Analyzing Structure and Style

Lesson Overview

In this 60-minute lesson, a Year 9 student will explore the structural features of non-fiction texts and examine how these features enhance the use of DAAFOREST techniques (Direct Address, Alliteration, Anecdotes, Facts, Opinions, Rhetorical Questions, Emotive Language, Statistics, and Triplets). Through guided annotation and reflective discussion, the student will develop a deeper understanding of how structure and style contribute to the overall effectiveness and persuasiveness of non-fiction writing.

National Curriculum Links

• English Programmes of Study – Key Stage 3 (Years 7-9)
• Reading:
• Identify and interpret explicit and implicit information and ideas.
• Explain and evaluate how writers use linguistic and structural devices to achieve effects and influence readers.
• Writing:
• Plan, draft, edit and proofread writing, focusing on how structure and language choices impact meaning and audience response.
• Spoken Language:
• Use discussion to explore and challenge ideas and opinions in the text.

Learning Objectives

By the end of this lesson, the student will be able to:

1. Identify key structural features of a non-fiction article (e.g., introduction, subheadings, paragraphs, conclusion).
2. Analyse how these features impact the effectiveness of DAAFOREST techniques within the text.
3. Annotate a non-fiction article to highlight the interaction between structure and stylistic features.
4. Evaluate how the purposeful use of structure enhances the writer’s intent and engages the reader.

Success Criteria

• Correctly label structural components of the text.
• Highlight at least three examples where structure influences the delivery or impact of a DAAFOREST technique.
• Provide clear written explanations linking structure to persuasive effect.
• Engage in reflective discussion explaining their analysis.

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Lesson Activities

Starter (10 minutes)

• Quick Recap: Briefly review DAAFOREST techniques with the student using a mini-quiz or flash cards focusing on recalling meanings and examples.
• Introduce Structure in Non-Fiction: Present example structural features typically found in non-fiction articles (headlines, introduction, arguments, supporting evidence, conclusion). Use a sample article extract projected or printed.

Main Teaching (35 minutes)

Guided Text Annotation (25 minutes)

• Provide the student with a non-fiction article (one page) on a topical theme that includes identifiable DAAFOREST techniques.

• Model how to annotate the text by:

• Labeling structural features (e.g., “Introduction,” “Statistics supporting point”).

• Highlighting DAAFOREST techniques in different colours according to their category.

• Jotting brief notes on how each structural feature enhances or emphasises the DAAFOREST technique (e.g., a rhetorical question placed at the end of a paragraph to provoke thought).

• Student independently annotates the remainder of the article, encouraging detailed notes beyond simply locating devices—focus on why the structure matters.

Reflective Discussion (10 minutes)

• Discuss the student’s annotations:
• Which structural features had the greatest impact on the effectiveness of the techniques?
• How does paragraph order control the flow of argument?
• Why might the author place emotive language at the start or facts in bullet points?
• Encourage the student to articulate how structure and style work together to influence the reader’s opinion.

Plenary (10 minutes)

• Summary Task: Student writes a concise paragraph answering:
• “How does the structure of this article affect the use and impact of persuasive techniques?”
• Review the paragraph together, providing targeted feedback to improve clarity and depth of analysis.

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Assessment

• Formative assessment through observation of annotation engagement, explanation quality during discussion, and written paragraph.
• Use of an annotated article and reflective paragraph as evidence of understanding to inform progress towards GCSE English Language expectations for analysis of non-fiction texts.

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Resources

• Colour-coded annotation pens or digital equivalent.
• Selected non-fiction article (approx. 500 words) rich in DAAFOREST strategies.
• DAAFOREST technique and structure feature summary sheet for student reference.
• Notebook or laptop for drafting reflective paragraph.

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Differentiation and Extension

• Support: Provide scaffolded annotation worksheets with prompts and sentence starters to assist analysis.
• Challenge: Encourage the student to link structure/style choices to the writer’s intended audience and purpose with evidence from the text.
• Additionally, the student may consider how altering the structure could change the impact or clarity of the argument.

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Reflection for Teacher

After the lesson, evaluate the student’s ability to connect structure with rhetorical techniques and consider whether future lessons should include more modelling, opportunities for creative restructuring, or comparison of multiple texts for deeper understanding.