Hello and welcome.

Thank you for joining me today.

I'm Mrs. Butterworth and I will be guiding you through the learning.

Now today's lesson is called "Exploring texts about personal experiences." So we're going to be delving into the realm of autobiographical writing and looking at an extract from the 19th century.

So should we get started? So in this lesson you will identify and explain how personal text use language features to create effects.

But before we jump into the lesson, let's look at some key words that are gonna help with our understanding and you may even spot them throughout the lesson.

So these words are form, literary, autobiographical, and first person.

Now the word form is quite important, particularly when looking at nonfiction texts, as this refers to the structure, format, or genre of a text.

So a simple way to think of it is it's like the type of text.

So if we were thinking about some nonfiction forms, these would be a letter, speech, an article perhaps.

So we would talk about these being the form of the text.

And thinking about the form can really help us understand why writers have made specific choices.

You'll see this word literary pop up as well.

Now literary tends to relate to texts that have, I guess, an easy way to put it, elements of literature.

So they relate to written works, especially those considered to have an artistic or intellectual value.

So today we're looking at an autobiography and we could consider this a literary autobiography, 'cause it has features that we would expect to find in literary works.

Also this word autobiographical is going to be very important and a piece of autobiographical is about a person written by that person.

And then finally, we will be thinking about a first person perspective today or a first person narrative voice.

And this is a point of view in writing where the narrator refers to themselves using pronouns like I or we.

So when you look at a text, if it's using I or we, we can make the assumption that it has been written in a first person point of view.

The outline of our lesson looks like this.

We're going to begin by looking at autobiographical writing and then we're going to move on to look at how language is used to convey personal experiences.

So should we get started with the first part of the lesson? So in a moment, I'm going to show you some forms of text or some types of text and I want you to consider what they have in common and what expectations would you have of these texts.

So these are the forms. You've got a diary letter, memoir, travelogue, and an autobiography.

So I'd like you to discuss these questions.

So you'll need to pause the video to give yourself time to discuss these or just think quietly to yourself.

I'm going to give you a little clue.

Maybe think about the title of the lesson, and we'll feed back your answers in a minute.

Okay, pause the video, and off you go.

Okay, fantastic, lots of you scrambling to remember what the title of the lesson is.

So if you remember, we are looking at texts that focus on a personal experience.

So quite rightly, as some of you noticed, all of these forms of text usually convey some sort of personal experience or perspective.

So they will convey a personal experience of specific events or periods of time.

The other thing that people noticed is that they are usually written from a first person perspective and give specific details to document what has happened.

So whether it's a letter, a memoir, or a travelogue, there is usually an element of a personal experience there, and this use of a first person voice, so that use of I or we.

I want you to think now, why might someone choose to write an autobiography? So pause a video, so you've got time to discuss these, that question, or just think quietly to yourself.

Off you go.

Okay, fantastic, lots of interesting ideas there.

So there's so many reasons, isn't there, why someone might choose to write an autobiography.

It might be to document an important date or event.

So maybe to preserve a memory for historical purposes.

So there's lots of reasons, isn't there? Maybe they just want to remember or they want to share something about themselves.

There's loads of reasons why people would choose to write an autobiography.

So just like other forms of writing, writers of autobiographies will use literary devices to convey emotions and document events in detail.

So just because the text is nonfiction or an autobiography, it doesn't mean that it won't use things like similes or adjectives.

They will use all of those things as well to engage a reader.

So autobiographies include features such as first person, as we've discussed.

They're usually written in past tense because they are conveying an experience that has already happened.

They may use emotive language.

So language that may evoke a feeling or reaction from the reader.

And then we use descriptive language.

So like I said a moment ago, things like adjectives and similes, imagery, all of those things that writers use to describe.

So true or false time.

Autobiographies are usually written from a third person perspective? Is that true or false? Yes, well done to everyone that said false.

But now you need to justify it by picking a or b.

Okay, who's ready for the answer? That's right, it's a, so autobiographies are usually written in first person.

This can enable writers to create an intimate and personal account of events.

It's all about them, isn't it? An autobiography.

So of course they're going to use that first person perspective.

So we are looking at an extract from Mary Seacole's autobiography published in 1857.

Now Mary Seacole is a really fascinating historical figure.

So she's one of the pioneers of modern nursing and she was an active figure on the frontline of the Crimean War.

She's a very interesting woman.

Now the title of her autobiography is this, "The Wonderful Adventures of Mrs. Seacole in Many Lands." Now I'd like you to discuss why has Mary Seacole called her autobiography this and what does it suggest to the reader? Pause the video so you've got time to discuss your ideas or you may wish to sit quietly and just think to yourself.

Ready to pause the video? Great, off you go.

Okay, some excellent suggestions there.

So lots of you picking up on how she's described it as the wonderful adventures.

So it makes it sound really exciting and engaging, like the reader would want to read it, wouldn't there? 'Cause it's this idea that Mrs. Seacole or Mary Seacole is on this amazing adventure in these different lands.

So it makes it sound really exciting and adventurous.

Something that you would want to read.

Okay, so we're going to read a short extract together first.

So let's read the extract together first and then I'm going to ask you to identify some specific features.

But as I say, let's just read it together first, okay? So here we go, "I attended another Russian, a handsome fellow, and an officer shot in the side, who bore his cruel suffering with a firmness that was very noble.

In return for the little use I was to him, he took a ring off his finger and gave it to me.

And after I had helped lift him into the ambulance, he kissed my hand and smiled for more thanks than I had earned.

I do not know whether he survived his wounds, but I fear not.

Many others on that day gave me thanks in words, the meaning of which was lost upon me, and all of them in that one common language, one common language of the whole world- smiles." Wow, it's really powerful, isn't it? I think it's even more powerful to think that this is written from her perspective.

She lived this, she experienced it.

So it's really interesting, isn't it? So I want you just to reread that again by yourself.

And I want you to see if you can identify any uses of first person.

So where in that extract we can tell that Mary Seacole is writing in first person, use of past tense, emotive language, and descriptive language.

So you may want to pause the video to give yourself time to identify those features.

Okay, off you go.

Okay, fantastic, so, yes, lots of you had picked up that the use of I indicates straight away that we've got this first person narrative perspective.

And obviously alongside that, we can tell it's in past tense with these past tense verbs, I attended, I was, I had, gave me.

So if we're looking of what tense a piece of writing is, look at those verbs, 'cause they give you a clue.

And then there's lots of emotive language here, isn't there? Whether she's describing emotions or provoking emotions from the reader, when she talks about the soldier smiling and giving thanks and, you know, the other soldiers using that common language to smile.

And there's a real sense of tragedy here, isn't there? That these soldiers are being really noble, they're being really brave, but ultimately a lot of them are not gonna survive.

She says, you know, that she doesn't know whether this one soldier survived his wounds.

So it's really quite emotional and evocative, not only in how she's feeling, but how the soldiers are feeling and how they feel towards each other.

And then there's lots of descriptive language, isn't there? She describes the Russian who's a handsome fellow and she talks about the wounds in quite a lot of detail.

You know, he was shot in the side and this idea that, you know, he's bearing his cruel suffering.

So you can almost see the suffering on him, but he's still being very brave despite that.

So again, we've got this kind of descriptive language alongside the emotive language really bringing that experience to life for the reader.

We have reached our first practise task.

So now it's over to you.

So you'll need to make sure you have the extract from Mary Seacole's autobiography.

And this is found in the additional materials.

So what I would like you to do, please, is I would like you to read this extract.

And then I would like you to annotate the extract, so you'll need to make notes around that extract identifying examples of first person, past tense, emotive language, descriptive language, and any other interesting language features.

So this might be something that you just find interesting yourself, okay? So make sure you've got everything you need in order to complete this task.

And when you are ready, pause the video, get reading that extract and annotate it with all those wonderful examples, okay? Pause the video, and off you go.

Great, thank you so much, everyone.

Lots of you picking up, it's quite a gruesome extract, isn't it? I think Mary Seacole really doesn't hold back in the descriptions of the wounded soldiers, what they're experiencing.

And I guess this is what makes a really effective autobiography, isn't it? It's almost like we're experiencing that with her, which I think is what makes this autobiography so compelling and so evocative.

She does a really great job, doesn't she? Okay, so Sofia here looks through her annotations and finds her most interesting quotation.

So for Sofia, she really likes this quotation, "I shall carry the scar with me to my grave." It's really powerful, isn't it? And she explains her choice.

So she says, "It demonstrates Seacole's use of first person and emotive language.

It's almost as if the scar reflects her experiences physically and mentally, that she'll remember these events indefinitely." And what a lovely explanation there.

I can see how Sofia's really thought about what Mary Seacole has done here and why she's doing it, the effects that that has created.

So I want you to do the same now.

So I want you to look through your annotations and I want you to pick your most interesting annotations, so what you consider to be the most interesting and explain your choice, okay? Great, pause the video, so you've got time to get that done, off you go.

Well done, everyone, we need to keep going, 'cause we've got the second part of the lesson to get through.

But you have been doing so well so far, so let's keep going.

So Mary Seacole effectively uses language to convey the horror of her experiences.

And we found that out through the reading, didn't we? She is really effective with language and really conveys the true horror of what is happening on the front line.

But we're going to focus on these elements specifically.

So we're going to look at the vivid descriptions of death and suffering.

We're going to look at that first person perspective and we're going to look at emotive language.

Now I'd like you to discuss, please, why does Mary Seacole vividly describe the death and suffering, and can you find any examples from the text? Okay, so pause the video, so you've got time to discuss those ideas and revisit the text, okay? Pause the video.

Off you go.

Great, fantastic, some really lovely ideas coming through there.

And it's great to see so many of you looking back at the extract to find that quote and to remind yourself of what's happening.

So she actually uses detailed descriptions to convey the horrors of the battlefield.

So she uses these descriptions like the poor body is torn and rent in hideous ways.

And she talks about the scared spirit struggles to lose itself from the still strong frame.

And it's interesting, isn't it? She uses the word scared spirit.

I had to check this quite a few times 'cause I thought it was supposed to say sacred, but she very much means to write scared, which really shows the emotions of the soldiers, doesn't it? And it's quite an interesting point there.

And what these descriptions do is they really create a powerful image of the violence and agony experienced by the soldiers.

And she does this to really immerse the reader in the scene.

So we've got this real vivid imagery which really immerses us in the scene.

It's almost like we're there.

And it also evokes a real strong emotional response such as horror and empathy.

And it's interesting, those mixture of emotions, isn't it? While you read it, you sort of don't want to carry on reading it, because it's so horrific.

But equally, you feel this great empathy and sympathy for those soldiers and for Mary Seacole, so there's such a mix of strong emotions there, which is why this writing is so clever.

And it also really highlights the brutal reality of war and the intense suffering it causes.

Mary Seacole doesn't want to shy away from the reality of war.

She wants her reader to be fully aware of what she experienced and the experiences of conflict.

Okay, question time.

So which two sentences best describe Seacole's use of graphic imagery? So we're looking for two sentences, okay? So you'll need to read those through and pick your two sentences from a, b, and c.

Okay, pause the video.

Off you go.

Okay, who's ready for the answer? Who's feeling confident that they've picked the right sentences? So the answer is a and b.

That's right.

So option a is that it immerses the reader in the scene evoking strong emotional responses, which it really does.

We all felt that work, didn't we, when we were reading that extract? And it also highlights the brutal reality of war and the intense suffering it causes.

And I think this is partly what Mary Seacole is trying to achieve.

She wants to really show the truth, the reality of war and suffering.

So using a first person perspective is a convention of autobiographical writing, so we know this.

But I really want us to think about what is the effect of that first person? What does it do with the relationship between reader and writer? So read the extract again and try changing the perspective.

So you'll need to sort of change the words around a little bit.

But I want you to think about how it sounds if you use Mary or she instead of I, okay? So just have a little play around with that.

Pause the video so you've got time to do that and really consider what is the effect of that first person narration.

Okay, we ready to go? Fab, pause the video.

Off you go.

Great, so lots of you noticed how it really shifts when you start to use Mary or she, that third person perspective instead of the first.

Because a first person perspective provides a really personal and intimate account of the events.

It's almost like someone's telling you personally, isn't it? I felt this, I was doing this, I saw this.

Like you feel like they're addressing you almost directly.

And this personal touch engages the reader and adds a layer of credibility to the narrative.

So if we know that it's being told from the person's perspective, it sounds true.

We're less likely to question it, because it's from that person's own experience.

So it makes the experiences described feel real and relatable.

So that use of I is really important.

So using that creates these effect, it creates that credibility, it creates that authenticity as well.

I now want us to focus and zoom in on some of Seacole's word choices that really help to convey her emotions, her feelings.

So we're thinking about her use of emotive language.

So these words are from the extract.

And lots of adjectives there that really describe Mary Seacole's experience.

So what I'd like you to do is I'd like you to read through those words and just discuss how do they convey the feelings and experiences presented by Seacole? Can you find any connections between the words? How is she using language to describe her experiences? So there's lots that we can talk about there.

But I'm gonna leave it to you.

So pause a video and discuss your answers or just sit quietly and think to yourself, okay? Off you go.

Great, some really interesting responses there.

It's interesting, lots of you picked up on that kind of the contrast between the word peacefully and some of the more words that indicate suffering and, you know, things like fearful, for example.

So some really lovely connections being drawn there between the words, but it is question time.

So which word is not used by Seacole in the extract, a, b, or c? Think about the tone and feelings conveyed in the extract and which one of these words does not fit in that, okay? So which word is not used by Seacole in the extract? Is it a, b or c? And the answer is, that's right, a, contently, because I don't think there is any moment in that extract where anyone is feeling content.

So I think that was the choice there.

Well done, everyone.

Okay, so we are onto our second practise task.

So just a little bit further to go and a little bit more hard work.

You've been doing fantastically so far.

So what you are going to do is you are going to imagine you are a nurse, like Seacole, working in a war zone.

And I'd like you to create your own piece of short autobiographical writing that conveys the experience.

So you must include first person, past tense, emotive language, and descriptive language.

So you need to really think about how Seacole conveys her experiences and adapt them to tell your story.

You may wish to use details and ideas from the Seacole extract to help you.

Likewise, you may wish to use some of those descriptive words that we looked at a moment ago to help in your writing as well.

So you've got everything that you need in order to create a really interesting piece of writing, okay? So make sure you've got everything you need to complete this task.

Pause the video so you've got plenty of time to write those wonderful pieces of autobiographical writing in the style of a nurse in a war zone.

Okay, everybody ready? Fantastic.

Pause the video, and off you go.

Great.

Wow, I can feel the hard work.

(chuckles) Well done, everyone.

That was a really great task.

I really loved how some of you drew on some of the details and language uses of Mary Seacole.

I think that's a really clever thing to do is to borrow things from other writers.

So well done to everyone that did that.

But there was some really interesting descriptive and emotive pieces of writing coming out there.

So well done.

So what I'd like you to do now is just to have a look at your work and self-assess it using the checklist.

So you need to make sure you've written it in first person, so you need to look and make sure you have written I or we, so it is from your first person perspective.

Also check that you have written in past tense.

Now more importantly, you need to check that your tense is consistent throughout.

So check those verbs in particular.

Are they all in past tense? Because sometimes when we're writing we can start to slip out of the tense, so check we're all in past tense.

Then I want you to check you've included some emotive language.

So have you used language to convey your feelings like Seacole did? And have you used some descriptive language? So have you used some interesting adjectives? Maybe you've used another form of descriptive language.

But pause the video just to give yourself time to use that checklist to check your work, okay? Off you go.

Okay, fantastic.

Brilliant work, everyone.

I have been so impressed with your engagement with that text, so well done.

Let's just remind ourselves of everything we have learned because it's a lot, isn't it? So we know that the forms of personal texts include letters, diaries, autobiographies, memoirs, and travelogues.

That writers of autobiographies will use literary devices to convey emotions and document events in detail.

And Mary Seacole is an excellent example of that.

Features of autobiographical writing include first person, past tense, and a use of descriptive and emotive language.

Mary Seacole effectively conveys the horror of war through her use of vivid imagery.

We all experienced that, didn't we? And Seacole's use of first person and emotive language creates an intimate and authentic account of war.

So lots covered there and lots of hard work.

I've been very impressed, and thank you so much for that.

But it's time to finish the lesson, so hopefully I will see you all again in another lesson too.

So thanks again and see you then.

Goodbye.