Page 43 - Knowledge Organiser Yr9 24-25

Knowledge Base: English Click: Social Media – Non-Fiction Writing Year 9 | Summer Term 1
Model example
I overheard some pupils the other day talking in endless in what felt like code. How this person was "sus", how some had to "hold on a sec" while they "yeeted" their rubbish in the bin, how their new English teacher failed the "vibe check". It all made me feel old and terrified for the future. This whole new language being created by the brain bludgeoning impact of social media.
This bleak exchange is just the tip of the iceberg. Constant short videos gradually rotting the brains of today's youth, so they walk slump shoulder around staring at their small black boxes. I wouldn't even be surprised if the grunted exchanges they have with adults turned into murmuring "brains" and trying to attack slow walkers and the elderly. I'd call this bleak existence a nightmare but it's worse. It's real.
Anecdote to build ethos and credibility with the audience.
Use of the word "bludgeoning" exaggerate the extent of the damage social media does to the brain.
Use of a humorous tone to build a relationship with the audience.
Use of causal connective “because” to extend and justify an initial point.
Use of appropriate colloquialism to create a "friendly" tone.
The pupil uses phrasing such as “rotting” and “grunting” to create a semantic field of devolution.
Use of fragment sentences to build a sense of foreboding.
Use of alliteration to build a clear sense of the impact that the situation is having on young people.
1. Discourse Markers – to be used in opinion writing
1.1
consequently
Introducing something that has happened because of the previously mentioned point.
1.2 conversely
1.3 furthermore
1.4 however
Introducing an idea that juxtaposes or opposes the previous point. To build and add weight to the point you are making.
Introducing an idea that contrasts one previously made.
1.5
Nevertheless/ nonetheless
Despite an opposing point, an argument remains valid.
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