SKILLS PRACTICE: WRITING CREATIVE NON-FICTION TEACHER GUIDE & STUDENT WORKSHEETS
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SKILLS PRACTICE:
WRITING CREATIVE NON-FICTION
TEACHER GUIDE &
STUDENT WORKSHEETS
This booklet is a companion to the online curriculum available at
www.yourfavouriteteacher.com.
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comWriting Creative Non-Fiction
This scheme covers the skills required to approach a range of non-fiction writing formats, including
letters, speeches, articles, and essays. Within the scheme, the skills required for writing with specific
purposes, using rhetorical as well as persuasive devices, and effectively engaging with readers are
developed.
Suggested Teaching Order and Learning Objectives
1) Purpose, Audience and Format: to be able to understand the features of a spoken
presentation; to be able to identify various purposes as well as audiences for an oral
presentation
2) Formatting Styles: to be able to differentiate between different non-fiction formats; to be
able to identify the common features of a letter, essay, speech, and article.
3) Rhetoric: to be able to describe the difference between emotive, logical, and credible
rhetoric; to be able to utilise various rhetorical devices for effect.
4) Persuasive Devices: to be able to define a variety of persuasive devices used in Non-Fiction;
to be able to utilise a variety of persuasive devices for desired effect.
5) Planning, Organising and Connecting Ideas: to be able to utilise planning strategies to
develop responses to a given topic; to be able to use effective transitions within and
between paragraphs.
6) Emotive Language and Vocabulary: to be able to apply an appropriate range of emotive
vocabulary words, depending on situations; to be able to utilise vocabulary which is fit for
purpose, audience and format.
7) Debating Ideas Effectively: to understand how to constructively build upon arguments; to
understand how to formally debate against arguments.
8) Engaging Openings: to be able to differentiate between the way writer’s engage their
readers in letters, essays, speeches, and articles; to be able to utilise common features
found in Non-Fiction Writing to engage readers/audiences.
9) Clear Conclusions: to be able to organise ideas within a concise and effective conclusion.
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comSuggested Questions for Discussion and/or Activities
Lesson Focus Questions/Activities
Purpose o Define Format.
Audience and
o What are the most common purposes for giving a speech?
Format
What are three common audiences to whom you might
deliver a speech?
o When are three times in which speeches used to persuade
listeners?
o What are the differences between a speech and a debate?
What is the difference between arguing a point and
explaining a point?
o Organise the following audiences from that which is the
most formal to the least formal: a broadsheet newspaper
readers, a television audiences, a school presentation, a
group of parents, a group of strangers in the general
public, your headteacher, leisure-magazine readers (e.g.
sports, fashion or food magazine).
Formatting o What should begin and end all formal letters?
Styles o What is the difference between non-fiction texts and a
piece of fiction?
o In which non-fiction format(s) are subheadings
appropriate? Can you describe the difference between a
magazine article and a newspaper article?
o Which formats should use second person pronouns and
why? Can you list at least 3 ways that a speech can directly
address it’s audience?
o Why should an essay use more facts than a speech, letter
or article?
Rhetoric o Define rhetoric.
o What can a writer do to seem credible and trustworthy
their reader?
o How might an anecdote help to establish trust and
credibility in a speaker?
o What kind of persuasive devices might best establish trust
and a sense of credibility within a speech?
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.como Why might a persuasive piece of writing or speech want to
appeal to an audience’s emotions?
o Which audiences might be persuaded more easily by fact
and credibility, rather than emotion?
Persuasive o Define each of the following: facts, figures/statistics,
Devices opinion, flattery, rhetorical question, repetition, hyperbole,
imperative, anecdote.
o Organise each of the persuasive devices you have defined
in order from the most emotive to the most factual.
o In your writing, where would an imperative be most
effective? In your writing, where would an anecdote be
effective at engaging your audience?
o Why is a rhetorical question a good way to begin or end a
paragraph?
o What metaphor can be made about the topic you are
discussing in this letter/speech/essay/article?
o When should hyperbole be used to exaggerate the truth?
When might it be inappropriate to use a hyperbole in this
way?
Planning, Organising o Define thesis.
and Connecting o What factual reasons do can you use to support your idea?
Ideas Can you think of any real-life examples which prove your
argument or opinion is correct?
o When should a new paragraph be created when writing?
Which format should have the most substantial and
detailed body paragraphs, a letter, essay, article, or
speech?
o List 3 connectives which are used for each of the following
purposes: adding information, changing subject, explaining
cause and effect, changing time, contrasting information,
evaluating, giving examples.
o If you are writing 4 paragraphs to explain your opinion,
where should your strongest argument go? Why?
Emotive Language o Define emotive language.
and Vocabulary o Define synonym and antonym.
o What is the difference between empathy and sympathy?
o In which different non-fiction formats and for which
purposes might you want to include as much emotive
language as possible?
o Can you think of 5 synonyms for the word … ?
o Identify 3 antonyms for each of the following words:
intrigued, contented, serene, confused, hopeful, modest.
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.como Organise the following abstract nouns into positive, neutral
and negative: awe, wonder, despair, loathing, withdrawn,
brooding, melancholy, indignance, composure, bashfulness,
placidity, astonishment.
o Why might an emotive anecdote be an effective way to
begin a letter or speech?
Debating Ideas o Define fallacy.
Effectively
o What is the difference between open and closed
questioning? When is logic more important, in a debate or
a persuasive speech?
o Why might it be important to repeat a question or
argument that is given to you within an oral debate?
o What is a rebuttal, and why is it a good idea to include one
at the end of your writing?
Engaging o Define audience.
Openings
o What is a topic sentence and why are they important in
non-fiction?
o When should a thesis be stated in an essay? Why?
o Why is the opening of an article often more creative and
less direct than an essay’s?
o Why is it important to thank your audience in a speech or
letter, but not an essay or article?
o How does the beginning of a speech differ from other non-
fiction formats?
o Why are direct address, imperatives and the use of second
person pronouns more important in non-fiction than
fiction?
Clear o Define concise.
Conclusions
o In a formal letter, essay, article or speech, what tone
should be used at the end of the text?
o Why is repetition important in a conclusion?
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.como After restating your original point, what should a
conclusion add to your ideas from the introduction?
o Why are rhetorical questions and imperatives effective in a
conclusion?
o If, after reading your piece, someone still disagrees with
your argument, how should you address this in your
conclusion?
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comPurpose, Audience & Format Worksheet
For each of the writing tasks below, identify the purpose, audience and format.
Writing Task Purpose Audience Format
Write to your
Headteacher, giving
ideas about how to
change the school
uniform policy.
Write a piece for your
school newspaper
informing readers
about your experience
at the school.
Write a persuasive
piece about why peace
is needed in the world
for a Remembrance
Day ceremony.
Write to a web-editor
to explain to them why
something they
published should be
taken down from their
website.
A magazine editor has
opened a competition
for pieces about the
effects of social media;
write an entry giving
your ideas on the topic
Write a piece
explaining your
opinion on the
education system for
your school leavers
assembly.
Write an opinion-piece
for a local magazine on
the topic of the
importance of reading.
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comFormatting Styles Worksheet
Draw a line connecting the various format-features on the right to the correct formats on the left.
Tagline
Subheadings
Article
Address
Salutation
Formal sign-off
Thanking your reader and/or
audience
Letter
Bullet-points
Paragraphs
Thesis
Columns
Essay
Second Person Pronouns
Formal Language
Imperatives
Dates
Speech
First Person Pronouns
Topic Sentence
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To be used in conjunction with online resources at www.yourfavouriteteacher.comRhetoric Worksheet
For each of the writing techniques below, chart whether they appeal to emotions, logic, or establish
credibility as well as explain the effect each has on readers.
Writing Technique Emotional? Logical? Credible? Effect on Readers
Emotive Language
Anecdote
Listing
Facts, Figures & Statistics
Imperatives
Hyperbole
Direct Address
Metaphors & Similes
Opinion
Jargon & Technical Language
Quotations
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comFlattery
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comPersuasive Devices Worksheet
Read the speech written below, looking for and identifying the persuasive devices found in the box
below.
GCSEs –there’s no other word that strikes this much fear in the
hearts of teens throughout the nation. They’re the callous, taxing
and excruciating testing system that grants you with results that
impact your future education/ career: taken at only age 15-16.
They have the magical ability of turning happy, content students in
to frustrated train wrecks who are one essay away from a mental
breakdown. Now I hear you asking, “if they’re that bad then why
are GCSEs taken at such a young age?” and to that I say they
shouldn’t be and this speech is dedicated to the reasons why.
From a young age, we’re reminded by those older that the
days of our youth are the best days of our lives. We are told not to
squander our childhood – not to take it for granted. However, also
from this young age, we’re thrown in to a tedious “rinse-and-
repeat” cycle of unyielding revision, rigorous testing and forgetting-
in order to attempt to remember the next plethora of knowledge for
the next bout of rigorous testing. This 11-year process all leads up
to our GCSEs consisting of up to 23 papers, plus course work. Is it
right to put so much strain on student’s mental health at only the
age of 15/16? We should be out enjoying free time with our
friends/ family, doing sports and enjoying hobbies, not stressing
about tests that impact your future. It seems its impossible to
properly balance work with fun and socializing thanks to these
damn exams. Socialize and enjoy yourself, you end up at
McDonalds. Work for good results, become a sad, burned-out
recluse. There’s no way to win. How can we enjoy our childhood if
it’s taken from us by exams?
Obviously it may just sound like I’m whining and lamenting
about something that everyone has to go through- everyone is put
under pressure at some point in their lives, right? While this is
certainly true, it’s undeniable that age 16 is too young an age to
undergo that amount of stress and expect good results. If we look
at other top international education systems, we can see that in the
USA, final exams are taken at age 18 and there are no significant
exams taken at age 16. Similar patterns are seen among other
countries with arguably the best education systems for instance
Finland, whose students take final exams at age 18 as well. We
could further argue that American grades are calculated through
multiple factors for instance; class participation, homework and
quizzes (so less pressure is places on students overall) and its
also worth mentioning that a large portion of their tests are multiple
choice. Why are British students expected to sit exams of a harder
magnitude at a younger age?
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comEmotive Language Rhetorical Questions Listing/Rule of Three
Hyperbole Second Person Pronouns Facts
Repetition Statistics Opinion
Short sentences Quotations Imperatives
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To be used in conjunction with online resources at www.yourfavouriteteacher.comPlanning, Organising and Connecting Ideas Worksheet
Organise the connectives below into the correct category, based on their purpose in writing.
In brief In Particular To begin with For example
Finally To conclude As well as In addition to
Similarly Because Therefore Comparatively
Overall To summarise On the whole Definitely
In spite of the fact that Due to Eventually Meanwhile
However This is shown when After all Ultimately
Furthermore What is more Accordingly Consequentially
Evidently Inevitably Comparatively Likewise
In the end And then Specifically Although
Nevertheless In fact Throughout Subsequently
Though one assumes To balance this On the other hand Alternatively
In actuality Secondly Thus More importantly
Adding Changing Explaining Contrasting Evaluating Giving
Examples
Write an opening paragraph in which you evaluate the statement below.
Use at least one of each connective type in your writing.
“A healthy morning routine is the most important parts of the day.” To what extent do you agree?
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© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comEmotive Language and Vocabulary Worksheet
Sort the emotive words in the centre into the category which best suits their definition/connotations
Sad
Bad Happy
Unfocused Provoked Helpless
Numb Cynical Proud Self-interested
Inquisitve Intimate Emboldened Empathetic
Fragile Inadequate Inferior Bitter Furious
Hostile Withdrawn Indignant Energetic
Successful Loving Sensitive Content
Vulnerable Desperate Perplexed Astonished
Apathetic Indifferent Amazed Distant
Humiliated Skeptical Dismissive Judgement
Repulsed Abhorred Wretched Stressed
Fearful
Surprised Powerless Remorseless Ruthless
Disapproving Unequivocal
Disgusted Angry
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comDebating Ideas Effectively Worksheet
Choose one debate topic from the list below.
People should be Restaurants should It’s not fair to raise
Those who smoke
allowed to have more display the calories for your child with a
shouldn’t have access
free time during the each meal they have restricted diet (vegan,
to free NHS treatment
school and work week on their menu vegetarian, etc.).
For your chosen topic, write a list of pros and cons for each topic
Pros Cons
Write an opening paragraph in which you present your opinion using 3 points for or against and
highlighting one opposing point which you disagree with.
On the topic of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I believe that. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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This is ultimately true because of the fact that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Despite the fact that some might argue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . ., ultimately, I believe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comEngaging Openings Worksheet
Use the given topic and write an example of an opening which matches each format
Letter to the National Director of Speech to a group of parents
Education Include:
Include: - Direct Address
- Salutation - Rhetorical Questions
- Topic Statement - Collective First Person Pronouns
- Second Person Pronouns
Write a _________ in
which you express your
opinion on the
following statement:
Schools have worked
the same way for over
100 years; it is time that
something dramatically
Essay for a university Article for a broadsheet newspaper
Include: Include:
- Topic Sentence - Topic Sentence
- Thesis - Facts & Statistics
- Clear, concise language - Emotive Language
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comClear Conclusions Worksheet
A conclusion requires making the reasons and consequences for your ideas or decisions
clear to the reader.
Write a conclusion for each of the given statements below, giving valid, clear reasons
Example: I forgot to bring money for lunch today
Answer: Therefore I’ll have to borrow money, because I didn’t think we would need to
pay today.
1. I bought a new computer to complete schoolwork more easily.
Thus, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2. There are roadworks going on at the town centre roundabout.
Therefore, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3. I don’t have internet at my new house yet.
Thus, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4. My family vacation was cancelled unexpectedly this year.
Therefore, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...............................................................................
5. My friends’ roadtrip went on longer than they expected it to.
Thus, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comExam Style Questions:
1. Write a letter to your headteacher in which you argue your opinion on the following topic:
“Schools should provide students with more free time for socialising, even if it means reducing
lesson times.”
In your letter, practice using direct address, rhetorical questions, flattery and imperatives.
Sample Answer:
Dear Mrs. Xxx,
As much as we admire the leadership you provide our school, I hope you’ll take the time to consider
the perspective of us students. When it comes to our school timetable, of course there is only so
much time in the day. However, I hope you’ll hear me out when I say that too much time gets wasted
everyday by overloading students with work. Now, before even more precious time is wasted, is the
time for you to make a change.
Firstly, I should ask, how much study time do students need to achieve their best? I believe that, given
the right environment, anyone can achieve. In fact, I believe rest, comfort and confidence are all
important parts of creating a positive learning environment. With just a little bit more time with our
friends, a little bit more time to unwind, a little bit more time to keep ourselves happy, healthy and
well, I believe we students would achieve all-the-better for it.
2. A local newspaper is looking for students’ opinions on a topic they are featuring. Write an article
for a local newspaper in which you explain your viewpoint on the following statement: “GCSEs
should be redesigned so students have more choice about what they study.”
In your article, practice using metaphors, anecdotes, and hyperbole.
Sample Answer:
Education is the key to success: you hear it all the time. Education isn’t just a step along the way
towards our successes, it is the exact thing which will either allow us to deny us entry to the world of
success. So, you might say, education really is a key which unlocks the door to our brightest and
fullest potential. It is a key on which life and death depends. However, like a key, a good education
won’t just open any old door; in fact, no key will open every door out there in the world. It takes the
right key to open the right door. So, if us students are meant to be the ones knocking at the door of
success, shouldn’t we get a little bit more say about which door we’re knocking at?
Entering into Year 10, I was eager to succeed. I threw myself headlong into the sea of my schooling
and strived to do my absolute best in every subject. Chemistry, Biology, Maths, Physics, English,
Literature, and all my amazing options subjects too. But soon – by that first Christmas Break in fact –
I realised it was a bit too much, too soon. Not only that, I fell out of love with most of these subjects,
realising they weren’t quite my thing. Sure, I could work hard and get my head around the periodic
table of elements, maybe memorise each and every element down to the last metal. But what good
would that do me if I want to be a sculptor, a composer, or a great writer one day? The truth of the
matter is it won’t.
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.com3. An advertising company is looking for entries to write their newest advert. Write a speech in
which you persuade the public to use less plastic.
In your speech, practice using direct address, emotive language, and facts, figures/statistics.
Sample Answer:
Let’s be honest about one thing: we, humans, waste. We waste our time, we waste our money, we
often waste our breath. But did you know a whopping 91% of plastic isn’t recycled? No, it’s not being
reused instead, as convenient as that would be to believe. Instead, it’s recklessly dumped, ends up in
landfills or – worse still – is sloughed off into the nature. That’s right, we don’t just waste; we litter
too. Isn’t it time to change?
© Copyright 2020 Your Favourite Teacher
To be used in conjunction with online resources at www.yourfavouriteteacher.comYou can also read
