lL, ne a U 1 world In this unit, you will read about technological developments, discuss the impact of mobile phones and read fiction set in an alternative future. ile * consider how structural choices help a reader + analyse how language and punctuation are used to express formality * compare the language and structure of two articles * write an informative text for a specific audience, Caren For certain types of texts and topics, it is important to consider your audience. In pairs, write two lists, noting down topics and text types where the age of the audience may or may not be important. Do you think that adults are only interested in more formal texts? as4 This is the modern world > How it all happened Itis hard to imagine life before the internet, but have you ever wondered how and why it was developed? This article is from a magazine aimed at _ young people containing non-fiction, informative articles about a range of topics QA How the web was born It started as a way to keep secrets ~ now everyone knows about it! Want the word on the World Wide Web? Read on, infophile! infophile: someone who Sputnik enjoys finding out information chilly: a bit cold Soviet Union: a The Cold War sounds like a chilly conflict, doesn‘ it? In reality, it was a time in the 1950s when the world might have been destroyed. The United States and the Soviet Union were not seeing eye to group of countries eye, and when the Soviets launched a satellite called Sputnik (crazy that were under name, | know!) the Americans panicked. What would happen if US | | communist rue telephone lines were attacked from space? What could be done to from the 1940s to protect communications from such an attack? the early 1990s ARPAnet eye: on friendly terms The answer to the question was ARPAnet. In 1958, the Advanced Research Projects Agency was set up and by 1962, the ARPA network — or ARPAnet — had been created. Over the next ten years, developments resulted in data being passed between computers rather than over telephone wires. This was a significant moment in the birth of the internet. (NSFNET In 1983, ARPAnet allowed the National Science Foundation Network (NSFNET] fo use part of its network. This meant that networked communication was no longer just for military purposes. By 1985, engineers connected computers across IT departments in US universities.4.1 The birth of the internet Tim becomes a parent The World Wide Web as we know it was created in 1989. If it's right to talk about tech development as a birth, then Tim Berners-Lee was the daddy! His creation of hypertext transfer protocol - http to you and me ~ sealed the deal. By 1995, the internet was available to the public in their homes. We're not done yet ... Itook almost 75 years to develop, but now more than three billion people use the internet. What will the next 75 years hold? Sit back and enjoy the ride Pushed for time? Here cre the essentials: + 1960s - ARPAnet Invented to connect mnitary computers 1980s — NSFNET ‘connected university computers i 1989 — Tim Berners- Leecteatedhttp andthe internet was born. Reread the article, making notes on the facts and key dates in the development of the internet. What did you learn that you did not know already? ‘The purpose of this article is to inform readers about the internet, In pairs, note down the structural features of the article. Bearing in mind the purpose of the article, how do these features help the reader? The article addresses the reader in an informal way, but the writer also uses some formal language when giving technological information, Remember that voice and formality can be expressed through both language and punctuation choices. sealed the deal: completed an agreement—— 4 This is the modern world > Write a 150-word analysis of the effect these choices have on the reader. You could focus on: + informal and formal language + questions + punctuation such as brackets, exclamation marks and ellipsis + figurative language. eens There is a subtle difference between the writer and the narrator of a text. The writer creates the whole text, including the voice, personality and attitude of the narrator. Writers adopt different Voices and narrative personae to suit the audience and purpose they are writing for. Do not automatically assume that the writer's attitudes and views are the same as the voice narrating the text. Tim Berners-Lee This article is by the same writer, but it has a different audience. It was Written for a website containing biographies of famous people. It is aimed at adults as well as young people. As you read, notice how the writer has chosen a different narrative voice to the one in the previous article. A Berners-Lee: a brief guide Sir Tim Berners-Lee is best known for inventing the World Wide Web in 1989. He was educated at Oxford University, where he studied physics. In 1980, when working at the European Particle Physics Laboratory (known as CERN) in Switzerland, he proposed the concept of a global way of communicating known as hypertext. Four years later, he developed this concept by suggesting that hypertext and the internet could be joined together to share information around the world.| 4.1 The birth of the internet Sir Tim Berners-Lee has been given many awards for his work, including the Turing Prize for inventing the first web browser, the World Wide Web. He has also been awarded: the Millennium | Technology Prize; the Japan Prize; the Die Quadriga award. In 2004, he was made a knight by Queen Elizabeth II of Great Britain, which gave him the title ‘Sir. In recent years, Sir Tim has continued to develop projects connected —_ | with the intemet. He is director of the World Wide Web Consortium, | which manages the development of the web. He is Professor of Computer Science at Oxford University and the Massachusetts Institute of Technology (MIT). He appeared at the opening cerefnony of the 2012 Olympics, where he tweeted the message This is for everyone’. 4 Compare the structure and language features of the two articles Create a table to show the similarities and differences between: + the way the articles are structured + the formality of the language + the use of punctuation. How did these features affect your response to the topic? Which of these texts was easier to read and follow? Why? 5 When writing an informative article, it is important to consider your audient What tone and voice would be most appropriate? Ask yourself: who is your article aimed at? Write an article aimed at people aged over 70, explaining how | the internet was developed. Assume that your audience has some j interest in computers but does not have the same knowledge that a younger person might have. Start by doing some research into the history of the internet. Collate and summarise information from a range of sources, then plan the structure and sequence of your work. Write 200 words. Remember to: + develop a clear voice in your writing + use language and punctuation appropriate to the formality of your writing and the topic4 This is the modern world » Write a 150-word analysis of the effect these choices have on the reader, You could focus on: + informal and formal language + questions + punctuation such as brackets, exclamation marks and ellipsis, + figurative language There is a subtle difference between the writer and the narrator of a text. The writer creates the whole text, including the voice, personality and attitude of the narrator. Writers adopt different voices and narrative personae to suit the audience and purpose they are writing for. Do not automatically assume that the writer's attitudes and views are the same as the voice narrating the text. Tim Berners-Lee This article is by the same writer, but it has a different audience. It was written for a website containing biographies of famous people. It is aimed at adults as well as young people. As you read, notice how the writer has chosen a different narrative voice to the one in the previous article, A Berners-Lee: a brief guide Sir Tim Berners-Lee is best known for inventing the World Wide Web in 1989. He was educated at Oxford University, where he studied physics. in 1980, when working at the European Particle Physics Laboratory (known as CERN) in Switzerland, he proposed the concept of a global way of communicating known as hypertext. Four years later, he developed this concept by suggesting that hypertext and the internet could be joined together to share information around the world.4 This is the modern world » + use clear handwriting WERE + use some of the strateg learnt in Session 3.6. es for spelling correctly that you When you write for different audiences, think carefully about the topic and consider what your intended reader is likely to know already. What information will be most useful to them? What is the best way to structure you tog ) Lunderstand how writers make structural choices to help a information clear? reader's understanding. ‘2 I can analyse the use of language and punctuation to express levels of formality. |_| lean identify and compare structural and language features in two texts. {1 ean research and write an informative article for a particular audience, Swap your writing with a partner and consider the choices they have made * Are voice and level of formality suitable for the audience? Why or why not? Have they clearly explained the information? How could it be made clearer? : What advice could you give to improve the structure? > 4.2 Phone problems discuss the meaning and effect of variations when | ‘communicating * consider the impact of bias in a text | * compare viewpoints in several texts * plan and deliver a persuasive speech.4.2 Phone problems Senene People vary the way they speak in different situations. In pairs, come up with some different everyday situations and discuss how you speak in each one. What factors influence the changes in the way you speak? For example, consider how you talk to: your parents a sibling (a brother or sister) your best friend the local shopkeeper your teacher. Mobile phones can be extremely useful, but some people believe that they are a negative influence on people’s lives, Listen to Anika talk about phones. In the first half, she is discussing them with her friend, Sahana, at home. In the second, she is talking to her teacher, Mrs Chana, in a lesson a Make notes on the way Anika varies how she communicates in cach discussion, Think about the words she uses, her tone and the level of formality. b In pairs, discuss what these variations suggest and what impact they have on the listener. Two views Persuasive texts offer strong opinions supported by reasons and justifications. They are meant to persuade the reader that the opinion they contain is valid. However, persuasive texts may present a biased view. Read the two extracts on the next page, which are about mobile phones and young people. The first view is from Samir, whose daughter recently left school. The second is by Liu, chief executive of a leading media company. Both texts are written to persuade readers to agree with their Way of thinking. As you read, think carefully about who is speaking and how they present their ideas, enue When exploring the way a person speaks, consider how context affects how they communicate. Where, when and who are they speaking to? The setting, audience and timing of our conversations have a big influence on the way in which ‘we communicate. em bias: prejudiced for or against a particular person, group or ideaA A the modern world Samir Fellow parents, think very carefully about your children’s relationship with technology. I let my daughter have a phone when she was 13 and it was a disaster. Our relationship changed. She stopped talking and became almost a stranger. She stopped going out and spent hours staring at her phone, messaging friends and watching silly videos. When I suggested to her that she shouldn’t use her phone so much, she got angry and said that all her friends used their phones just ds much as she did. | The problem, according to my daughter, was me - not the phone. So I did what any parent would do and banned her from using it. After a few months, she was back on it. I gave up. The result was that she did badly in her exams. My message to parents is that phones take over children’s lives, and once they do, there’s no going back. Don't let your child have a phone or you'll regret it. Liu To any parents reading this who are wondering whether to let their children have a phone, I’d say don't hesitate. The arrival of phones has changed children’s lives for the better. Today’s young | people are smart, aware and free to interact with the world. Can | you remember what it was like in the age before we had mobile technology? I can and let me tell you, it was dull! My own children know much more than I did when I was at their age. They are never bored and they are doing far better at school than ever before. ‘Anyone who thinks that they can stop children from using modern technology is wasting their time. Mobile technology is here and our | children deserve the right to access it. | 2 Reread the two views. Work in pairs, a Summarise the main points made by each speaker, b Discuss the impact of these views. How do you respond to the ideas in each text? Were you persuaded by their points?4.2 Phone problems Growing up in the modern world ‘The followin reno blog is written by a mother about her daughter, Kylie. In it, she explores her daughter's use of her phone. Its purpose is to discuss the topic, rather than to persuade, Discussion texts consider different opinions in a measured way. They usually conclude with the writer's blog: a web page where someone writes and posts regular articles, like an online overall view. ir) Lins journal When Kylie was six, she was such a creative kid, Somewhere along the line though, creative play was replaced with video games, and drawing became social media, Now she is a teenager, kylie still plays, but the games she plays aire not in the family home, theyte somewhere in the digital world, W's. a world I'm no longer required to be part of: the screen of her phone is also out of my reach, offen tilted away from my view and hidden behind a passcode. I'm sfill not sure what | think about children, parents and privacy. Everyone thinks their childhood was better than their own kids’. Less technologically advanced, but more innocent. Outdoors rather than indoors, Yet when | really think about it, | reckon the children of this generation hove got much to celebrate. Technology has made them communicate, just in a different way. Social media is primarily about feelings. And Kylie is fantastic at reading people. She knows how to challenge, comfort and entertain My daughter's digital teen years are mainly good ones. On her phone, she can find a recipe for the family meals she makes, she has learnt how fo speak two different languages and she gets involved with the issues | want her fo know about: global poverty, justice and equality. Most importantly, her childhood has taught her how to understand people. Kylie cares. She cares for people, animals and anything that exists. 'm not honestly sure whether the modern world with its technology is always a good thing, but at its best, it’s a force for good4 This is the modern world > 3. Reread the blog. a Make notes on the writer’s views as they develop. b Compare the views expr Activity 2. Which view do you agree with most and why? Explore your thoughts in pairs. ssed to those of Samir and Liu from 4 Many schools do not allow learners to use their phones or other mobile technology, Imagine you attend a school that is debating whether or not to let learners use phones and tablets in the classroom to help with learning. Prepare and deliver a speech persuading your school to use mobile technology in class, You can use some of the information from this session, along with your own ideas. Your speech should last one minute Start by planning the points you will make and the order you will use them in your speech. You could also use common techniques found in persuasive texts, such as: + hyperbole + rhetorical quest ns + exclamations . statistics + triples + emotive languag + repetition + figurative language + direct address + imperatives. ‘When you deliver your speech, think about how you could use gesture and other non-verbal actions. Decide whether to use notes or visual aids during your speech Remember that the content of a persuasive speech is more important than the language techniques you use. People are persuaded by ideas and emotions rather than techniques, so make sure that your points are clear and convincing, rhetorical questions: questions designed to make a point rather than expecting an answer triples: three words used together in a list for persuasive effect emotive language: language designed to appeal toa reader's emotions direct address: speaking directly to any audience using pronouns such as ‘you’ imperative: a word or phrase styled as an order or command MSS SS eS 100 >43 Predicting the future Eines | Lean identify how, why and to what effect people vary their speech in different situations. can comment on the impact of bias in a text. (I can compare the viewpoints expressed in different texts on similar themes. . {can research, plan and deliver a persuasive speech, using a range of persuasive techniques. 4.3 Predicting the future eee * have a group discussion in response to a text * explore the techniques writers use to establish voice * write in an entertaining voice * express and justify a response to a text. eee eas) Think of some entertaining writing you have read What did you enjoy about it? What techniques did the writer use to make the text fun and interesting? In pairs, discuss how writers create entertaining stories and articles.4 This is the modern world > Looking to the future Read thi and articles, It is an account of predictions from the past ~ things that people thought would happen by 2020 ticle from a website that contains light-hearted stories Q The future is her Ever wondered what might happen in the future? Flying cars? Computers in brains? Although the world has changed dramatically in the past 50 years, we haven't quite reached the stage where teachers are made from metal. Yet. In the past, though, people had some crazy ideas about what the year 2020 would be like, But just how accurate were they? Read on No work Sounds good to me! In the 1960s, an article in the magazine Time claimed that by 2020, everybody would be very rich indeed, The idea was that instead of working ourselves to exhaustion (which let's face it, we all do), machines would do all the work. Humans would do nothing except count the money.Imagine | the fun you could have Accuracy score: 0 out of 10. I’m still working. No food This isn’t quite as bad as it sounds - to be honest, it sounds awful - but it actually wasn't a scary belief that there’d be nothing to eat in the future. No, this is the strange prediction made by Ray Kurzweil in a 2005 book. He claimed that by 2020, humans wouldn't need food. Instead, technology would feed our bodies and remove waste products. The result ~ no need to eat. How boring would that be? | Accuracy score: 0 out of 10.1'm still cooking. Flying houses This next prediction is about... well, flying houses, as you may have guessed from the subheading! In the 1960s, Arthur C. Clarke, a leading writer and inventor, reckoned that by 2020, we'd have houses that could move to other4.3 Predicting the future streets, towns and even countries. Could be fun - if it gets too hot in Mumbai, you could always fly to Iceland! Accuracy score: 0 out of 10.1'm still on the ground. . So, a big fat zero for all of those predictions. Shame. But were there any predictions that did come true? Well, Arthur C. Clarke wrote about an electronic device that stored lots of information for humans to read. He called it a Newspad. Sounds familiar ... 1 In groups, discuss cach of the predictions. Which one do you wish had come true and why? Remember to take turns expressing your views and listen carefully to other people’s ideas. | oes Placing different sentence types alongside each other not only makes a text more interesting to read, it also helps to create different tones and voices Look at this example: * | lay in bed and listened with horror to the strange sound that echoed from the staircase. Creak, it went. I'd never been so scared in my life. Tension is created by placing a short, simple sentence (‘Creak, it went’) at the moment of drama in the story. Its effect is heightened by the contrast with the more descriptive compound-complex sentence that comes before it. In the context of the paragraph, ithelps to create the voice ~ that of a tense, worried narrator. Now look at another example: * [looked at the students in my class with my most severe look, which admittedly | didn’t use too often, and demanded to know why they weren’t taking me seriously. Then it dawned on me. | was wearing odd shoes Key word Here, the writer creates humour by placing two simple sentences | | humour: when at the end of the account, The shortness of the sentences things are funny, suggests the narrator's embarrassment. Again, they are made or things that are effective by the preceding compound-complex sentence. In the comical context of the paragraph, it helps to create the voice ~ that of the embarrassed and knowingly comic narrator.4 This is the modern world > 2 The voice of a text reflects its topic, purpose and audience, For example, a text written to entertain an audience about a humorous topic might be writte ina light-hearted, informal voice. A persuasive article about a serious topic will use a serious, formal voice. Voice is shown in the content ~ what is being written about ~ but language, punctuation and sentence choices also help to establish voice. The future is here! is written in an entertaining voice, Make notes on the different ways that the writer establishes this voice. Consider the choice of vocabulary, punctuation and the placement of different sentence types next to each other What strange and unusual things do you think might happen in the future? Write a prediction explaining how technology might change our lives by 2050. Write 100 words using an entertaining voice. Choose vocabulary and punctuation carefully, Try to vary ~ think about the placement of your sentence structures for eff different types of sentence. ieee coueds Swap predictions with a partner. What do you think of their prediction? What interesting vocabulary, punctuation and sentence structures have they used? What was the effect of these choices? Humans versus Machines Now read ‘Rise of the Machines’ — a more serious view of technology and the future. 6) Rise of the Machines The future is usually filled with hope: most people think it will be a better place where life will be happier, easier and longer. | used to think this, but the rise of the machines - by which I mean the way computers have taken over our lives ~ fills me with anxiety. 108) When writing to entertain or create humour, it can help to think of a specific reader ~ such as a friend or family member — and focus on them as you write. Consider what would entertain that particular person and use that as inspiration. —.4.3 Predicting the future It’s a fact that over the years, computers have replaced humans, The jobs that humans used to do are now being done by machines. We're being replaced by robots. Now. Look at the way people have become dependent on technology in their daily lives: a simple example is how we have come to rely on maps on our phones instead of using our brains. It's making us lazy. Lazy and irrelevant. At some point, we might even stop talking to each other and just let computers do it. artificial Where will it end? What happens if computers and artificial intelligence: intelligence take over? What happens when we become the machines such , a as computers slaves and they become the masters? I’d try to persuade you Sunes tet to take a stand against the rise of the machines, but I fear it have human-like is too late, The future is here already. intelligence Make notes on the voice of the text, considering the use of vocabulary, punctuation and sentence structures, Then in pairs, discuss + what type of text this is ~ what is its purpose? + which choices of vocabulary, punctuation and sentence structures were particularly effective? Here are two views about this article, Which view do you agree with most and why? Discuss your ideas in pairs, Make sure you justify your view: This is an accurate account of how technology has taken over. I think that human life is gradually being changed for the worse because of the way we rely on technology This is a very negative account of the influence of technology, The writer exaggerates the effects of computers on humanity and sounds a bit silly,4. This is the modern world > Aare eee iad ; {_| 1 can participate in a group discussion, listening carefully and contribute my own ideas. 7 I can explain some of the techniques writers use when creating different voices. can write in an entertaining voice. [5] I can express a personal response to a text and justify > 4.4 A dystopian future * — explore the features of dystopian fiction genre * express a personal response to some texts * consider how context can inform the writing and reading of a story ‘+ plan and write a story summary. Getting started A dystopia is a world where things have changed for the worse. What books and films can you think of that are set in a terrible future world? What sorts of things happen in these books and films? Discuss your ideas in small groups. 1 These summaries describe part of the plot of two dystopian stories, ‘As you read them, make notes on: + the type of characters the stories feature + what happens in the plots + what you notice about the settings.This book by Basma Abdel Aziz tells the story of Yehya, a man from an unnamed city in the Middle East. Yehya has been injured ina mysterious confrontation called the Disgraceful Events. He needs to have a bullet removed from his body, but itis illegal for a doctor to do it without a . The only way to get a permit is to go to the Gate and join the Queue. There are lots of people in the Queue who are trying to get permits for medical treatment. The Queue never moves — it just gets longer. Meanwhile, a strange media company is giving away free phones, all newspapers have been replaced by one called The Truth, and a journalist is trying to find out what is going on This story by Prayaag Akbar is set in the late 2040s and features the characters Shalini and Riz. They have a three-year.old daughter called Leila. In the city where they live, different groups have built walls to keep themselves apart from others because the city council has promoted the idea of ‘Purity for All’. Some are rich and some very poor. Travel between sectors is discouraged and controlled by a violent gang called Repeaters. Shalini and Riz are from two different communities; they live in an area on the edge of the city rather than in one of the sectors. A gang of Repeaters. arrives at Leila’s birthday party, attacks Riz and sends Shalini to a Purity Camp. Leila and Sapna (her nanny) manage to escape. a licence that grants permission to do something4 This is the modern world 2 Which of these stories sounds most interesting to you? Justify your choice to a partner. PN aeraia Dystopian fiction Some stories are popular within certain cultures and countries, This could be because they reflect the values of the country in which they are written and celebrate aspects of that culture, People often enjoy dystopian fiction because they believe it says something important about humans, Read this text, which analyses why dystopian fiction is popular. € Why we love terrible stories It seems that misery is popular. Readers can't get enough of dystopian fiction - stories set in a terrible future in which nice people experience awful things. | asked leading publisher Laika Masood why dystopian fiction sold well.'I's probably because it deals with human fears; she said. ‘At some level, most people fear being controlled by those more powerful than them, or having their identities and personalities squashed, and dystopian fiction explores that in an extreme way. Its also true that dystopian fiction reflects something about the time in which it is written. Laika explained that ‘the genre sells well when society is a bit depressed or people feel that their world is changing’. So do people only read this type of book when they'e feeling unhappy? Probably not. People read for alll sorts of reasons, but itis the case that when and where you read ai text affects how you respond. In other words, if you live a peaceful, content life then you may react differently than if you live in a place which is heavily controlled. 3 Explain what the writer means by the following statements: a it deals with human fears b dystopian fiction reflects something about the time in which it is written ¢ when and where you read a text affects how you respond. MTT a 108 >4.4 A dystopian future 4 The publisher has asked you to write a dystopian novel, Before you do this, they need you to summarise the characters, setting and some of the plot. This means writing a summary like those in Activity 1. This is your basic idea: national company has been giving away free speakers to every home in the country, People don't realise that these devices can listen in on conversations ore plot details, Create a plan that includes some m a setting and one or two key characters. Decide how to generate and record your ideas before creating your plan. | When planning a story, it is useful to start by mapping out the basic plot on a horizontal line. This will help you to work out the ‘order and to see how the various events in the story structure relate to each other. irerces ‘There are times in writing when it is important to use clear, direct language rather than to write in a complex way. This means choosing words and sentence structures that get a point across clearly, For example, compare these two sentences about the same story: * In this novel, which is the type of tale that may appeal to a host of dystopian fiction lovers, the narrative centres on two distinct character types: one is Shay, who is an attractive but deeply complex persona, and the other is Magenta, a girl who (despite leaving school with few qualifications) exhibits the sort of qualities that mark her out as a deeply intellectual character. * This story is about two characters: Shay, a complicated boy and Magenta, an intelligent girl. Notice how the second example uses clearer language and simpler sentence structures. It also does not include unnecessary information about genre and specific character details.4 This is the modern world > 5 Now write your own summary. Use clear, direct language. You are summarising here, ather than providing lots of detail in complex nples at the start of this session as models, words, so use the & Write 150 words. Sees Suas Reread your summary. Does it clearly explain your ideas? Make some notes on how you could improve it, then edit or redra Bien {| lean describe some features of dystopian fiction, including character, setting and plot. "| I can express preferences and justify my choices. | I can explain how the context of a story might inform how it is both written and read. | ean plan and write a story summary. >» 4.5 The Glade * explore how a writer creates an effective setting * use language techniques to establish setting and mood * create emotional effect in writing through word choices. (eee cece) Think of some distinctive settings in stories you have read. What makes them memorable? Discuss your ideas in pairs. The Maze Runner The Maze Runner by James Dashner is about a boy called Thomas who finds himself in a place called the Glade. He has no memory of how he got there. The Glade is surrounded by high walls, with openings eee 110 >4.5 The Glade that shut every night. Beyond the walls is an area known as The Maze, As you read, use a range of strategies to work out any words that are unfamiliar to you Extract 1 | ‘Thomas leaned against the trée as he waited for Chuck. He scanned the compound of the Glade, this new place of nightmares where he seemed destined to live. The shadows from the walls had lengthened considerably, already creeping up the creeping: moving sides of the ivy-covered stone faces of the other side. slowly At least this helped Thomas know directions ~ the wooden } | baying: howling building crouched in the northwest corner, the grove of trees. | | resembling: in the southwest. The farm area, where a few workers were looking like still picking their way through the fields, spread across the dread: great fear entire northeast quarter of the Glade. The animals were in the southeast corner, mooing and crowing and baying. In the exact middle of the courtyard, the hole of the Box lay open, as if inviting him to jump back in and go home, Near that, maybe six metres to the south, stood a squat building made of rough concrete blocks, a menacing iron door its only entrance ~ there were no windows, A large round handle resembling a steel steering wheel marked the only way to open the door, just like something within a submarine. Despite what he'd just seen, Thomas didn’t know what he felt more strongly curiosity to know what was inside, or dread at finding out. 1 Seti Runner, Draw a map showing the layout of the Glade. What impression does the writer create of this setting? 2 The writer uses various techniques to describe the setting in the extract. For example, he uses personification in the phrase the wooden building crouched. This makes the building seem unattractive and as if it does not want to be there and suggests the uncomfortable nature of the setting,4 This is the modern world > €® What overall effect do these examples of personification and aural imagery create? a The shadows from the walls ... creeping up the sides of the iny-covered stone faces of the other side. b The animals were ... mooing and crowing and baying. © amenacing iron door its only entrance 3 Write a description of your own dystopian setting, It could be based on the novel you planned in Session 4.4, or you can think of a new one. Use vocabulary and language techniques to reflect the setting clearly and to create an unsettling mood. Write 200 words. Remember, you can change and improve word choices when you redraft your writing. Use a thesaurus to help you find and use words with different shades of meaning. However, try not to use too many unusual words, as this can make your writing seem forced rather than natural Now read the next extract from the novel where Chuck shows Thomas around the Glade. Extract 2 They reached the huge split that led outside to more stone pathways. ‘This is called the East Door,’ Chuck said, as if proudly revealing a piece of art he’d created. | Thomas barely heard him, shocked by how much bigger it was up close. At least six metres across, the breaks in the wall went all the way to the top, far above. The edges were smooth, except for one odd, repeating pattern on both sides. On the left side of the East Door, deep holes several centimetres in diameter and spaced thirty centimetres apart were bored into | the rock, beginning near the ground and continuing all the | way up. | —=E__———— SSS aaa | 12>4.5 The Glade On the right side of the Door, rods thirty centimetres long and ten in diameter jutted out from the wall edge, in the same pattern as the holes facing them on the other side. The purpose was obvious. ‘Are you kidding?” Thomas asked, the dread slamming back into his gut, ‘You weren't playing with me? The walls really move?” ‘What else would I have meant?” How could these walls move? They’re huge, and they look like they've been standing here for a thousand years. And the idea of those walls closing and trapping him inside this place they called the Glade was terrifying. ee English has a range of alternative words, or synonyms, with different shades of meaning. In creative writing, it is important to select the word that best conveys the meaning and atmosphere you want to create. For example, look at these two sentences that describe a boy looking at the sky: * He saw the sky; it looked sad. * He peered at the sky; it looked sombre. The first example uses the common single-syllable words saw and sad and its simplicity clearly expresses the situation, The second example uses more complex words. This version gives more detail about the way the boy is looking (‘peered’). Appropriate word choices depend on many things, including audience and purpose. In an adventure story for young children, the word ‘sombre’ seems too complex, but it is an appropriate description in a story for older readers. Even in writing for older readers, there may be times when simple, direct language is more suitable. For example, simple language can help create a sense of urgency and excitement. It is also useful for clarity when you want the reader to quickly understand what is happening, when complex vocabulary might interrupt the flow of the text jutted out: stuck out kidding: joking gut: stomach ono synonym: a word or phrase with the same or similar meaning to another word or phrase syllable: a word or part of a word that has one vowel sound$$$ 4 Thisisthemodernword > 4 — In this extract, the writer uses straightforward words for effect, ‘ather than richly de note down some more complex alternatives for the underlined words in the text. Discuss the different effect created. Do you agree that more complex word choices would be | unhelpful at this point in the story? 5 The language choices in this part of the story become more vivid 2 Thomas realises the situation he is in. For example, phrases such as dread slamming back into his gut and the Glade was terrifving suggest aggressive, frightening feelings and create a dramatic emotional eff Write a paragraph that includes dramatic words and phrases like the examples above, to create a sense of tension. Use this picture as a | starting point. | as iptive language. In pair Swap paragraphs with a partner. Which words and phrases in their writing create the sense of tension? * What can you suggest to help your partner improve their writing? Eten | |_| Lean comment on the impact of language used to describe a setting. | Ican use vocabulary precisely to establish a setting and mood. | can choose words to create an emotional effect in a dramatic paragraph.4.6 Closing doors >» 4.6 Closing doors consider when, how and why writers withhold and reveal information + explore how structural and language features can be combined for effect 3 * analyse the climax of a narrative = write a climactic scene with an atmosphere of terror. Getting started In pairs, discuss what is meant by ‘tension’ in and the ‘climax’ of a story? Make a list of stories you have read that contain these features. How do you feel when reading stories that use tension to build to a climax? Read the next extract from The Maze Runner Extract 3 His heart skipped a beat when a boy unexpectedly appeared around a comer up ahead, entering the main passage from the right, running towards him and the Glade. Covered in sweat, his face red, clothes sticking to his body, the boy didn’t slow, hardly glancing at Thomas as he went past. He headed straight for the squat concrete buildings located near the box. Thomas turned as he passed, his eyes riveted to the exhausted riveted: looking runner, unsure why this new development surprised him so intently at much. Why wouldn’t people go out and search the maze? Then weary: very tired he realised others were entering through the remaining three Glade openings, all of them running and looking as ragged as the guy who'd just whisked by him. There couldn't be much good about the maze if these guys came back looking so weary and worn. He watched, curious, as they met at the big iron door of the small building; one of the boys turned the rusty wheel handle,4 This is the modern world > grunting with the effort. Chuck had said something about | runners earlier. What had they been doing out there? The big door finally popped open, and with a deafening squeal of metal against metal, the boys swung it wide. They disappeared inside, pulling it shut behind them. Thomas stared, his mind churning to come up with any possible explanation for what he'd just witnessed, Nothing developed, but something about that creepy | | chill:a feeling old building gave him goose bumps, a disquieting chill. of fear 41 One of the key structural decisions a fiction writer makes is how much information to reveal to the reader. What level of knowledge they decide to share often depends on the effect they hope to create. Withholding information can create effects such as a release of ate tension or tension or mystery. Revealing information may sudden humour, Make notes on: + what the reader and Thomas don't know ~ what mysteries are there? + the effect this lack of knowledge has on the reader and Thomas, Reading tip When considering the level of knowledge the reader has, look at how the writer gradually reveals information as the story progresses. Explore any new information in each paragraph and identify the point in the structure when crucial information is revealed eons eln ITS Pace TeMacons eve olehfe) 4.6 Closing doors 2 In Extract 3, the writer also uses sensory images to create particular effects, For example, in the first paragraph, tactile images such as Covered in sweat, his face red, clothes sticking to his body, the bo: didn’t slow reveal the physical exertion the boy has experienced. ‘They make the reader and Thomas wonder just what is happening Aural images also create a sense of mystery. For example, the sounds described in the third paragraph make the reader wonder why so much effort is being put into opening the door. Reread the final paragraph of the extract. Write 100 words explaining how the writer combines structural and image choices and the effect that this creates. Now read the next part of the story. Extract 4 Before Thomas had a chance to think, questions were rushing out of his mouth. ‘Who are those guys and what were they doing? What's in that building?’ He wheeled around and pointed out the East Door. ‘And why do you live inside a maze?” He felt a rattling pressure of uncertainty, making his head splinter with pain. ‘t'm not saying another word,’ Chuck replied. He stopped, held up a finger, pricking up his right ear - ‘it's about to happen.’ A loud boom exploded through the air, making Thomas jump. It was followed by a horrible crunching, grinding sound. He stumbled backwards, fell to the ground. It felt as if the whole earth shook; he looked around, panicked. The walls were closing, The walls were really closing - trapping him inside the Glade. A sense of claustrophobia stifled him, compressing his lungs, as if water filled their cavities. He looked around at the other openings. It felt like his head was spinning faster than his body, and his stomach flipped over with dizziness. On all four sides of the Glade, only the right walls were moving, towards the left, closing the gap of the Doors. 3. List five sentences from this extract you feel are most effective in creating an emotional impact. Compare your lists in pairs. stumbled: trip, almost fall claustropho! fear of small spaces compressing: squeezing spinning: rotating |ern world “F This extract marks part of the in the sarvoeive. How does the writer show Thomas's terror here? Consider both structural and language choices. Write 150 words, including relevant quotations to support your points. You could include: + the use of questions in dialogue + different types of images + verb and adjective choices he focus on Thomas's reactions, Using the extract as a model, write a climactic scene in which you ate a sense of terror. Write 150 words, Develop the scene from one of these ideas: + agirl uapped in a series of endless corridors + a boy lost ina cave which begins to fill with water | can explain how and why a writer withholds or reveals information to a reader. L? I can describe the effects of structural and language techniques in a text. | Lean analyse the features of a narrative climax. _| | can create an atmosphere of terror in my creative writing. wwe climoye the most exciting or important part of something havrati ea series of connected events that are written or spokenCheck your progress Answer these questions 4 When planning an informative article for specific audiences, what should you consider before you write? 2. Give three different techniques you could use in a persuasive speech 3 What aspects of language help to create the voice of a text? 4 — Givea definition of dystopian fiction 5 What advice would you give to another learner about when and where to use } complex words in a written text? ] 6 ‘Writers decide the level of knowledge they allow a reader to have’ Explain what this 1 What do you think the people in the year 3000 will think about the world you live in? What would you like them to know about life now? Art, music, books, films, photographs and other items reflect the cultures that people live in. They are all } ways of recording people's values and interests. Which items would you choose to represent your culture? In groups of four, you are going to give a presentation. You will describe eight items that represent aspects of your culture, Start by researching various items in your group. Make a Jong list and then narrow it down to eight items that you think give the best and most comprehensive representation of your culture. Collect these items, or find images of them Give a presentation to the class. Each member of the group should introduce and describe two items. You must explain why these items are important. Use media and visual aids to support your presentation if you have access to them