Click on your reader profile
I’m not interested in reading - why do I need to do it?
1. Improve your knowledge: Reading exposes you to a wide range of ideas, cultures, and perspectives. It's a gateway to knowledge that can complement your academic studies.
2. Grow your vocabulary: Reading regularly improves your vocabulary and language skills, which can be a valuable asset in academics and beyond.
3. Improve your focus and concentration: Reading requires concentration and the ability to immerse yourself in a story or subject. These skills can strengthen your performance in lessons and your ability to complete tasks.
4. Stress Reduction: Reading is known to reduce stress and promote relaxation. A good book can transport you to another world and provide an escape from daily life.
5. Learn empathy and understanding: Reading about characters and experiences different from your own enhances your social and emotional intelligence and your critical thinking skills.
6. Career Advancement: Being well-read can set you apart in your academic and professional life. Many successful individuals attribute their success to a love of reading.
6. Choose Shorter Reads: Don't shy away from shorter books, essays, or articles. They can be just as insightful and fulfilling as longer novels.
I have no time for reading though. How do I find time?
- Set Reading Goals: Establish specific reading goals. Whether it's a certain number of pages or chapters a week, having targets will help you stay committed. Nobody gets better at anything without training and practise.
2. Create a Reading Schedule: Allocate a dedicated time for reading in your daily or weekly routine. It could be in the morning, before bed, during breaks, or while travelling to school.
3. Optimise your spare time: There are lots of little pockets of free time throughout the day. Instead of always scrolling through your phone, on a couple of occasions, try reading.
4. Carry a book or have a book on your phone for reading at all times.
5. Mix Reading with Hobbies: Incorporate reading into your existing interests. If you love a particular genre or topic, find books related to it.
IMPORTANT ANNOUNCEMENT!
If you’ve just scrolled through and read the points above, you’ve already been reading for five minutes today! Five more minutes and you’ll have reached the ten minute quota that is proven to help deliver all the benefits listed. It would also allow you to read five books a year at that rate! Now go back and click on your reader profile to find out more.
I am a regular reader.
I find reading easy.
I enjoy reading.
I read often.
By reading regularly, you are really looking after your future self. Your understanding of the world, of people, and of language will continue to grow as you continue to read. You have the power to be a reading influencer.
Your reading targets:
To sustain your reading habit
To positively influence others
To challenge yourself
How can I do this?
- Become a literacy leader - apply here
- Read aloud in whole-school read - apply here
- Promote reading on our literacy Insta
- Try a book recommended by a teacher here
- Take part in Mastermind - apply here
I am a disengaged reader.
I find reading easy.
I do not mind reading.
I do not read often.
It is not uncommon for young people to stop reading. Life is busy; we have different pressures on us and different distractions. But rediscovering reading is the best gift you can give your future self. Regular readers have a head-start in so many aspects of life; you need to give yourself that advantage - because you can.
Your reading targets are:
To rebuild a reading habit
To explore connections with others
To challenge yourself
How do I do this?
- Read aloud in whole-school read - apply here
- Connect with your friends on our literacy Insta
- Take part in Mastermind - apply here
- Join the reading river
- Try a book recommended by a teacher here
I am an aspiring reader.
I do not find reading easy.
I enjoy reading.
I read often.
By reading regularly, you are really looking after your future self. Your understanding of the world, of people, and of language will continue to grow as you continue to read. You have the power to be a major reading influencer, especially because you don’t always find reading easy.
Your reading targets are:
To sustain your reading habit
To support others
To challenge yourself
How do I do this?
- Become a literacy leader - apply here
- Read aloud in whole-school read - apply here
- Share advice on our literacy Insta
- Take part in Mastermind - apply here
- Engage with younger readers - speak to Miss Lester
- Read books recommended by teachers here
I am a struggling reader.
I do not find reading easy.
I do not enjoy reading.
I do not read often.
It is not uncommon for people to find reading difficult. One in 100 adults in the UK find reading a challenge. We are also busy with other things; often we find those things easier than reading. The important thing to remember is that nobody is born with an ability to read - it takes practice and hard-work. You can learn at any age and get support in school to make that hard-work more manageable.
Your reading targets are:
To build a reading habit
To lean on others
To challenge yourself
How do I do this?
- Watch friends on our literacy Insta
- Join the reading river
- Take part in Mastermind - apply here
- Book a reading cafe with friends - speak to Miss Lester
- Try a book recommended by a teacher here
I am an abstinent reader.
I find reading easy.
I do not enjoy reading.
I do not read often.
It is not uncommon for young people to stop reading. Life is busy; we have different pressures on us and different distractions. To abstain from something is a choice you make not to do something. You have the opportunity to make a different choice and rediscover reading. Regular readers have a head-start in so many aspects of life; you need to give yourself that advantage - because you can.
Your reading targets are:
To develop a reading habit
To explore connections with others
To challenge yourself
How do I do this?
- Watch friends on our literacy Insta
- Join the reading river
- Take part in Mastermind - apply here
- Book a reading cafe with friends - speak to Miss Lester
- Try a book recommended by a teacher here
Teaching and learning strategies
to support low literacy levels
in the classroom
These methods have been shared through Teaching and Learning Communities and twilights. The majority are based on whole staff reading over the previous ten years through TLCs; others are based on new research. All sources are cited.
READING
How can I help students who struggle with reading?
Layered Reading
Adapted from Reading Reconsidered, Lemov et al, 2016.
READ TWICE
"Jump in and start swimming."
Students read the whole text in silence at the start of the lesson. Then teacher reads the whole text aloud.
MY SUMMARY
"What is the gist?"
Students write down the main ideas in the text in their own summary of under 50 words.
OUR SUMMARY
"What are the crucial points?"
Students share their summaries. Class decide 'must-have' points and vocabulary then redraft summaries.
Pre-planning - identify any words in the text that need more explanation. Use the vocabulary methods here to assist with explicit teaching.
How can I make sure students get what they need from a text?
Ask TDQs
Adapted from Reading Reconsidered, Lemov et al, 2016.
Text-Dependent Questions (TDQs) promote close reading. They can be used after layered reading to help students drill down into the information, or beforehand to focus their listening and reading.
The most important thing about TDQs is to make sure they cannot be answered without knowledge of the text - they shouldn’t be questions that can be answered by recall from a previous lesson or prior knowledge.
Paragraph level
Summary questions ask a student to reduce a block of text to its most important ideas.
Finite Evidence questions ask students to track evidence comprehensively throughout a text.
Sentence level
Paraphrase questions ask a student to rewrite a line in simpler language to express its meaning clearly.
Reference questions ask who or what a sentence refers to, especially in relation to events or people.
How can I make texts in my classroom more accessible?
Scaffold reading
Adapted from Closing the Reading Gap, Quigley, 2020.
List, group, label
"Supports pupils to record and organise their understanding of key vocabulary from a text."
- Select a topic or theme that will emerge in what will be read.
- After reading, students/class list as many words and ideas related to that topic or theme.
- Students/class cluster those words and ideas into subcategories, and decide on labels for those clusters.
Segment the text
"Supports pupils to skim and scan for information when faced with a large amount of text."
- Number paragraphs in the text to be read.
- Indicate where the answers to questions (including TDQs) can be found using paragraph numbers.
- Offer a one sentence outline of each paragraph as a support.
- Use subheadings to help students see how information is organised.
How can I make sure students are focusing when I am reading?
Tap into the text
Identify something you want students to listen out for
This can be a fact, an opinion, a word relating to a topic, a word class e.g. verb or adjective, a piece of information, a particular word.
Rehearse tapping pens on the desk once
Explain that the students are to tap their pen once when they hear something that you’ve asked them to identify.
Enjoy unpicking the results
A chorus of pens tapping in unison is a great indicator of attention being paid to the reading that’s happening in the room. A couple of tentative taps indicates a good teaching moment. A silence indicates a place to revisit the key learning.
How can I help students with new words?
Adapted from Closing the Reading Gap, Quigley, 2020.
Explore words together
A first point of call is the Aylsham High vocabulary teaching tool Lhexicon, updated for 2023-24 here
Ask students to identify words they don’t know
When reading, ask students to underline or highlight words they aren‘t sure about. These can be dealt with in lesson or revisited later. You can plan ahead by looking for the tier 2 words that are likely to need explanation.
Break down the word into its parts
Identify the prefix, which will usually give a clue as to its meaning e.g. inter (between); sub (under.) Identify the root word, using www.etymonline.com Establish the meaning together and write a definition in books if the word is going to be helpful in the future.
Put the word into different contexts
Research shows that a word needs to be encountered a number of times to become ‘known’ and understood fully. Students can be asked to use the word in a sentence, to write a list of synonyms and antonyms, or to draw a picture to remind them of its use.
Scaffold sentences
Adapted from Reading Reconsidered, Lemov et al, 2016.
Sentence shaping
"Support students to think about not just what they want to say but how they'll say it."
- Shape starter sentences to enable students to practise articulation e.g. "Initially I thought...then I realised..."
- Use sentence parameters to direct students' reading and writing goals e.g. "Use the word catalyst in your answer" or "Write about positive and negative evidence."
- Give model sentences on the board and ask students to identify what they contain. Create a list of ingredients for a good opening sentence.
- Create “defaults” - sentences that students can learn as part of their core knowledge to allow them to write in your subject
How can I encourage students to write accurately in my lesson?
Reward the basics
Draw attention to capital letters at all times - especially in Recap 5, dates, and titles.
- When recalling previous learning in a recap 5 starter, award multiple layers of points for the answers - one point for the correct answer, one point for the correct spelling, and one point for having a capital letter at the start.
- Even if it’s a one word answer, it needs a capital if it’s a numbered list of answers or bullet-pointed list.
- Students who don’t know the answer can still pick up points for correct grammar and spelling - therefore embedding the understanding that accuracy has value.
How can I improve students’ vocabulary?
Language Lines
Adapted from The Secret of Literacy, Didau, 2014.
Look for opportunities for students to self-edit
“Students can be easily directed towards improving their vocabulary on a daily basis in lessons and in homework.”
- When reading a piece of work, look out for a word that could be improved - more precise, more ambitious, or tier two as opposed to tier one. Students can do this with peer support, too.
- Simply draw a smooth line and a wiggly line from the word to the margin of the page.
- At the end of the smooth line, the student must write a synonym (word meaning the same) that is more effective
- At the end of the wiggly line, the student must write an antonym (word meaning the opposite) to help them embed this new vocabulary in a different context.
- Share these on occasion with the class - build a tier two word wall or give the words for homework ready for a spelling test.
How can I help students to remember key subject terminology?
Relate the words
A great way to embed a word is to ask students to make links with that word from their own experience, from the wider world, and from the fictional world.
Asking students to make these links explicit can help them to use the word accurately in the future.
Personal
Global
Fiction
For example, when looking at the word ‘migrate’ students could write:
I migrate to school from home each day (personal)
and
Today as I write, many people are migrating from war-torn countries (global)
and
In the book and film Of Mice and Men, Lennie and George are migrant workers, which means they move around for work.
A second way to make links is to ask students to find synonyms and antonyms for the word.
A third way to make links is to use the Frayer model. This is a good tool to use pre-read and post-read because the students will have extra context to add to their understanding.
Definition
Characteristics
For a printable worksheet containing these ideas for students to use in your lesson, click here
Example
Non- example
How can I encourage students to answer questions verbally?
Modal answers
Adapted from The Secret of Literacy, Didau, 2014.
Modal verbs offer shades of possibility. By encouraging students to use them in their verbal responses, we can help shape their thinking and also increase ratio in our classrooms.
They might not 'know,' but what do they 'think'?
Using these verbal cues can help students to get their thoughts on paper.
Posters are in classrooms around the school.
How can I help students to articulate themselves?
Just a Minute / Stand and deliver
Preparation time can really help students to get their thoughts in order and articulate themselves carefully. This is also helpful when asking students to respond to things they have heard from other students. Emphasise the importance of thinking and preparation time when speaking aloud.
- When asking questions that demand more complex answers than a single word, give students a minute to discuss with a partner and ask them to rehearse their final answer. This avoids students feeling they haven’t got to the point they wanted to make. It also gives an opportunity for you to listen out for gaps in learning after some peer discussion.
2. Two or more students can be invited to stand and deliver their answer, with the rest of the group encouraged to choose their ‘best’ answer and then they take a minute to establish why that was the best answer. They then stand and deliver - and so it goes on.
How can I use discussion to promote learning in my lessons?
Rebuttal and review
Adapted from The Secret of Literacy, Didau, 2014.
Provide a controversial statement
Give students a statement to respond to on the board at the start of your lessons. Encourage them to talk in pairs or small groups and provide a rebuttal statement. To keep them focused, limit their rebuttal to twenty words, or ask for them to include a specific word.
Provide an incorrect answer
Give students an incorrect answer on the board at the end of your lessons. Encourage them to talk in pairs or small groups and review the answer and design an argument to explain why it is wrong. To keep them focused, limit their review to twenty words, or ask for them to include a specific word.
Look at both sides
Ask students to look at the different sides to a topic. They are learning about one aspect, but there will be other viewpoints that they can consider. Thinking about different stakeholders is also helpful - this topic is what we are learning, but who does it link to in the world outside school?
Literacy Leaders
Do you like to help others? Do you have a favourite subject? Would you like to represent that subject online and in lessons?
Literacy Leaders help other students with their learning in specific subjects. If you are interested in representing a subject that you love, speak to Miss Bates and apply to be a Literacy Leader.
- Create online content about your subject - tips, vocabulary, news, information
- Work with Mr Allen and Miss Bates to provide scholarly reading linked to your subject
- Work with subject teachers to develop resources that support students with learning
Mastermind
Interhouse Mastermind will take place in June 2024. Mastermind is the famous television quiz game with the big black chair and the dramatic music. Our version will have three rounds. Each round is two minutes:
Round One - General Knowledge
Round Two - School Subject Knowledge
Round Three - Your Specialist Subject (can be anything)
I’ve started so I’ll finish
Whole school read
In November we will be reading a whole book together in form time. The book is A Streetcat Named Bob by James Bowen. It’s a true story about a homeless man whose life on the streets busking was transformed when he met a cat called Bob.
We are looking for readers to record the audio for the story. You don’t have to be the most confident reader - we will help you from start to finish. We are also looking for students to provide sound effects and artwork.
If you are interested in taking part, please see Miss Bates.
Teacher recommended reads
Drama
“It captivated me with a sense of adventure, thrill and a close knit family bond; it’s a good read for anyone who likes their books to have a sense of adventure, a close-knit family bond, and lots of plot twists.”
Mr Bradshaw (maths teacher and Head of Wolterton house) recommends:
Not Without my Daughter by Betty Mahmoody
Mrs Chubbock (English) recommends:
In Little Stars by Linda Green
“I loved the idea of a modern day version of Romeo and Juliet connected to issues of race and the issues for people living in post Brexit Britain. It was romantic but also gritty and sad and I couldn't put it down. This book would be great for anyone who likes an interesting tale with strong characters and an intriguing plot.”
Mrs Fradley (Nurture) recommends:
Long Way Down by Jason Reynolds
“This is a unique book, written in written in verse (poems) about the negative cycle of anger, revenge and the danger of street crime. I think this book is accessible to everyone, and I think it is an important book for many young people to read. I think many young people from different backgrounds will like and appreciate this book, as the message is so strong.”
Mr Spalding (Headteacher and French) recommends:
To Kill a Mockingbird by Harper Lee
“I have taught this book before for GCSE English and loved sharing it with my class. Not all heroes wear capes. Some are very quiet and full of surprises. A wonderful novel about big themes seen through the eyes of someone small.”
Fantasy
Mr Stewart (computing) recommends:
Magician by Raymond E Feist
“It is an exciting adventure story describing the life of a young boy who becomes a magician; it would be good for anyone who likes adventure or magic stories or reading about worlds that are different to our own.”
Dr Poock (science) recommends:
The Works of Terry Pratchett
Younger readers start with Tiffany Aching books and The Amazing Maurice. Older readers choose any, but I'd start with Mort, Wyrd Sisters or Guards! Guards!
“Pratchett books are so funny but so deep. They are really excellent for shaping a young social conscience and they have the most amazing and beautifully constructed characters.”
Mrs Brough (RE and English) recommends:
The Spiderwick Chronicles
by Tony DiTerlizzi and Holly Black
“This series of books is a fantastic fantasy series. If you like fairies and goblins this is for you! The books are quite short so they won't be too heavy to carry around and you will soon find yourself flying through them wanting to know what happens next! Anyone who likes fantasy books but reading isn't really a strong point. They are short enough and fast pace enough to be a great book for your English lessons for starter reading.”
Mrs Fradley (Nurture) recommends:
The House with the Chicken Legs by Sophie Anderson
This is a magical, beautiful book about the afterlife and about following our own paths and own dreams. This book would be great for anyone who enjoys fantasy and books that are a little quirky!
Nature
“A well written series of books on horse racing, horse eventing, and farm management. Easily accessible with character development throughout. Great for students who enjoy reading books which focus on a range of characters and the trials and tribulations of ordinary life, work, school and family, and who love horses added to the mix!”
Mrs Thomas (Head of History) recommends:
The Thoroughbred series by Joanna Campbell
“One of the greatest animal stories ever written. It’s about two dogs and a cat who overcome all kinds of peril together and show us what perseverance, friendship and loyalty are all about. It is beautifully written and you can absolutely picture every moment. By the end you’ll want your own dog called Bodger (or Champion Boroughcastle Brigadier of Doune!)”
Miss Bates (English) recommends:
The Incredible Journey by Sheila Burnford
“Islands of Abandonment is fantastic book about how abandoned places once used by humans recover and regenerate once humans move on. I read it in two days! It would interest anyone with an inquiring mind.”
Mr Sexton (Science) recommends:
Islands of Abandonment by Cal Flyn
Biography and self-help
“It was so interesting to read about Oscar Schindler from this perspective, and the treatment of Jewish people at different stages of WW2. It is a true story about the youngest person to have worked for Schindler and it was fascinating to read about the impact of this experience on his life. This book would appeal to anyone with an interest in history, in stories of human resilience, or in autobiographical writing.”
Mrs Smith (Nurture) recommends:
The Boy on the Wooden Box by Leon Leyson
“ This book is a great template on how to live your life! It’s great for anyone who wants or tries to stand up for what they believe in.”
Courage is Calling by
Ryan Holiday
“Anne writes so beautifully about her experiences, and knowing that what she describes is what happens gives you a first hand account of what some families experienced during World War 2. This book would be enjoyed by anyone interested in history, or in reading the thoughts of a young girl about life, the universe and everything in between.”
Miss Jacquet (Head of RE) recommends:
The Diary of Anne Frank
Sport
“This is a magic book based in the world of sport but very much about life and all its complexities. The main character, Castle, shows how you can succeed no matter what seems to be holding you back. Really uplifting, real, and memorable read.”
Miss Bates (English) recommends:
Ghost by Jason Reynolds
Sci-fi
Mrs Harrison (maths) recommends:
“Simple prose that discusses complex topics such as artificial intelligence and relationships. This book would be a good choice for everyone.”
Klara and the Sun by Kazuo Ishiguro
“These are all science fiction writers whose works make you think and take the reader on fantastic journeys of imagination. They got me into science-fiction and I highly recommend them!”
Anything written by Douglas Adams, Stephen Baxter, Isaac Asimov, Philip K Dick or Kim Stanley Robinson
Mr Sexton (science) recommends:
History and culture
“This was fascinating read about a culture so different from our own and an engaging story-line. The description of how the geishas dressed was very memorable. I would recommend this book to anyone who is interested in life in the past or in different cultures.”
Mrs Keeler (MFL) recommends:
Memoirs of a Geisha by Arthur Golden
“Hysterically funny and so well-written. Everybody would love this book.”
Mr Brown (English) recommends:
Catch 22 by Joseph Heller
Mr Spalding (Headteacher and French) recommends:
Sweet Thames by Matthew Neil
“A great historical novel set against the backdrop of the London cholera epidemic that explores how scientific understanding helps us to beat the big challenges that face us.”
How do I encourage my child to read?
In 2023, the National Literacy Trust report that 56% of young people do not enjoy reading in their free time. In a recent survey at our school, we discovered that the percentage was 10% higher than this. If your child isn’t reading at home, they’re not alone. They are, however, limiting their chances of success - reading regularly outside school is shown to have a huge impact on academic success in all subjects.
So what can you do to help develop a reading habit?
- Let them choose what to read
Studies of extrinsic motivation (competitions, material rewards) reveal it can have a limiting effect on readers. More effective strategies support children’s need for autonomy, belonging, meaning and competence. (Orkin et al, 2018; Schaffner et al, 2013, Cremin, 2020.)
Magazines
Reference books
Blogs
Websites
Manuals
Comics
2. Talk to them about what they do read
Asking questions about fiction :
- What’s it about?
- Would I like it?
- Is there anyone in it who reminds you of yourself?
- Is there anything in it you don’t understand?
- What kind of message does it have?
Asking questions about non-fiction :
- What have you learnt that you didn’t know before?
- Test me on something - see if I know too.
- What has been the most complicated bit?
- Is there anything in it you don’t understand?
- Who else would like this book?
Phones help with reading, too
Our survey showed that 94% of students read online. This was specifically ‘scroller reading’ for example Instagram, Youtube, Pinterest, Twitter, Whatsapp. This type of reading is just as important to recognise.
Although reading fiction is shown to develop young peoples’ social and emotional skills, reading done through online apps builds social awareness and allows the young person to engage in a culture that they recognise and understand. It’s often the adults who don’t!
3. Talk to them about what they read online
Asking questions about online content creators:
- Who makes you laugh?
- Who do you find annoying?
- Who is most interesting?
- What have you learnt from that person?
- What could they do differently?
Asking questions about online communication apps:
- What does IGS mean (and other acronyms)?
- Can you explain how instagram works?
- Why don’t you use punctuation when WhatsApping?
- What annoys you about reading online?
- Who are your favourite people to chat with?
Encourage them to find websites that they’re interested in. Websites have longer sustained text so readers can build stamina.
4. Explain how important reading is for future success
- Reading is shown to improve exam outcomes in all subjects by up to 4 grades.
- Students who read around their subject are more likely to achieve success in future employment e.g. animals, mechanics, cooking, textiles.
- Look at what’s happening in the world and explore together how reading and knowledge of the world could change it for the better for everyone.
- Explain that reading is like any skill - it needs practice and time. Messi wasn’t born a football maestro!
Finally, encourage them to look at their reader profile and engage with the advice for students on this site!
Spelling tips
Spelling is important. The best way to improve spelling is to read often and expose yourself to lots of vocabulary. There are some quick ways to improve for the basics, too, such as these mnemonics.
BELIEVE - NEVER BELIEVE A LIE
PIECE - PIECE OF PIE
HEAR - HEAR WITH YOUR EAR
RHYTHM - RHYTHM HAS YOUR TWO HIPS MOVING
EMBARRASS - I GO REALLY RED WHEN MY SISTER SINGS
NECESSARY - ONE COLLAR TWO SLEEVES
NECESSARY - ONE EAR EACH SIDE OF THE COLLAR
ENVIRONMENT - A NEW ENVIRONMENT WILL IRON IT OUT
QUIET - PLEASE KEEP QUIET ABOUT YOUR DIET
EXAGGERATION – THAT WAS A GOLDEN GOAL
FAMILIAR - THAT LIAR LOOKS FAMILIAR
IMMEDIATELY - I ATE IMMEDIATELY
LONELINESS - ELI WAS FULL OF LONELINESS
RECEIVE - IT’S BETTER TO GIVE THAN TO RECEIVE
SEPARATE - SEPARATE A RAT WITH CAUTION
How do you promote reading in school?
Whole school non-fiction read - form time scholarly reading happens once a fortnight looking at different subject-related topics and issues. Key vocabulary explored. Students are involved in picking the texts - these are our literacy leaders and your child can be one too.
Whole-school fiction read - A Streetcat Named Bob. Covers contemporary social issues in homelessness, addictions, and carries a message of perseverance and hope. Student readers tell the story - your child can join in.
School librarian - Ms Lester is a magical librarian who brings in authors, poets, rappers and artists to promote the written and spoken word. She organises a free book for year 7 each year and oversees the library with a wealth of new and exciting titles, as well as quick reads and other genres such as manga.
Teacher recommendations - All teachers are readers and they have shared their recommended reads with students on this site and in corridors and classrooms.
In lessons we have begun to focus on Reading Together - reading aloud and answering questions and discussing the topics in the text. You can see an example from English here that has been used with years 7, 8 and 9.
AHS Reads is a site that students can use to find short reads on a variety of topics. These are written by Aylsham students and staff.
Reading Plus is an online reading platform that is used by students in years 9 and 10 to help them become stronger more fluent readers. In January we will be utilising the platform for year seven homework.
How can I get started when writing in lessons?
Creative writing
Open with an emotion
- In desperation, he....
- Hopeful and determined, she....
- Sick to my stomach, I....
Open with a prepositional phrase
- Amid the confusion....
- By the light of the moon....
- After much effort....
Open with a verb phrase
- Shuffling his feet, he....
- Scudding clouds blurred the horizon....
- Focused on the outside, crumbling on the inside, I....
Example:
Sick to my stomach, I turned the first page of the exam paper. After much effort I managed to lower my eyes to read the first question. Focused on the outside, crumbling on the inside, I put my pen to paper and began to write.
Essay writing
Making a point
- Initially, it can be said that....
- I believe it is clear that....
- The idea of (x) is definitely worth exploring....
Analysing your evidence
- This is open to interpretation but I believe....
- Perhaps the author uses this to....
- An intriguing effect of this is....
Concluding your point
- On balance, the most plausible explanation seems to be....
- To sum up, the evidence points towards the notion that....
- To summarise, it seems reasonable to conclude....
How can I remember key subject vocabulary?
Make links
Semantics
Link the word to your life, to the wider world, and to fiction. Think of examples of the word in these three places. This will help you understand the word in many different contexts and strengthen your memory of it.
Use it in all its forms
Syntax
Write the word in its various forms e.g. verb, noun, adverb, adjective. This will help you understand the word in many different uses and strengthen your memory of it.
File alongside other words
Context
Think of synonyms (words with similar meaning), antonyms (words with opposite meaning), examples and non-examples to boost your complete understanding of the place of this word in the world of language.