[sea ihaai| . | ‘ease | 4, Composition cg Skills fi. fSarah Snashall and Chris Whitney] Scanned with CamScannerCollins} Composition Skills Authors: Sarah Snashall and Chris Whitney Scanned with CamScannerHarperCollins TOU a ERGs \Witham Colin’ dream of knowledge for al began with the publication of his fist book in 1819. A self-educted mill ‘worker, he not only enriched millons of lives, but also founded 4 lourtsing publishing house. Today, staying true to this spit, CColtns books are packed with inspiration, innovation and. ‘practical expertise. They place you atthe centre of a word of possibilty and give you exactly what you need to explore it. Collins. Freedom to teach, Published by Colins ‘An imprint of HarperColinsPublishers ‘The News Bulding ‘London Bridge Street London SEI 9GF HarperColins Publishers 181 Foor Watermarque Building Ringsend Road Dubin roland ‘Browse the complete Collins catalogue at www.collling.c0.uk ‘© HarperColinsPubishers Limited 2017 1098765 ISBN 978-0-00-823650-2 [Alighs reserved, No prof this pubaton may be reproduced, stored In etival system, or transmitted in any formor by any means, electron, mechanical, photocopying, recording or otherwise, without the prior wren permission of the Pubither ora leencepermiting restricted copying inthe United Kingdom isued by the Copyright Lcensng Agency Ltd, 90 Tottenham Cout Road, London WAT 4LP rsh Ubcary Cataloguing In Publication Data ‘ACCatalogue record for this publlation Is avalable from the British Ubrary Publishing Director Lee Newman Publishing Manager: Helen Doran Senior Editor: Hannah Dove Project Manager Emily Hooton ‘Authors: Sarah Snashal and Chris Whitney Development Editor: Robert Anderson ‘Copy-editor Tanya Solomons Proofreader: Cleely Thomas ‘Cover design and artwork: Amparo Barrera and Ken Vall Graphic Design Internal design concept: Amparo Barrera Typesetter: Ken Val Graphic Design Mustrations: Dante Ginevra, Adrian Bifoo, Aptara and Q Production Controle: Rachel Weaver ‘Acknowladgemr Te piers with to thank the flowing fr pemision to reproduce content. Every eft hasbeen made to wae copytgt holders and to btn ther prison othe seo cop materi, The publishes wal lal reelve any formato enabng them torectly any ear or cmon at the ist opportu Penguln Books Ld and HaperColia Publier fran extrac on ages 8-9 from Goodnight Mister Tm by Michele Mago, Pain, 198, copyright© Michele Magorn 198, 1982 Reproduce by pemisin of Penguin Books Ld and Hapa Publier; Wes Magee forthe pots on pages 12-13 Sine oem and "What sth Sun? rom The Witch's Brew and (Other Poms by Wes Mage, Cambridge Unvety res, 199, Reproduced by permison of the author Wes Magee; Unted Ages forthe poem on page 28-29 ‘Kenneth by Wendy Cope, copy {© Wey Cope 2015, Reproduced by erin of United Age worden’ co uk on bel of Wendy Cope and Pega Random Hout Canada for anentract on page 37-38 fom Under o Canada by BurbraSmucke, copyght © Case, irwin & Company Ltd, Trnt/Vancouer, 197, Rproied by persion of Pengula Random House Canada Yung Rea. Scanned with CamScannerMissy Hensen sat uneasily and restless in the carriage seat. She talked to Old John of moving North and of selling things. She talked of how her husband, Jeb Hensen, was old and sick and had to go to the hospital in Richmond. She said they had no kin to leave things to ... When Missy Hensen and Old John drove into town, there was excitement on the Court House lawn. Missy Hensen pretended not to see. Old John, who couldn't read, heard the white folks speak of handbills plastered on the Court House door: “WILL PAY TOP PRICES TOMORROW FOR PRIME FIELD HANDS," they read, Old John’s hands trembled on the horses’ reins, A slave trader from the deep South was coming to their town to buy tomorrow Jeb Hensen was making plans to movel Old John and the other slaves at the Hensen plantation knew about the buying of Virginia slaves. Word of it spread like a wind-whipped flame from one plantation to another. Rumours spread. Some said the buyer lined the slaves up one by one like cows and pigs. They'd sell a mother to one man and her children to another. “In the deep South,” folks said, “even the little Children tote hoes bigger than themselves, to chop the cotton. Then they get whipped ‘cause they don't finish the work the overseer set out for them." Massa Hensen didn't whip much on his plantation. “Too Soff=Hearted,” some of the slave owners said, Scanned with CamScannerGet started Discuss the questions and complete the tasks with a partner. 1. What is a character perspective? 2. Who or what is a narrator? 3. Explain the difference between a first person and a third person narrative. 4. What could be an advantage and what could be a problem with writing in the first person? 5. Have you ever heard of a third person omniscient narrator? Use a dictionary and see if you can work out what the term means. Try these There are two main character perspectives: the slaves and the slave owners. Read the extract carefully and look for details of each perspective in the text. Write a summary of each perspective by answering these questions in the table. The slaves The slave owners What is their position in society (their social status)? What do they hope for in the future? Do they have any plans? What are they afraid of? Scanned with CamScannerNow try these 41, Think of a story that could be told ss pme from two character perspectives. ea” tia” You might want to choose from the story ideas below or think of one of yout own. Write a short, fist person account of your chosen story from the Perspective of one of the characters, * The theft * A trip to the 200 * Goldilocks and the three bears v fend hough fe that chert YOu have written. This version ‘ents only from that cl laracter's perspective bh story but this time from another a eu ea character's perspecti ive, Do they see thi it person account a ‘~ Scanned with CamScannerDialogue Dialogue has many uses: to show what characters think or feel; to show relationships between characters; to move the plot forward; and to pass on information or explain things to the reader. Read the extract from ‘Jazeera in the Sun’ by Lisa Bruce, then complete the activities that follow, Jazeera sipped her drink and turned her attention to a severe-looking woman who had just entered j the shop. She was followed by three trailing daughters of various ages, all looking bored. The woman, who was obviously their mother, began choosing sets of bangles for each of her daughters, without once consulting them as to which colour they would prefer. The girls for their part stood in a disgruntled line and stared at Jazeera Buse eas Foe te a) (tia Jazeera turned to Ibrahim to avoid meeting the row of BIBHEBVER. He was arguing with their mother, “But you must give me a better price than that.” “Twenty rupees eact “But 'm buying six sets. | will give you a hundred rupees and no more.” “Done!” Ibrahim held out his hand for the crinkled note, “You would not get bangles of this qual price anywhere else, madame,” he ote for that The woman snorted and ushered her rel back out into the busy street ... reluctant brood Scanned with CamScanner7 ra was confused. If the bangles were twenty Haas each, then six sets should have cost 120 rupees. That meant that Ibrahim had sold them too cheaply. He was cheating her uncle! Just then Uncle Salim i returned. Before Jazeera had a chance to say anything, Ibrahim thrust the 100 rupee note into his hand. a =) Ibrahim was obviously pleased with himself. . eT “Six sets. | just sold six sets for a hundred rupees! Ibrahim’s eyes danced with glee. “Very good," Uncle congratulated him. Jazeera couldn't stay quiet. “Uncle,” she said Ea “They should have been twenty rupees each.” cee eet eee tre) eral Ae Ase Uncle Salim looked at her worried face and Erouched] GOW? beside her. “Let me Explain,” he said. “Shopping here is not like shopping in England, where everything has a fixed price on the label. In India, we argue about the price. The shopkeeper will start by saying a price much higher than he expects to get. Then the customer says a price much lower than he or she expects to pay. Slowly, the shopkeeper lowers his price and the customer raises his until they both agree, somewhere in the middle.” ein Retele Ue Ree rootkit) ON eteRoALoe Jazeera frowned. “That all sounds very ESEIBICATAE.” “Yes,” laughed Uncle. “But so much more fun than avery good shopping in England. Ibrahim here is salesman. One hundred rupees is much more | than | would have sold the bangles for.” Uncle slapped Ibrahim playfully on the back. “ ‘and ig proud of him, They) UP uae tet) Phere Be tec RCL MEALlSD RACEHORSE eco BAGH when | leave it with him..." Scanned with CamScannerGet started Discuss the questions and complete the tasks with a partner. . Have you ever used dialogue in your own stories? Look back at your work and find examples. . Look at the examples you found. Why did you choose to use dialogue? N 3. Did the dialogue you wrote have the effect you were aiming for? 4, What are the rules for correctly punctuating dialogue in stories? Z Write a list of rules. ON u 5. What different purposes can dialogue be used for in stories? he Make a list. l l @ Try these 7 4. Look at what the woman buying the bangles says. What does it tell us about her character? 2. The three daughters are described as a ‘row of silent eyes’. Do the girls speak at any point? 3. Dialogue is one way to get to know a character. What effect does the girls’ silence have? 4. What happens because of the conversation between Ibrahim and the woman? 5. Is Uncle Salim pleased that Ibrahim sold the bangles? How do we know? 6. Why does Jazeera speak softly when she talks to Uncle Salim about the bangles? 7. When Uncle Salim explains haggling to Jazeera, to whom is he also explaining it? 8. When Jazeera says haggling ‘sounds very complicated’, what does that tell us about her knowledge of Indian culture? 9. What does Uncle Salim say that tells us Jazeera is from England and is now in India? 10. Uncle Salim trusts Ibrahim and thinks he is a good shopkeeper. Which piece of dialogue tells us this? de cae. Scanned with CamScanner oT aeNow try these 1. Think of a conversation that could take place between two people ina shop. Write a summary of the plot and a brief character description of the two people who will hold the conversation. 2. Now write the dialogue between the two characters. Remember to follow the punctuation rules for dialogue. Make sure, too, that the dialogue tells your reader something about the personality of the two speakers. Remember to use your checklist to remind yourself why you are using dialogue! Scanned with CamScannerWriting a persuasive letter When writing a persuasive letter there are some things you should always refore, whom should you consider. Whom do you want to persuade and, the write to? What do you want to persuade the person you write to al facts or evidence do you have to support your argumen! argument be structured? Dear Mrs Hoyle, [i are writing to you as EEHIEIIEM to express ‘our concern about road safety near our Primary School. Be cae cate) Peet eu eau perc RS ep enre poe your argument (one point eae DE {Wa understand that our crossing patrol person has lost her job and that there will no longer be any assistance for our pupils in crossing the busy road at the beginning and end of the school day. The reason we were given by the local council is that not enough children use the crossing, so it is no longer necessary. We think, however, this is wrong for two reasons: FIR, we have done a survey to show how many ‘ children use the crossing in a week. The results show that, out of 210 children that attend the school, at least 20 use the crossing both morning and afternoon. On some days, Hi ee oko ul 1 pin ‘ni Secorid, even if many fewer children used the he crossing, MIERCEPStaenmsam, it is necessary. fy Scanned with CamScanner{ j to approach the council On the basis of this evidence, we would ask you and ask it to reconsider its decision. This letter has teachers and parents. the full support of all Yours sincerely, P. B. Jones Clerk to the Governing Body Get started | Discuss the questions and complete the tasks with a partner. 4, Have you ever written a letter or an email persuading someone of something? Discuss who you wrote to and why you wrote to them. What were you trying to persuade them of? Was the letter or email successful? If you have never written a letter or email like this, think back to a time when you had to persuade someone to do something by talking to them. 2. What are the rules for writing a formal letter? Write alist. 3. How many reasons can you think of for writing a persuasive letter or email to someone? Write a list. Try these Answer these questions about the letter. 1 2. Who is this letter trying to persuade? |. Why is the addressee the best person to write to about this issue? 3. What are they trying to persuade the reader about? 4. What evidence does the write give to support their argument? 5. Write a sentence summarising each paragraph of the letter. Scanned with CamScanner. The language is persuasive. But is it formal and polite or informal and personal? - What words and phrases are used to guide the reader through the argument? Make a list. . What things should you always consider when writing a persuasive letter? era PS FS anand Now try these wu ite What issue do you feel strongly about at school or in your neighbourhood? What changes would you like to see? Who could you write to about this? When you have thought about these questions, plan a persuasive letter about your chosen issue. Use the structure and the prompts provided in the table. Address and date | Where will this go? Formal greeting Do you know their name? First paragraph Introduce your complaint and the change you would like to see. Second and third | Make your points, providing the facts or evidence Paragraph you need to support your argument. Connecting words | Check that you have made links between and phrases the paragraphs. Signing off If you know the person's name, use ‘Yours sincerely’; if you don't, use ‘Yours faithfully’. Now write your persuasive letter, using your notes in the planning table to remind you of what to include. This time you should write in full sentences and use formal language. Be persuasive but remember to 2 DB remain polite. Scanned with CamScannerWriting factual reports and opinion pieces A fact is a piece of information that cannot be argued against. An opinion is a personal view or belief that cannot be proved. Normally, newspaper articles concentrate on reporting facts. In an editorial, the writer can express their opinions. Read the two newspaper reports, then complete the activities that follow. LATEST NEWS Hordington Star Protest in town centre Ed Com reports Thursday evening saw a huge crowd gather outside the Town Hall to protest against the proposed building of a wind farm in the area. Hordington is a small market town surrounded by farmland and _ beautiful countryside. People who live in the town and surrounding area are worried that ETO summer visitors who like to walk on the hills and visit the castle. 'm sure they won't want to come if that monstrosity is built! | run a “This is good news," he said, but we haven't won yet. We will 0 on demonstrating and letting the Council know exactly how we feel until plans for this wind farm have been scrapped!" small café, so if people stay away, it wil affect my livelihood.” The protestors chose to demonstrate on Thursday evening as the Town Council was meeting to discuss the wind farm. People gathered in the main car park and marched to the Town Hall carrying banners and chanting, “No wind farm!” |, but the demonstration was peaceful and orderly. EETESOUETSSS, a spokesperson from the Council came out and said that no decision had been reached. The Council would discuss the proposal at next month's meeting. Huge cheers greeted the news. The organiser of the protest, Mr Alan Green, addressed the crowd. Scanned with CamScanner~4 syrrounding areas do not Not in my backyard! Editorial Most people seem to agree that diate change is a problem. Most people seem to agree that buming fossil fuels - coal, gas etc. - is the main cause of that problem. Most people seem to agree that we need to find sustainable forms of energy. But if that sustainable energy means building a wind farm on nearby countryside, that is where the agreement stops! The” démonstration on Thirsd2y evening was about jest this problem. People who lbve in Hordington and want their countryside spoilt by 2 wind farm. The Council row this but, instead of tzorg notce of what people xe szyrg, they keep putting co the deasion hoping the protestors will go away! Scanned with CamScanner Our sources inside the Town Hall tell us that several councillors are in favour of the wind farm because they stand to make a huge profit by selling some of their land to the company that wants to build it. This is ot Good” enough! Councillors are elected to represent the people — not line their own pockets. Having said that, however, we have to be realistic. We cannot go on burning fossil fuels, and We cannot Gxpect that other people in Other places” will soe the Problem, and that our little comer of the country will remain unaffected. We may not want the wind farm, but if it safeguards our children’s future shouldn't we at least consider it?Get started Discuss the questions and complete the tasks with a partner. a Ye 1, Explain what a fact is in your own words. 2. Think of some examples of facts. on Ra 3. Explain what an opinion is in your own words. 4. Think of some examples of opinions. 5. What is an editorial article? Have you ever read one? EE ETE SESE RN ee Try these 1. Copy and complete the table, finding examples of facts and opinions from the extracts. Facts Opinions 2. In which text did you find most opinions and in which the most facts? Scanned with CamScannerWan ty ies BAA IAL AG IP EE BU Soy PPA IAAL OTL LARP YE PPM EDP Y BAPE OME PE AIA PAM ALL RRA PY YUE PATE PNA AREA OK YL AR YY) 2 AOL YR UA bill 9p LOE) MAIL OB IPS AIP MALL ERLE DE LLEDIAE NM OB MAB APE ALIAV ARMED OMAP SAE OB OASIS Whe NAR YALL 4 ORAM yA WORM OSL RLS OG MSNA MOLE he WSs DA AMA A A AWA AURA AL, Cite ALA ALM OK A he Sat A the VaAel WA Hay Unhnd toe pt tty Bf OM WMS DWH WOR BAM AA hid eI MAHA SOA WO GAN: OP BDI MO AA DAMM BD YA ALAM te YA MOOD hay Wa A000 0 et Oe TAWA C1 EDA WOM Aphids Wa NaN) | be . a lll he os Scanned with CamScannerCe Writing for an audience ho will be reading your text. Here are n has been written for olde When writing, you have to think about w/ two versions of the same fable. This versiot children. ead ‘The farmer, his son and the donkey’, adapted from Aesop, then complete the activities that follow. ‘The farmer, his son and the donkey EGE to market with ‘One day a farmer and his son were in front while the their donkey. The donkey BGadeM on farmer and his son MMBIKEM behind. | a woman Ealléd out to them, “Why are you both walking? Your son could ride on the donkey.” The farmer told his son to get on the donkey and they went on their way. FURIE along, some old men SHOUtEd to them, ENWAV Ista BENE, fit boy riding while his father walks? It's disgusting. Young people have no consideration nowadays.” Quickly, the farmer told his son to get down and he climbed on the donkey. They hadn't been going for very long, when two old women shouted at them. “Look at that farmer on the donkey while his poor son trails behind!” sighing, the farmer told his son to get up behind hi é their way. a im and they went on A little further along the rc the farmer and his fon sie a gang of boys. They insulted the farmer and his son, saying they were monsters to make the donkey’. such a heavy burden. “You should. carry the donkey!" they ieee. a es hs tek Scanned with CamScanner in