the beat, flow, or pattern of a piece of music or writing

the marks we use to separate sentences, or parts of sentences; good punctuation creates clarity and rhythm

a punctuation mark that comes at the end of a sentence; a very powerful piece of punctuation

a punctuation mark that is used to create a pause in a sentence, often in a list

when you use a comma to divide two independent ideas, but should have used a full stop instead of comma

Using sentence structure to create rhythm in writing about World War One

English

In 'A World at War: Short Stories', pupils explore the reasons for writing war literature and how it seeks to convey the suffering of soldiers and civilians, in times of conflict. In 'Power and Conflict Poetry', students explore the many types of conflict that arise through war, with themes including patriotism, propaganda, fear, guilt and duty.

In 'The Tempest', pupils are encouraged to write from the viewpoint of Caliban and Ariel, adopting character voices in creative writing. In 'A World at War', pupils emulate the writing styles of the authors that they encounter, to create an authentic voice in their writing. 

Literary perspectives from the First World War

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Depiction or discussion of serious mental health issues including eating disorders, self-harm, suicide or attempted suicide, or the aftermath of such an event.

Depiction or discussion of mental health issues

the marks we use to separate sentences, or parts of sentences

comes at the end of a sentence to signal the end of an idea

used to create a pause in a sentence, often in a list

when you use a comma instead of using a full stop

You can create rhythm through similes and metaphors.

You can create rhythm through precise punctuation.

You can create rhythm through powerful and unusual word choice.

You can create rhythm through varied sentence lengths.

You can create rhythm through stanzas and verses.

A pupil seeks advice about how to create rhythm in their creative writing about a soldier in WW1. What would be the most specific and helpful advice you could offer them?

John was exhausted, he wanted to go back home to his family, and his tools.

John was exhausted. He wanted to go back home to his family, and his tools

John was exhausted? He wanted to go back home to his family, and his tools. 

John was exhausted. He wanted to go back home to his family, and his tools.

John was exhausted he wanted to go back home to his family and his tools.

Which of these sentences uses full stops accurately?

Whenever, he went to sleep John saw Peter's smiling, hopeful, youthful face.

Whenever he went to sleep John saw Peter's smiling, hopeful, youthful face.

Whenever he went to sleep, John saw Peter's smiling hopeful youthful face.

Whenever he went to sleep John saw Peter's smiling hopeful youthful face.

Whenever he went to sleep, John saw Peter's smiling, hopeful, youthful face.

Which of these sentences uses commas correctly?

John saw May on the coastline, Susie started to run towards him.

May, heartbroken, cared for John all his life.

Whenever there were chores, John would help.s

Kate never asked her father about his experiences, Susie always pestered him.

John gave up his job, gave up sport and gave up any hope for a healthy life.

These sentences were inspired by 'Propping Up The Line' by Ian Beck. Which of these sentences uses a comma splice and is therefore not an accurate sentence?

Wilfred Owen was a poet and British soldier in WW1. In his poem about a gas attack, the first line of the second stanza reads, "{{ }} Quick, boys!"

Alfred feels something brush against him.

The rat touches a bit of Alfred's bare skin.

Alfred reflects on all the horror he has seen in the trenches.

Starting with the first plot point, order the opening sequence from 'Propping Up The Line' in chronological order.

What punctuation is missing from this sentence?
"The mud stank John trudged on, unaware of anything but the burning in his chest." 

What punctuation is missing from this sentence?
"The trenches were a black hole: no warmth food or hope. " 

What punctuation is missing from this sentence?
"'Catch' yelled Peter, throwing the ball at John in the anticipation he might be up for a game." 

What punctuation is missing from this sentence?
"How could Frank hope to face his family again How could he hope to play with them or tickle them".

One of Wilfred Owen's most famous poems is about a gas attack. The speaker sees a man dying in front of him and says that he now sees this death "In all my {{ }} before my helpless sight".

Content guidance

Depiction or discussion of violence or suffering

Depiction or discussion of mental health issues

Adult supervision required

This lesson will soon be taken down.

Using sentence structure to create rhythm in writing about World War One

Lesson outcome

Content guidance