Penstripe Student Planner Catalogue 24-25 - Flipbook - Page 119
6
CHOOSE YOUR PENSTRIPE PAGES
LITERACY (PAGE 3)
LITERACY (PAGE 4)
Literacy
Literacy
Writing sentences
Punctuation
You can influence the response of your readers by using a variety of sentence structures.
When you write, it is punctuation that helps you to make the meaning clear.
Reading your work aloud, to see how your voice pauses or falls, will help you to find points
where punctuation is needed.
The simple sentence has:
one main clause
one subject
and of course… clear punctuation
Full Stop
one verb
Your example:
Your example:
Or you can modify a simple sentence by adding adjectives and adverbs for extra information.
Comma
Our example: The big black dog moved swiftly and barked loudly.
Our examples: I bought a board game, several books, a pen and a ruler.
“Yes, the game will be played today.”
Your example:
Semi-colon
two or more main clauses joined with the connective 'and', 'but', 'or'
Our example: David likes music and Susan likes shopping.
Your example:
Your example:
The complex sentence has:
Colon
Your example:
Inverted commas
Extra information can be added after the main clause:
Your example:
Your example:
Apostrophes
Or extra information can be placed before the main clause:
Our example: Although they are bad for your health, sweets are very nice.
Your example:
Or extra information can even be embedded within the main clause,
Subordinate clauses
Using subordinate clauses can add a range of ideas to your sentences.
Common subordinators:
Time (after, when, as, before, since, while, until)
Place (where, wherever)
Condition (unless, if, supposing)
Reason (because, since, as)
Contrast (whereas, whilst)
Concession (although, though) Describing (who, which, that, whose)
Try using these connectives to build more complex sentences of your own.
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Page Ref.
Y1-3
Exam focuses
These are some of the main skills needed for exams that test reading.
EXAM SKILL
TYPE OF READING NEEDED
Identify relevant points
or information.
Skimming quickly through a text to pick out the material needed
to form an answer to a question.
Follow arguments & explain Reading ‘between the lines’ to find the clues, then using your
the writer’s viewpoints.
own words to summarise or explain the writer’s ideas.
Comment on the effects
of layout, structure
and presentation.
Scanning to form an impression of how the text as a whole
affects the reader. ‘Reading with a writer’s eye’ to analyse the
effects of individual devices used.
Comment on the effects
of language techniques.
Reading ‘with a writer’s eye’ to analyse the different techniques
a writer uses and explain the effect that they have on the reader.
Description
Literacy (page 4)
Page Ref.
Y1-4
Design Right and Copyright © 1997, 2016 Penstripe Y1
Your example:
Apostrophes are used where letters have been omitted,
or to indicate possession.
Our examples: I’ll (I will) try to get finished. He can’t (cannot) run very fast. Men’s
clothes are on sale today. These are the girls’ toys.
Your example:
between the subject and the verb.
Use inverted commas to enclose direct speech.
Our example: “We’ve made a mistake,” she said, “we must go back.”
Our example: Sweets are very nice although they are bad for your health.
Our example: Sweets, although they are bad for your health, are very nice.
Place a colon before a list of items and preceding an explanation or
example. Several have been used on this page.
Our example: I like the following colours: purple, pink and yellow.
Complex sentences can be organised in a variety of ways to achieve different effects.
Description
Literacy (page 3)
Use a semi-colon to connect independent clauses in a
compound sentence.
Our example: She came hurtling round the corner; the accident wasn't a surprise.
one main clause and one or more additional clauses
connectives to link clauses
and of course… clear punctuation
Design Right and Copyright © 1997, 2016 Penstripe Y1
Use a comma to indicate a natural pause in direct speech and to
separate three or more items in a list or series.
Your example:
The compound sentence has:
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Place a full stop at the end of a sentence that is not a
direct question or exclamation.
Our example: The door was closed.
A simple sentence can be very simple. Our example: The dog barked.
