Year 9 - English
Planning an analytical response
Women's rights across the ages: non-fiction reading and writing
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Study Guides
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 a wide range of non-fiction texts from across history that are centered around the topic of women's rights. They first read a range of texts and identify key themes and techniques within them, before then planning, writing, re-drafting and delivering their own speech.
Lesson Summary
You will learn to effectively use a single paragraph outline to plan an analytical response.
Key Notes
- Single paragraph outlines are a useful tool in the planning process.
- Topic sentences should include words from the question and link to writer's purpose.
- Quotations need to be judiciously chosen and can be embedded into your response.
- Using conclusive discourse markers is an effective way to end your paragraph.
- Concluding sentences should link to your topic sentence and summarise your main ideas.
Vocabulary To Learn
- deplorable: something that is very bad or deserving of condemnation
- bleak: cold, bare or without any hope or encouragement
- judicious: well-selected or chosen using good judgement
- relevant: closely connected to or appropriate
- disparity: a noticeable and significant difference or inequality
Common Mistakes To Avoid
- Planning isn't a useful step in the writing process and it takes too long.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Single paragraph outlines are a useful tool in the planning process. Topic sentences should include words from the question and link to writer's purpose.
2. Define this language term and use it in a sentence. 'deplorable'
something that is very bad or deserving of condemnation.
3. Correct this common English misunderstanding.
Mistake: Planning isn't a useful step in the writing process and it takes too long. Correction: How might planning help to organise our thoughts into a coherent response? How can planning improve the efficiency of the writing process?
More Lessons In This Unit
- Comparing and evaluating non-fiction texts Study Guide
- Comparing the presentation of perspectives in non-fiction texts Study Guide
- Comparing tone and language choices in non-fiction texts Study Guide
- Considering alternative perspectives of war in non-fiction texts Study Guide
- Considering non-verbal features in presenting a speech Study Guide
- Creating comparative analytical paragraphs Study Guide
- Creating layered language analysis Study Guide
- Developing a viewpoint using structural features Study Guide
- Developing analytical responses Study Guide
- Discussing historical and societal attitudes Study Guide
- Exploring a non-fiction text with multiple perspectives Study Guide
- Exploring autobiographical texts Study Guide
- Exploring historical attitudes and perspectives in non-fiction texts Study Guide
- Exploring historical perspectives of men Study Guide
- Identifying and analysing a writer's perspective Study Guide
- Identifying and exploring complex ideas in a text Study Guide
- Persuasive writing: using credible and effective rhetorical devices Study Guide
- Preparing and delivering a powerful speech Study Guide
- Preparing to write a persuasive speech Study Guide
- Re-drafting a persuasive speech Study Guide
- Reading and forming opinions on a 19th century text Study Guide
- Understanding what makes a persuasive speech Study Guide
- Varying sentences and using anecdotes to express a viewpoint Study Guide
- Writing a speech: openings and closings Study Guide
Browse all guides in the Year 9 English guide library.