# data[].attributes.attachment_link.readable_text
In the last decade of the David Unaipon Award for Indigenous writers, all 10 of the winners have been women. Last year the award went to Brisbane-based writer Ellen van Neerven-Currie for her novel Heat and Light. The 10 writers have penned novels, short stories and poetry and most have been published within the UQP Black Australian Writers Series.

Overall, AustLit's BlackWords dataset show women make up roughly half of the 5,452 First Nations writers in Australia, both past and present. That's a lot of literature, stories, knowledge, opinions, commentary and perspectives to engage with, and the voices are as diverse as the nations these women come from: Wiradjuri, Wakka Wakka, Wadi Wadi, Wurundjeri to name a mere few.

As we move into appropriately embedding Indigenous perspectives into the much-needed national curriculum, and we increasingly recognise the need to move away from a homogenous reading experience, these are the women writers and their works that Australian educators in particular (secondary and tertiary) should be adding to their reading lists and class discussions.

Here is a selection of the more powerful novels that should be considered for inclusion:

Mullumbimby - Melissa Lucashenko (2014)

Set in the northern NSW town of the same name, this is an emotionally powerful and impossible-to-put-down read. Through it's main characters Jo Breen and her lover, the gorgeous Two Boy Jackson, readers get a glimpse into the complex meaning of connection to country, Bundjalung country specifically. Their relationship is offset against a story about native title, and the difficulties faced by many if not most claimants today, especially on the east coast that bore the brunt of colonisation. The novel has a raw honesty, and is dotted with shocking but hilarious one-liners.

Home - Larissa Behrendt (2004)

Home won the David Unaipon Award in 2002 and the Commonwealth Writers' Prize in the South-East Asia region three years later. It is the story of three generations of removed children in NSW. Also recommended is Behrendt's second novel, Legacy, for a basic understanding of the meaning of sovereignty and the history of land rights.

The Boundary - Nicole Watson (2009)

Set in Brisbane's West End, The Boundary has everything: native title, community activism, black bureaucrats, police thuggery and black deaths in custody, infidelity, and racism - all wrapped up in a multi-murder mystery. Eloquently written by a first-time novelist, Birri-Gubba/Yugembeh lawyer Nicole Watson, it won the David Unaipon Award in 2009.

Mazin' Grace - Dylan Coleman (2012)

Coleman won the David Unaipon Award in 2011 with this, a fictionalised account of her mother's childhood at the Koonibba Lutheran Mission in 1940s and 1950s South Australia. It is one of the few novels by a First Nations writer that embeds her traditional language within the text.

Butterfly Song - Terri Janke (2005)

Janke's work is pretty much my idea of the 'great Australian novel'. It covers the geography from Sydney to Cairns and the Torres Strait, and manages to be a love story, crime novel, legal lesson, and a comment on contemporary Indigenous Australians who live in cities, go to university and contribute to every part of the nation's society. And it's a treasure trove of eloquent writing.
Topics

# data[].attributes.attachment_link.title
Five Indigenous female writers who should be on school reading lists

# data[].attributes.attachment_link.description
In the last decade of the David Unaipon Award for Indigenous writers, all 10 of the winners have been women. Last year the award went to Brisbane-based writer Ellen van Neerven-Currie for her novel Heat and Light. The 10 writers have penned novels, short stories and poetry and most have been published within the UQP Black Australian Writers Series.

# data[].attributes.body
Today I will research the world of Aboriginal and Torres Strait Islander literature such that I am prepared to choose a text to analyse next week.  I will share my resources from others and review other's contributions.

# data[].attributes.attachment_link.description
English Español 한국어 日本語 Deutsch Português Français Magyar Italiano

# data[].attributes.attachment_link.description
An Introduction to TEEL and the Text Response Essay.

# data[].attributes.body
According to some people, elderly drivers should be required to reapply for their driving licenses because with age comes diminished vision, hearing, and reaction time. How do you feel about this issue? Explain what you think should be done and why.

# data[].attributes.body
Hello Year 8s,

Thank you so much for submitting your assessment pieces last week.  I know there are a few stragglers among us.  I look forward to reading what you have created, so I can tell you how great you are.

Today, we are going to talk about one of my favourite things: paragraphs

Today, you will know how to corral all your written thoughts into happy little paragraphs.

We will also discuss what is coming up next.

# data[].attributes.attachment_link.readable_text
The big idea
Learning how to break your stories and essays into paragraphs is a confusing but important job. Nobody ever really sits down to tell you the basic rules about when to make a new paragraph, so you generally have to muddle along, making the rules up for yourself. This is too bad. New paragraphs are important for the reader. They tell when you're switching time, place, topic or speaker, and they help break the page up so it is not just a solid block of writing. Seeing that can be discouraging, and you don't want your reader to be discouraged before she even starts to read.
Before you begin
You don't really have to have anything done before you begin this process. You can break a piece of writing into paragraphs after you've written it, or you can do it as you go. Doing it as you go is the best choice, but you might not be able to do that right off the bat.
How to do it
There are a few standard times to make a new paragraph:

When you start in on a new topic

When you skip to a new time

When you skip to a new place

When a new person begins to speak

When you want to produce a dramatic effect

Let's look at them one at a time.
New Topic
This one's mainly for essays. Every time you go on to a new topic, you should make a new paragraph.
New Time
This one--and the rest--are mainly for use in short stories. Whenever you skip some time, that will probably be the right place to make a new paragraph. If you find yourself using phrases or sentences like these, you are skipping some time:

Later that day,

The next morning,

Five hours passed.

They waited and waited.

Life in Dullsville remained unchanged.

The seconds seemed like hours.

New Place
Scenes in stories generally happen in one place. When the characters go to a new place, a new scene happens. At the very least, a new paragraph happens. Any time you have a "Meanwhile, back at..." phrase in your story, make a new paragraph.
New Speaker
If you're doing a good job, your short stories are going to have dialogue, or characters talking to each other. Dialogue helps bring stories to life. Every time you switch speakers, you make a new paragraph. Sometimes this means that your paragraphs are really short, because all a character might say is, "Nope." If that's all he says, though, that is as long as the paragraph needs to be. Another thing to remember is that, if you put the "he said" phrase before the quote, or you character does some action before he speaks, you should make that part of the same paragraph as the quote.
Action That Serves As Part of the Dialogue
A good writer will break long stretches of dialogue up with snatches of action. This is good for the rhythm of the piece. Changing things up makes the conversation flow smoothly, at least from the reader's standpoint. It also helps make a picture in the reader's mind by inserting just the right detail to bring the scene to life. The last reason for using this kind of paragraph break is that people don't always reply with words. Sometimes they shrug or make a face or ignore the other speaker entirely.
Dramatic Effect
Sometimes you simply want a paragraph to stand out, or you want to slow the reader down and control the pace of the story. At times like this, you can make a brief sentence--or even a word--an entire paragraph. Just don't overdo it; this gets old fast.

Here are some examples, excerpted from the novel Kate Macready and the Pirates. They are color coded when possible to show which type of paragraph break is being used: yellow for new topic, brown for new time, purple for new place, light blue for new speaker, dark blue for an action that takes the place of some dialogue, and green for dramatic effect.
The one good thing I could see was that the water was so shallow where the Narwhal went down that, once I broke clear of the ship, I didn't have far to go to reach the surface. It was long enough, though. By the time I broke the surface, I had almost given up hope, but I found myself in the air and took a huge, gulping gasp. I splashed around, happy just to be alive. That's when the hand reached down and grabbed me. Before I had a chance to think, I had been hauled into a small boat and dumped there like a load of fish. I opened my eyes and was surprised--and happy--to see Jeremy staring down at me. "Did you get the map?" he asked. I sat up, outraged. "Is that all you can think about?" I demanded. "No. Of course not. But did you get it?" I pulled the map, now waterlogged, from the folds of my shirt and tossed it to the floor of the boat. Jeremy looked visibly relieved. "Are you all right?" he asked. "What happened to...uh, to Diablo?" I shrugged. "I don't know. I didn't see him."

# data[].attributes.attachment_link.description
The big idea Learning how to break your stories and essays into paragraphs is a confusing but important job. Nobody ever really sits down to tell you the basic rules about when to make a new paragraph, so you generally have to muddle along, making the rules up for yourself.

# data[].attributes.attachment_link.readable_text
What this handout is about

This handout offers seven easy steps to becoming a comma superhero.

Commas, commas, and more commas

Commas help your reader figure out which words go together in a sentence and which parts of your sentences are most important. Using commas incorrectly may confuse the reader, signal ignorance of writing rules, or indicate carelessness. Although using commas correctly may seem mysterious, it can be easy if you follow a few guidelines.

Beware of popular myths of comma usage:

MYTH: Long sentences need a comma. A really long sentence may be perfectly correct without commas. The length of a sentence does not determine whether you need a comma.

MYTH: You should add a comma wherever you pause. Where you pause or breathe in a sentence does not reliably indicate where a comma belongs. Different readers pause or breathe in different places.

MYTH: Commas are so mysterious that it's impossible to figure out where they belong! Some rules are flexible, but most of the time, commas belong in very predictable places. You can learn to identify many of those places using the tips in this handout.

You probably already know at least one of the following guidelines and just have to practice the others. These guidelines are basically all you need to know; if you learn them once, you're set for most situations.

1. Introductory bits (small-medium-large)

Setting off introductory words, phrases, or clauses with a comma lets the reader know that the main subject and main verb of the sentence come later. There are basically three kinds of introductory bits: small, medium, and large ones. No matter what size they are, an introductory bit cannot stand alone as a complete thought. It simply introduces the main subject and verb.

There are small (just one word) introductory bits:

Generally, extraterrestrials are friendly and helpful.
Moreover, some will knit booties for you if you ask nicely.

There are medium introductory bits. Often these are two- to four-word prepositional phrases or brief -ing and -ed phrases:

In fact, Godzilla is just a misunderstood teen lizard of giant proportions.
Throughout his early life, he felt a strong affinity with a playful dolphin named Flipper.
Frankly speaking, Godzilla wanted to play the same kinds of roles that Flipper was given.
Dissatisfied with destruction, he was hoping to frolick in the waves with his Hollywood friends.

There are large introductory bits (more than 4 words). You can often spot these by looking for key words/groups such as although, if, as, in order to, and when:

If you discover that you feel nauseated, then you know you've tried my Clam Surprise.
As far as I am concerned, it is the best dish for dispatching unwanted guests.

2. FANBOYS

FANBOYS is a handy mnemonic device for remembering the coordinating conjunctions: For, And, Nor, But, Or, Yet, So. These words function as connectors. They can connect words, phrases, and clauses, like this:

Words: I am almost dressed and ready.

Phrases: My socks are in the living room or under my bed.

Clauses: They smell really bad, so they will be easy to find.

Notice the comma in the final example. You should always have a comma before FANBOYS that join two independent clauses (two subjects and two verbs that make up two complete thoughts). Look carefully at the next two sentences to see two independent clauses separated by comma + FANBOYS.

If you do not have two subjects and two verbs separated by the FANBOYS, you do not need to insert the comma before the FANBOYS. In other words, if the second grouping of words isn't a complete thought, don't use a comma. Try reading the words after FANBOYS all by themselves. Do they make a complete thought?

You can read your own writing in the same way. Read what comes after FANBOYS all by itself. If it's a complete thought, you need a comma. If not, you don't.

3. The dreaded comma splice

If you don't have FANBOYS between the two complete and separate thoughts, using a comma alone causes a "comma splice" or "fused sentence" (some instructors may call it a run-on). Some readers (especially professors) will think of this as a serious error.

My hamster loved to play, I gave him a hula-hoop.

ALSO BAD: You wore a lovely hat, it was your only defense.

To fix these comma splices, you can do one of four simple things: just add FANBOYS, change the comma to a semicolon, make each clause a separate sentence, or add a subordinator (a word like because, while, although, if, when, since, etc.)

You wore a lovely hat, for it was your only defense.

ALSO GOOD: You wore a lovely hat; it was your only defense.

STILL GOOD: You wore a lovely hat. It was your only defense.

TOTALLY GOOD: You wore a lovely hat because it was your only defense.

4. FANBOYS fakers

However, therefore, moreover, and other words like them are not FANBOYS (they are called conjunctive adverbs). They go between two complete thoughts, just like FANBOYS, but they take different punctuation. Why? Who cares? You just need to recognize that they are not FANBOYS (for, and, nor, but, or, yet, so-remember?), and you'll make the right choice.

When you want to use one of these words, you have two good choices. Check to see if you have a complete thought on both sides of the "conjunctive adverb." If you do, then you can use a period to make two sentences, or you can use a semicolon after the first complete thought. Either way, you'll use a comma after the faker in the second complete thought. Notice the subtle differences in punctuation here:

GOOD: Basketball is my favorite sport.

However

, table tennis is where I excel.

ALSO GOOD: Basketball is my favorite sport; however, table tennis is where I excel.

BAD: Basketball is my favorite sport, however table tennis is where I excel.

ALSO BAD: Basketball is my favorite sport, however, table tennis is where I excel.

5. X,Y, and Z

Put commas between items in a list. When giving a short and simple list of things in a sentence, the last comma (right before the conjunction-usually and or or) is optional, but it is never wrong. If the items in the list are longer and more complicated, you should always place a final comma before the conjunction.

You can buy life, liberty, and the pursuit of happiness in Los Angeles.

You can buy life, liberty and the pursuit of happiness in Los Angeles.

BUT ALWAYS: A good student listens to his teachers without yawning, reads once in a while, and writes papers before they are due.

6. Describers

If you have two or more adjectives (words that describe) that are not joined by a conjunction (usually and) and both/all adjectives modify the same word, put a comma between them.

He was a bashful, dopey, sleepy dwarf.
The frothy, radiant princess kissed the putrid, vile frog.

7. Interrupters

Two commas can be used to set off additional information that appears within the sentence but is separate from the primary subject and verb of the sentence. These commas help your reader figure out your main point by telling him or her that the words within the commas are not necessary to understand the rest of the sentence. In other words, you should be able to take out the section framed by commas and still have a complete and clear sentence.

Bob Mills, a sophomore from Raleigh, was the only North Carolina native at the Japanese food festival in Cary.

Aaron thought he could see the future, not the past, in the wrinkles on his skin.

My chemistry book, which weighs about 100 pounds, has some really great examples.

To see if you need commas around an interrupter, try taking the interrupter out of the sentence completely. If the sentence is still clear without the interrupter, then you probably need the commas.

Congratulations! You know how to use commas!

But wait-is there more?

These guidelines cover the most common situations in writing, but you may have a stickier question. Below are some suggestions for finding some of the many other resources at your disposal.

If you are worried about punctuation in general, pick up a writing handbook from the library or the University bookstore. You'll find a list of handy resources below.

Works consulted

We consulted these works while writing the original version of this handout. This is not a comprehensive list of resources on the handout's topic, and we encourage you to do your own research to find the latest publications on this topic. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial.

Rosen, Leonard J. et al. The Allyn & Bacon Handbook. Boston: Allyn & Bacon, 2000.

Gordon, Karen Elizabeth. The Deluxe Transitive Vampire: The Ultimate Handbook of Grammar for the Innocent, the Eager, and the Doomed. New York: Pantheon Books, 1993.

Gordon, Karen Elizabeth. The New Well-Tempered Sentence. Boston: Houghton Mifflin Company, 1993.

Kolln, Martha. Understanding English Grammar. New York: MacMillan Publishing Company, 2005.

Kolln, Martha. Rhetorical Grammar: Grammatical Choices, Rhetorical Effects. New York: MacMillan Publishing Company, 2006.

O'Conner, Patricia T. Woe Is I. New York: Riverhead Books, 2003.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License.
You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

# data[].attributes.attachment_link.description
What this handout is about This handout offers seven easy steps to becoming a comma superhero. Commas, commas, and more commas Commas help your reader figure out which words go together in a sentence and which parts of your sentences ... Continued

# data[].attributes.body
March 5 2017

Dear Diary,

Somehow Monday is sneaking up on me.  Well, that's actually not true.  I knew that I had too much to do and that I couldn't humanly finish it.  I know that that's not true either but I'm running with that story as the truth remains that I could have worked harder.  So why didn't I? Lazy, relaxed, disorganised?  I don't know.  Overwhelmed possibly describes it.

I can feel myself getting annoyed with Jeff for not giving me any notice (FANBOYS)  yet I know it is not completely (but mostly) my fault.  There is no way that I could've managed to wrangle a 4 year old all weekend and write answers to a revision sheet, and read 58 drafts, and mark 29 diagnostic tests and finish building the deck out front.  So, what do I do?  Float around like a jellyfish with no fixed direction.  Nice one.

March 7 2017

Dear diary,

Yesterday I had to sit in front of my favourite class ever and say, "Sorry, I was too busy to finish my job this weekend."  (I wasn't too busy - just too human.  At least I believe that I am tolerant of others ...

WHAT HAPPENS next?

# data[].attributes.body
A fun, and very cute guide to finding ideas.

# data[].attributes.attachment_link.description
The Young Writers' Award, designed to discover the talent of children aged between 9 and 13 years of age. This award seeks to develop the writing skills of this

# data[].attributes.body
Think of 3 positives before recommending any improvements.  What have they done which you can use?

# data[].attributes.attachment_link.description
Journal Entries April 17th, 1932 It's been long since I seen the sky. Everyday, I'd look up at the blueness of it, knowin' as long as tha' heat be a beatin' down on top o'me, it would be a beatin' down on top o'the land. That do

# data[].attributes.body
Working on assessment.

Today I will have written 4 journal entries in their draft form. I will also read 2 journal entries writtten by my peers and give them a completed feedback sheet (via email).

# data[].attributes.body
Wider Reading

# data[].attributes.body
Today, I will begin my draft.

I will describe my chosen issue, my character and the change to their perspective over time.

I will list the events that occur to create this change.

I will begin writing my journal entries (at least 2) and post on my group padlet for feedback.

# data[].attributes.headline
DO THIS: Use FANBOYS to make this text better.

# data[].attributes.subject
DO THIS: Use FANBOYS to make this text better.

# data[].attributes.body
Fans love to watch Anna. She dances beautifully. She is a graceful dancer. People enjoy watching her. She hasn't taken dance lessons. She doesn't need to. Her technique is unconventional. The effect is striking. She can fill an audience with joy. She can bring people to tears. Other dancers try to imitate her style. They have not succeeded. She is talented. She will attract fans for many years to come.

# data[].attributes.body
http://www.grammar-quizzes.com/8-3punc.html

# data[].attributes.body
Yes, you do!  It happens everywhere these days, people are so casual about their grammatical choices (this sentence demonstrates a comma splice).  Click here to learn more and practice:
http://depts.dyc.edu/learningcenter/owl/comma_splices.htm

# data[].attributes.body
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm

# data[].attributes.body
practice for assessment

# data[].attributes.headline
Answer these questions in your notebook (digital or paper)

# data[].attributes.subject
Answer these questions in your notebook (digital or paper)

# data[].attributes.headline
Read the 4 journal entries: Journal entry 1

# data[].attributes.subject
Read the 4 journal entries: Journal entry 1

# data[].attributes.body
Dear Year 8,

I am always optimistic that  the new school year won't invite a whole host of germs into my finger-sucking-toddler household.; every year I am wrong.  (Do you like that semi-colon?  it fixes a potential run-on sentence by splitting the two independent clauses.) Semi-colons are nice, but I digress. I am home sick today.

Listen to your guest teacher and have a good day.  i have attached below the materials that you need for today's lesson. If you haven't already, could you please email me your draft story that is due today.

Today  you will:
-have an understanding of how to create imaginative journal entries to tell a story about a character facing a particular issue.  You will do this by examining the imaginative journal below and answering the questions (pointing) over there. :)

Please ask for help if you need it. You can do this in 1 lesson.

# data[].attributes.headline
Copy this text to your own document and correct all the run-on sentences

# data[].attributes.subject
Copy this text to your own document and correct all the run-on sentences

# data[].attributes.body
It was 4:30 in the afternoon, I was sitting in my room revising my maths for the maths exam tomorrow, my younger brother Max was dancing along to the TV show wiggles which the volume was on full blast in the living room. I heard the usual rubber on gravel and a squeal of breaks, dad was home. There was a slam of a car door as dad thundered up the driveway, I was used to this as this was his usual routine every day at around 4:30p.m. “SHAY!!!, get over here NOOOWW!!!” Here we go again.

“COMING DAAAAADDD!!!” I fast walked to my door and opened it, only to find my annoying little brother standing there with his mouth in the broadest grin.

“HAHA, Shays in trouble shays in trouble!!” he laughed in his nerve racking, sing song tone. “Get out of my way you little brat!!”

I ran towards the main door and unlocked it expecting the usual angry face yelling at me for some random reason only to find dad looking angry and worried. “Pack your bags we’re moving”.

# data[].attributes.attachment_link.title
IXL | Identify coordinating conjunctions | 6th grade language arts

# data[].attributes.attachment_link.description
Improve your language arts knowledge with free questions in "Identify coordinating conjunctions" and thousands of other language arts skills.

# data[].attributes.body
Wider reading. You should be reading 20-30 minutes per day. By next week you should be near the middle of your book as a minimum requirement.

# data[].attributes.body
Practice sentence construction....

I will be able to create complex sentences to enhance the meaning and impact of a text. I will understand how to find and correct run-on sentences.

# data[].attributes.body
Today we will use our character development to create a series of events that might change the person's perspective on an issue.

We will focus on using dialogue correctly and purposefully, and practice using text connectives to create a vivid image.

# data[].attributes.body
use these to improve cohesion and write something more interesting

# data[].attributes.body
First, outline the major events that happened from Ben's perspective and then create your own character and series of events.  These events should change the character in some way.

# data[].attributes.body
Comprehension of a 'teen issue' in a text:
Read the following and answer the questions in complete sentences.

# data[].attributes.body
Need to know what form of the verb to use?http://www.verbix.com/languages/english.shtml

What is the difference between indicative and conditional tense? Hint, conditional uses 'would' often.

# data[].attributes.body
review

# data[].attributes.body
Lexical cohesion:
►► understand how lexical cohesion develops theme in a literary text
►► understand how to expand vocabulary to enhance meaning in imaginative texts.

# data[].attributes.body
I will identify evaluative language and offer alternatives to the given text which do not alter the author's intent.

# data[].attributes.body
Write a PARAGRAPH describing your favourite person (or pet) in your family.  You must include feelings, opinions and judgment.  Use language features and dialogue.

# data[].attributes.body
Create a table with the headings: Affect, Judgment and Appreciation

Find examples in the text and complete the table

# data[].attributes.body
Use text to refresh your ability to write dialogue correctly.

Dialogue has a number of functions:

progress action quickly

reveal character traits and opinions

# data[].attributes.body
affect

judgment

appreciation

Find examples of each in the text.

# data[].attributes.headline
What issues are raised in TWO WOLVES, Chapter 1 and 2?

# data[].attributes.subject
What issues are raised in TWO WOLVES, Chapter 1 and 2?

# data[].attributes.headline
Categorize issues as abstract or specific

# data[].attributes.subject
Categorize issues as abstract or specific

# data[].attributes.body
(abstract issues lack 'concrete' or physical properties)

# data[].attributes.body
I will identify and understand the purpose of evaluative language (abstract and specific) which is to evoke emotional responses in readers and highlight viewpoints of specific issues

# data[].attributes.body
Wider reading: the benefits of establishing good reading habits. Choose a book to read individually.

Homework: Read 2 chapters

# data[].attributes.body
miss class? need clarification? complete this.

# data[].attributes.attachment_link.title
Department of Education, Training and Employment

# data[].attributes.attachment_link.description
© The State of Queensland (Department of Education and Training) 2016.

# data[].attributes.body
Basically, it is better to be able to taste a delicious dinner, than hear that it is delicious.
'
"Effective writers can use language to encourage audiences to accept their viewpoints. In teen literature, authors can use a range of language features to encourage teen readers to accept their viewpoints on issues of importance. A good writer will not make clear or specific statements that tell the reader his or her viewpoint about an issue. Instead, good writers use a range of language features to position audiences to take up viewpoints.

A good writer will use evaluative language to position a reader. By including positive and negative evaluations of emotions, events, behaviour, individuals and groups, an effective writer can prompt specific responses in audiences. A good author can make you admire or dislike characters, approve or disapprove of certain behaviours or be concerned about certain issues."

# data[].attributes.body
Establish access to this page.

Read like a writer.

Discuss and understand:

dialogue punctuation and purpose

Evaluative language: affect, judgment, appreciation

Practice:

Writing dialogue
Identify types of evaluative language in Two Wolves

# data[].attributes.body
Get organised.  Understand each other.

Discuss and understand:

imply and infer
metaphor
hyperbole

# data[].attributes.attachment_link.description
Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.