📘 The folio is open. The names are not.

What you’ll learn

1. The names that let you pointExplain why Key Stage 3 wants linguistic and literary terminology, and sort a name onto the linguistic tray or the literary tray.A term is a finger, not a medal. Linguistic names build the sentence. Literary names shape the effect. Both trays sit on one desk.
2. The language engineName word-class jobs, choose active or passive to aim the reader, and hear how a modal verb changes certainty.Every word has a job. Active names the do-er; passive promotes the thing done. Must is not might. Verb once just meant word.
3. Comparisons that aren't trueTell a simile from a metaphor by the join, and name personification by the human loan.Like or as is a simile. A bare is is a metaphor. A human cheek on a wind is personification. Name what was borrowed and what the loan does next.
4. Sound you can tapPoint at alliteration as a sound, onomatopoeia as a sound-word, and the line-break choices caesura, enjambment and stanza.Alliteration is a sound, not a letter. Onomatopoeia lives in clang, not in the bell. A stanza is a room. Ask whether the thought stopped at the line-end.
5. Who is talking, and from whereName narrative person, dramatic irony as a knowledge gap, and juxtaposition as a chosen neighbour.I is already a costume. Dramatic irony is who knows. Light beside dark is already an argument. Tonight, name one join on a page you own.

Questions this course answers

Grounded in trusted sources

• Department for Education, English programme of study: key stage 3 (September 2013) — pupils should discuss reading, writing and spoken language with precise and confident use of linguistic and literary terminology; understand and use age-appropriate vocabulary including linguistic and literary terminology; know how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning; recognise a range of poetic conventions; study setting, plot and characterisation; draw on literary and rhetorical devices; know differences between spoken and written language, formal and informal registers, and Standard English and other varieties, https://assets.publishing.service.gov.uk/media/5a7b8761ed915d4147620f6b/SECONDARY_national_curriculum_-_English2.pdf
• Department for Education, Glossary for the programmes of study for English — active voice (The school arranged a visit) and passive (A visit was arranged by the school); modal verbs will, would, can, could, may, might, shall, should, must, ought; register as varieties tied to uses, not dialects; Standard English as a small range of forms (those books, I did it, I wasn’t doing anything) rather than an accent; adjective, adverb, noun, verb, determiner, https://assets.publishing.service.gov.uk/media/5a7c8e4ded915d48c24108e2/English_Glossary.pdf
• Department for Education, National curriculum in England: English programmes of study — Years 5 and 6 notes on discussing figurative language such as metaphor, simile, analogy, imagery, style and effect; Key Stage 3 building on that knowledge, https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study
• Purdue Online Writing Lab, Literary Terms — metaphor as referring to one thing by another; simile using like or as; personification; imagery (Baldick); symbolism; tone; first / second / third person narration; irony as saying one thing and meaning the opposite; alliteration (Baldick); characterisation, https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_terms/index.html
• Purdue Online Writing Lab, Writing About Poetry — metaphor, simile, personification, irony; caesura as a pause in the middle of a line; enjambment as a sentence or clause continuing from one line to the next, https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_about_poetry.html
• University of Cambridge Faculty of English, Glossary of Literary Terms — metaphor as transfer of a quality; simile with tenor and vehicle; personification; alliteration including Anglo-Saxon verse; assonance; onomatopoeia; caesura; enjambment versus end-stopping; irony and dramatic irony (Oedipus / audience knowledge); stanza versus verse; iambic pentameter and the sonnet, https://www.english.cam.ac.uk/classroom/terms.htm
• Michelle Bonczek Evory, Naming the Unnameable: An Approach to Poetry for New Generations, adapted on Humanities LibreTexts, 6.10 Figurative Language — figurative language not meant literally; metaphor as direct comparison (Hope is the thing with feathers); simile using like or as; personification (opportunity knocked); the mind lighting a path between two things, https://human.libretexts.org/Courses/City_College_of_San_Francisco/Writing_and_Critical_Thinking_Through_Literature_(Ringo_and_Kashyap)/06%3A_About_Poetry/6.10%3A_Figurative_Language

Every Wunder lesson is built from real, reputable sources — never invented.

Related courses