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Exciting English

Superb examples of Y6 Writing 2018-19

Superb examples of Y6 Writing 2018-19 1
Superb examples of Y6 Writing 2018-19 2
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We are making real progress in writing well-developed reading comprehension responses

We are making real progress in writing well-developed reading comprehension responses 1

Outstanding first draft of a WW1 poem

Outstanding first draft of a WW1 poem 1

Our Mantra!

Our Mantra! 1

Autumn 2018 - super first attempt at responding to a 3 mark comprehension question!

Autumn 2018 - super first attempt at responding to a 3 mark comprehension question! 1

In English, we use Exciting Sentences to help structure our writing and engage our reader!

 

Here are some examples of exciting sentences to get you started ...

 

Remember to use well chosen vocabulary at all times and interesting verbs. Many of these sentence types can be combined and developed further.

 ‘2A’ (To add interesting detail about the noun – creating a noun phrase)

  • He was a big, hairy man with small, pointy ears.
  • It was an overgrown, messy garden with a strange, magical tree.
  • The luminous, towering structure housed an army of cybernetic, murderous robotic assassins. 

 

‘ ,boys’ (Coordinating conjunctions but, or, yet and so)

  •  It was a lovely dress, but the girl did not like it.
  • He could be extremely friendly, or he could be miserable.
  • He knew what he must do, yet he struggled to decide what to do.

 

‘De : de’ (Description: details)

  • Nancy Drew was very organised : she always wrote everything down.
  • I was exhausted: I hadn’t slept for more than two days.
  • Surprisingly, Sherlock Homes was incredibly disorganised: he had piles of paper strewn across his room. 

 

‘Noun, which/who/where,’  (To insert extra information, adding detail)

  • Mr Smith, who was a kind teacher, gave all the children cakes.
  • Snakes, which some people find scary, are not all poisonous
  • Limestone Abbey, where old Jim had been laid to rest, was an eerie, daunting place.

 

‘Double ly ending’ (To add detail about the verb)

  • She ran quickly and carefully.
  • He swam slowly and awkwardly, splashing everyone as he went.
  • He wrote swiftly and assertively, his imagination leading him through his scariest dreams.

 

 ‘Short’ (Use for impact)

  • Oh no!
  • Then it happened.
  • Where would it all end?

 

 ‘Start with a question’ (To engage the reader)

  • Have you ever been to a beach? That’s where my story starts.
  • Have you ever imagined what the world would be like without gravity? Let’s find out!
  • Have you ever sailed the world’s seven oceans? Climbed the most extreme peaks? Forged the densest jungles? Explorer James Forrest has, yet today, he is still seeking the ultimate adrenaline rush.

 

‘Sound! Cause + adverb (Use for impact & action)

  • Crash! Spiderman suddenly fell into a heap on the floor.
  • Splosh! The minty, fresh toothpaste clumsily hit the cold, hard mirror.
  • Crash! The alarm clock explosively smashed into hundreds of pieces as Peter Parker sleepily hit snooze.

 

‘Some; others’ (To compare and contrast)

  • Some people like chocolate; others do not.
  • Some days are full of sadness; others we never want to end.
  • Some countries have a horrific history; others have more peaceful tale to tell; all are important to our future.

 

 

‘Before; after’ (To compare and contrast)

  • Before it was chaos; after a strange silence enveloped the room.

 

‘_ing, _ed’

  • Running down the beach, he stopped to buy an ice cream.
  • Dashing through the dense forest, she paused as a dark shadow crossed her path. 
  • Sauntering across the countryside, the pair halted abruptly at the discordant sound of machines in the distance.

 

‘Adverb verb, person’

  • Angrily throwing the table, Thor was annoyed, frustrated and incensed.
  • Miserably reflecting on what had happened, Thor felt let down. 
  • Quietly grabbing his opportunity, Loki revealed himself from behind the pillar.

 

‘All the W’s’ (Rhetorical questions to engage the reader)

  • What was he doing ?
  • Why was their world changing so quickly?
  • Where was everyone ?

 

     ‘If, if, if, then’ (Introduction or possible conclusion?)

  •  If his alarm had gone off, if he hadn’t tripped down the stairs, if he hadn’t spilled his cornflakes, then Matthew might have been on time for school.
  •  If I hadn’t suddenly woken in the middle of the night, if the alarm hadn’t been triggered, if it hadn’t scared away those burglars, then things could have been very different.
  •   If Hannibal hadn’t lost, if Rome hadn’t been victorious, if Carthage hadn’t fallen, then the Mediterranean would be very different today. 

 

Show: tell 3; The first part tells the reader a broad-ranging fact/opinion about a subject. After the colon, the list of 3 examples follows

  • This was Thor's moment: he strode confidently through the hall; casually winking at his friends; acknowledging the adulation of the crowd.

 

‘Outside (inside)’

  • Trembling with fear he picked up the wire cutters (inside his head he was trying to remember his training).
  • On the outside she appeared calm and serene (inside she was desperately trying to work out what to do next).
  • Macbeth greeted King Duncan with a welcoming smile (his heart was pounding: he was already in a dilemma about following his wife's devious plan).

Some of the 'Exciting Sentences' can be combined - why not have a go?