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Creative Writing London Riots 2011

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by

P Bali

on 19 June 2013

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Transcript of Creative Writing London Riots 2011

Remember Peer Marking Rules:
Be Kind
Be Helpful
Be Specific The London Riots 2011 Creative Writing Settler How does the video make you feel?

Whose side do you take? Why? Objective To empathise with
a person and create
a description using
creative language. Starter: In pairs, look at your picture.

One person in the pair must empathise with
the police officer.

The other person in the pair must empathise with another person in the picture who is against the officer.

Mind map as your character:
What has happened before this scene?
What is happening now?
How do you feel?

Be as detailed as you can as you will use these notes in your descriptive piece of writing. Main You must write a description as your character based on the picture in front of you.

Remember to cover:
What has happened to you before you got to this scene?
What is happening now?
How are you feeling? Plenary Swap your work with your partner.

Peer mark the work based on the success criteria.

Give your partner:
3 WWW (What Went Well- Positives)
1 EBI (Even Better If...- Targets) Outcome Create a piece of creative descriptive writing. Success Criteria Mrs Bali's First Example I was at Greggs piking up some doughnuts. I got a call from my boss. He told me to get to the other end of Oxford Street. I got there and I was scared. There were hudreds of people there and were braking into shops. I tried to stop them but they all ganged up on me. I was really scared now because I was on my own. I didn't know what to do. What do you think?
What do you think I should do to make it better? Some Feedback Mrs Bali's Second Example As I stood outside Greggs, enjoying my delicious and succulent jam doughnut, a call came through to me from my superior. He frantically told me that I had to rush over to Oxford Street as another riot had broken out.

I dashed over to the other side of the area, unaware as to what was going to meet me. Although I was anxious, I ran as fast as sound travelling through the airways.


Approaching the scene, I saw crowds of youths. It was a horrifying site, like a bomb had exploded and chaos had begun. Glass was scattered everywhere! I didn't know what I was going to do. How would I be able to get control here? For a C grade, you will be able to :

- spell most words correctly;
- use different punctuation marks for effect;
- use grammar correctly and stick to the past tense;
- use different openers for sentences and paragraphs;
-use paragraphs correctly;
- use difficult 'wow' words;
- use the more difficult features from A SMART PERSON;
- use 'wow' words;
- use at least 6 features from A SMART PERSON. For a B grade, you will be able to :

- spell all simple words correctly and most 'wow' words;
- use all simple punctuation correctly (. , ? ! ') and try to use more difficult ones (: ; ...);
- use grammar correctly and stick to the past tense;
- use different sentences for effect;
-use paragraphs correctly and vary the length for effect;
- use difficult 'wow' words;
- use the more difficult features from A SMART PERSON. Making your writing fantastic: Have you used:

- correct spelling?
-'wow' words
- different punctuation marks correctly?
- correct grammar?
- paragraphs
- different types of sentences?
- different connectives?
- at least 6 features from A SMART PERSON?

Adjectives
Similes
Metaphors
Alliteration
Repetition
Triplets
Personification
Emotive Language
Rhetorical Language
Senses- see/hear/smell/touch/taste
Onomatopoeia
Nouns For a B grade, you will be able to :
- spell all simple words correctly and most 'wow' words;
- use all simple punctuation correctly (. , ? ! ') and try to use more difficult ones (: ; ...);
- use grammar correctly and stick to the past tense;
- use different sentences for effect;
-use paragraphs correctly and vary the length for effect;
- use difficult 'wow' words;
- use the more difficult features from A SMART PERSON. For a C grade, you will be able to :
- spell most words correctly;
- use different punctuation marks for effect;
- use grammar correctly and stick to the past tense;
- use different openers for sentences and paragraphs;
-use paragraphs correctly;
- use difficult 'wow' words;
- use the more difficult features from A SMART PERSON;
- use 'wow' words;
- use at least 6 features from A SMART PERSON.
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