persuasive techniques letter

Dear Head-teacher,
I am writing to you today to discuss the matter of shortening the school day.
I appreciate that changing the school hours would be a disposition, however this would dramatically improve the performance of the students, would mean that the students could work outside of school, and mean that the students would be less tired, leading to better results.
I am certain that changing the school hours from 8:30-3 to 10-2 would conclusively improve the mentality and performance of the students at Shenfield school. I am absolutely astounded by anyone who opposes my idea, as I myself cannot see any downfalls with it. Did you know that a school in Cumbria changed their sixth form school hours to 10-2 every day and their students achieved one of the highest a-level grades as a whole in the entire Nation? The stats speak for themselves. So I am begging you (if asking is even needed) to change the school hours for the hardworking labourous students at Shenfield and for you, your job becomes so much easier, as the results will be A's after A's after A's.
Yours faithfully, Charlie Mackinnon.

Mrs Kaddu language analysis

The class whose language I analysed was a Year 9 English class.
Firstly, the teacher used a question whilst telling off one of the students by saying: "I will send you out if you keep misbehaving. Do you understand me?" this rhetorical question indicates the power of the teacher over the student. Other questions were used but for different reasons for example helping out the student. An assistant teacher said to a student: "What do you think's important here then?" which gave the student a nudge towards answering the question by helping her structure it. The teacher had power over the students when giving praise in instances such as: "Yes, perfect." and "Now this is better" as the class became silent after a period of noise and disruption. The praise helps the students to continue their answers as they become motivated. The teacher also said to one student: "Are you feeling better today?" in a friendly manner. The way in which it was said links to the fact it is a year 9 class, and the teacher empathising with the student indicated a connection between them. Power was also displayed by the teacher when she said: "Highlight the key ideas for me" to which the class did obediently; which displays the teacher's ability to control the classroom.

reflective commentary on flash fiction

I completed my flash fiction story by having a plan about what I wanted to write about with some different ideas, which helped me get an idea of what the main themes could be.
I struggled at first thinking of ideas, but the fact we had the task of making a halloween story made it easier than if we had to write a story on anything we liked; therefore I of course wrote with a scary theme of children missing on halloween and a haunted house.  It was difficult to find how to word the start of the story but as I got into it I was able to write more and it flowed easier.