PLC Papers
Created For:
AO6 Mastery Testing Set 2 Task One: Write your own short piece of writing, attempting to use each of the adverbs in the table from the Mastery Therapy. If you are stuck with what to write about, you could base your ideas on the following scenarios. • An argument between two work colleagues • A speech about animal testing • A sales pitch for a product of your choice • A description of somebody committing a crime .......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... 1 Task Two: Reread the beginnings of the response from the Mastery Therapy. ‘Politicians should be worthy role models who set the tone for the country.’ How far do you agree or disagree with this statement? In school, if a student expressed an opinion and all of his or her classmates jeered and shouted that person down, the teacher would tell the class that they were bullies, that they were behaving appallingly. In the Houses of Parliament, politicians seem to somehow revel in shouting and jeering at each other as if, by the time you reach the dizzy height of MP, this kind of behaviour is suddenly acceptable. Write the next two paragraphs of the above argument. Use a range of conjunctive adverbials to join your sentences and ensure your argument is cogent. ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... 2 Task Three: Select one of the topics from the chart that you completed in the Mastery Therapy (Education, legalising cannabis or Cyberbullying). Write a brief paragraph, introducing the topic, using the five technical nouns you have collated. .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... Task Four: Write a short description of a character with one of the characteristics from the chart in the Mastery Therapy synonymous verbs section. Try to include the verbs you have selected that will hint to the reader about their characteristics. Include at least two different uses of prepositional phrase for impact. .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... 3 Task Five: Write a description of the aftermath of a train crash. In your description, you must use a range of the ingredients from the chart at the end of Mastery Therapy to help you to create imagery. In your writing, you need to create a vivid and emotive image of the following things. Tick them off as you go. Images for Imagery: • The train wreckage • The field the train landed in • The luggage • An injured passenger • A lost child .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... 4 ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
....................................................................................................................... ....................................................................................................................... Commissioned by The PiXL Club Ltd. This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold, nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with, nor endorsed by, any other company, organisation or institution. PiXL Club Ltd endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the acknowledgements or usage, this is unintended and PiXL will remedy these on written notification. 5 AO6 Mastery Therapy Set 2 Vocabulary In the table below, there are ten high‐level adverbs that you could use in your writing. Write a definition for each word. If the word is new to you, find its meaning in the dictionary. Impressive Adjectives Definition Bellicose Calamitous Caustic Didactic Execrable Hubristic Insidious Impudent Nefarious Risible Use all of the adjectives above to write a description of a very horrible school child, as described from the perspective of the head teacher, who is very disapproving of them indeed. Try to use all of the adjectives above and to ensure your other language is also high level so that the adjectives don’t look out of place. .......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
1 .......................................................................................................................
....................................................................................................................... ....................................................................................................................... .......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
....................................................................................................................... In the table below, there are ten high‐level adverbs that you could use in your writing. Write a definition for each word. If the word is new to you, find its meaning in the dictionary. Impressive Adverb Definition Inauspiciously Diligently Frenetically Fervently Indubitably Ostensibly Solicitously Surreptitiously Maliciously Incandescently 2 Conjunctive Adverbials Each conjunctive adverbial has a clear purpose. There are four key types of conjunctive adverbial: causal, temporal, developing and contradicting. Put each conjunctive adverbial into its correct column in the table below. Moreover Accordingly Finally Also Next Similarly Meanwhile Besides Conversely Hence Indeed Thus However Consequently Likewise Instead As a result Despite this Therefore Subsequently Furthermore Still Nevertheless Causal Temporal (of time) Then Developing Contradicting Conjunctive adverbials are usually positioned at the start of a main clause. Add a suitable conjunctive adverbial to link each of the paired sentences below. There is much to be gained from promoting sporting values within school, regardless of how athletic some students are ______________________ It encourages students to think in terms of team and determination. 3 School uniform does not enhance the learning of pupils. _______________________ It makes pupils feel hot, confined and itchy! In school, if a student expressed an opinion and all of his or her classmates jeered and shouted that person down, the teacher would tell the class that they were bullies, that they were behaving appallingly. __________________ In the Houses of Parliament, politicians seem to somehow revel in shouting and jeering at each other as if, by the time you reach the dizzy height of MP, this kind of behaviour is suddenly acceptable. When writers are writing about a topic, they need to use the correct technical vocabulary. Often, these are nouns that are specific to a particular topic area. Using these nouns helps writers to appear informed about the topic. Write a list of five technical words you could use in a speech about the three topics in the table below. Underneath the words, write a brief definition. Education Legalising Cannabis Cyberbullying 4 Verbs Synonymous verbs can often have slightly different implications. Therefore, writers must carefully consider which verbs they use in their writing. Rank the synonymous verbs listed below from the least attractive through to the most attractive. laugh walk smile hit bellow swagger grin smack snort parade smirk smash guffaw stomp beam punch Complete the table below with alternative verbs that have a similar meaning to the verb in bold but that best reflect the characteristic listed. Original Verb Lazy Arrogant Friendly Sit Speak Walk Eat A writer may use a list of prepositions at the beginning of a sentence. This can have several effects. 1. It can create suspense: In the house, through the trapdoor, down in the basement, under the floor boards, there is a secret. 2. It can create a sense of something being very particular / specific: On the left of the blue wire, alongside the fuse, just underneath the switch mechanism, there’s a red wire. Cut that wire. 5 3. It can build atmosphere or importance: In the United States of America, in New York, on Broadway, at the one and only Winter Garden Theatre, for one night only, Judi Dench will be performing her Laurence Olivier Award winning role of Mrs. Malaprop. For each of the effects above, try to create your own sentence, starting with a list of prepositions. ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... If you repeat a preposition, it can act as an emphasis for either the time or place. Look at the two examples below. He followed me into the toilet – into the toilet! At six o’clock, that’s six o’clock, 0600 hours, you need to be there! Write four sentences where you use a repeated prepositional phrase for emphasis. You can modify the second prepositional phrase to add even more emphasis if you wish. Include two sentences with prepositional time phrases and two sentences with prepositional place phrases. ....................................................................................................................... ....................................................................................................................... 6 ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... Participle Phrases Participle phrases start with participles but they also have additional words that turn it into a phrase, rather than an individual word. Here are two examples of how participles can be turned into participle phrases. Crying – Crying about his lost mobile Shocked – Shocked by the sudden outburst of violence Complete the table, turning the participles into participle phrases. Present Participles Present Participle Phrases Past Participles (ING) (ING) (ED) Past Participle Phrases (ED) Thinking Shocked Walking Scared Laughing Intimidated Smiling Embarrassed Remembering Annoyed 7 Task Two: Write a sentence for five of the participle phrases you have created in the table above. Don’t forget that your participle phrase can go either before or after the main clause and that, regardless of where it goes, it always needs to be separated with a comma. Below, there are two examples to help you. Waving regally to her admiring subjects, the Queen smiled for the cameras. The Queen smiled for the cameras, waving regally to her admiring subjects. Impressed by what had been achieved, Claire congratulated her staff. Claire congratulated her staff, impressed by what had been achieved. ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... 8 Using a range of ingredients to create imagery makes your writing more engaging. Complete the table below to show your understanding of the key ingredients you can use in your sentences. Ingredient Definition Examples Adjective Adverb Preposition Subordinate Clause Present Participle Past Participle Commissioned by The PiXL Club Ltd. This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold, nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with, nor endorsed by, any other company, organisation or institution. PiXL Club Ltd endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the acknowledgements or usage, this is unintended and PiXL will remedy these on written notification. 9