod

Instead of walk

scamper rush jog

gallop whizz dash bolt race speed sprint hasten scurry

Instead of run

report advise explain declare notify express proclaim inform instruct utter state

mention

Instead of tell

create assemble fashion produce generate

build prepare

construct fabricate

form compose arrange

Instead of make

A wonderful collection of winning words

Alternative Vocabulary

excellent amazing

wonderful pleasant super

outstanding fantastic terrific

splendid marvellous exceptional

brilliant

Instead of good

terrible awful lousy

unpleasant dreadful nasty

horrendous disagreeable

wretched horrible wicked

evil

Instead of bad

ecstatic cheerful pleased elated thrilled

overjoyed delighted

joyful content

glad jovial

amused

Instead of happy

unhappy gloomy tearful upset

downcast sombre

depressed down

sorrowful forlorn

miserable glum

Instead of sad

A wonderful collection of winning words

Instead of said

shouted

ranted

moaned

chuckled

barked

whinged cried

exclaimed

sighed

laughed

growled

whimpered

bellowed

sobbed

grunted

wept

giggled

bawled screamed

announced cackled

howled

sniggered

chattered

uttered whispered yawned

snivelled

wailed

murmured

joked

yelled

grumbled

called

groaned

complained muttered