Year 10 - English
Emulating Murakami's craft to write a descriptive opening
Fiction: read around the world
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils read extracts from four novels from around the world, and use them to develop their narrative writing. In particular, pupils explore writers' use of structure. At the end of the unit, pupils consider their own use of paragraphs for effect and write an engaging narrative.
Lesson Summary
You will learn to write an engaging descriptive opening paragraph using an omniscient perspective and extended metaphor.
Key Notes
- Using an omniscient perspective allows the reader to be more immersed in a scene description.
- An unusual choice of narrative perspective can make your omniscient perspective more engaging.
- An extended metaphor is an opportunity to add detail and depth to writing.
- An extended metaphor is most effective, when explored in multiple layers, e.g. using comparison and personification.
Vocabulary To Learn
- Omniscient: all knowing
- Immersive: allowing someone to become completely absorbed or involved in something
- Extended metaphor: a metaphor that extends several lines of text
- Personification: attribution of human characteristics to non-human things
Common Mistakes To Avoid
- Students may find it difficult to harmonise their perspective choice with appropriate metaphors.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Using an omniscient perspective allows the reader to be more immersed in a scene description. An unusual choice of narrative perspective can make your omniscient perspective more engaging.
2. Define this language term and use it in a sentence. 'Omniscient'
all knowing.
3. Correct this common English misunderstanding.
Mistake: Students may find it difficult to harmonise their perspective choice with appropriate metaphors. Correction: Spend time discussing less effective pairings e.g. a tree would would not perceive people in a city as 'ants' but an airplane might.
More Lessons In This Unit
- 'After Dark': exploring Murakami's extended metaphor Study Guide
- 'After Dark': selecting evidence to support language analysis Study Guide
- 'Suite Française': evaluating ideas about a writer's craft Study Guide
- 'Suite Française': forming opinions on fiction Study Guide
- 'The Cellist of Sarajevo': expressing a personal and critical response to a text Study Guide
- Analysing images of hope and destruction in Galloway's 'The Cellist of Sarajevo' Study Guide
- Analysing Saramago's use of structural devices in 'Blindness' Study Guide
- Crafting an engaging narrative Study Guide
- Developing reading skills by responding to Murakami's 'After Dark' Study Guide
- Emulating Saramago's use of structure in 'Blindness' Study Guide
- Exploring and emulating Galloway's use of symbols in 'The Cellist of Sarajevo' Study Guide
- Exploring structure in Murakami's 'After Dark' Study Guide
- Exploring the use of time in Galloway's 'The Cellist of Sarajevo' Study Guide
- Structuring paragraphs effectively in creative writing Study Guide
- Using inversion and asyndeton to craft interesting sentence structures Study Guide
- Using onomatopoeia and alliteration to craft interesting sound imagery Study Guide
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