Year 10 - English
Using onomatopoeia and alliteration to craft interesting sound imagery
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 create effective sound imagery in your writing.
Key Notes
- You can use aural imagery to help the reader to imagine the sounds of a scene clearly.
- Onomatopoeia needs precise, interesting vocabulary, in order to make it sound sophisticated rather than clichéd.
- You can describe sounds using adjectives or a simile to help create interesting aural imagery.
- Sounds have names (e.g. plosive, sibilant, nasal) and each one can be used to create different effects.
- Describing the development of sound can make your scene description more convincing.
Vocabulary To Learn
- sound imagery: sound imagery describes things we hear to transport the reader to a scene
- onomatopoeia: when you use words that include sounds that are similar to the noises the words refer to
- alliteration: repeating similar sounds in neighbouring words throughout a sentence
Common Mistakes To Avoid
- We need to describe sounds in a scene merely to tick off the fact we have used sensory language.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
You can use aural imagery to help the reader to imagine the sounds of a scene clearly. Onomatopoeia needs precise, interesting vocabulary, in order to make it sound sophisticated rather than clichéd.
2. Define this language term and use it in a sentence. 'sound imagery'
sound imagery describes things we hear to transport the reader to a scene.
3. Correct this common English misunderstanding.
Mistake: We need to describe sounds in a scene merely to tick off the fact we have used sensory language. Correction: Thinking of scenarios where sound is particularly important can help us to use sound imagery more effectively.
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 Murakami's craft to write a descriptive opening 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
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