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KS3 English · Year 8Chapter 8 · Tense, aspect, mood, cohesion and register in writing
Year 8 · Chapter 8

Tense, aspect, mood, cohesion and register in writing

By the end of this chapter you will be able to

  • Name the tense and aspect of a verb phrase, and say what the aspect shows
  • Name a mood, and explain why a writer would choose it
  • Track a reference word back to the noun it stands for
  • Use connectives and ellipsis to link sentences, and build a lexical chain
  • Choose between formal and informal register, and explain the choice

You should already know

  • Tense, mood, cohesion and register (Year 7, Chapter 8 of this book)
  • Standard English and dialect (Year 7, Chapter 12 of this book)

Where this leads

  • Word origins, etymology and vocabulary choice (Chapter 9 of this book)
  • Writing to argue and evaluate: sustained argument (Chapter 11 of this book)

National Curriculum for England, Key Stage 3 English, Year 8. Content: Use and explain tense and aspect (simple, progressive and perfect) in context, and their effect (KS3 grammar, G3), Identify the indicative, imperative and subjunctive moods, and their effect on the reader (KS3 grammar, G3), Use cohesion across sentences and paragraphs: reference, ellipsis, connectives and lexical chains (KS3 grammar, G4), Choose a formal or informal register for an audience (KS3 grammar, G5), Recognise Standard English, and treat dialect as a variety with its own grammar (KS3 speaking and listening and writing, S3).

Exercise P  Do you remember?

1
FWrite the tense of "She walked to school." Write one word.
2
FWrite the word for a sentence that gives an order. Write one word.
3
FWrite the word for a word that stands in place of a noun, such as it or they. Write one word.
4
FWrite the word for a word that joins two clauses, such as and, but or because. Write one word.
5
FWrite the word for the way of speaking or writing that suits a particular audience and purpose. Write one word.
8.1

Tense and aspect in context

Year 8
Use and explain tense and aspect (simple, progressive and perfect) in context, and their effect (KS3 grammar, G3)
Video lesson: Tense and aspect in contextComing soon
Story. A student is writing an email to a friend. She uses the present, the past and the perfect, and each choice shows when an action happens and whether it is finished, ongoing or still affecting the present.

Text 1: An email to a friend (invented, informal)

Hiya! Sorry I haven't replied yet, I've been mad busy with the trip stuff. Mum says I can go, which is epic. We're meeting at the gates at seven, so don't be late this time, yeah? I'm gonna bring my camera and loads of snacks. You should totally come too. Text me when you're on your way, ok? See you tomorrow, Ellie x

Key ideas

  • Tense shows when an action happens: present, past or future.
  • Aspect shows how an action unfolds: simple (a single action), progressive (ongoing, with be and -ing), or perfect (completed and linked to a time, with have and a past participle).
  • A present perfect progressive, such as I have been waiting, shows an action that began earlier and is still going on.
Worked example 8.1.1
What is the tense and aspect of "We are meeting at the gates at seven"?

Method. Look at the verb phrase, then name the tense and the aspect.

  1. Find the verb phrase. Are meeting is the verb phrase.
    are meeting
  2. Name the tense. Are shows the present tense.
    present
  3. Name the aspect. Meeting with -ing shows an ongoing action, so it is progressive.
    progressive
  4. Write the answer.
    present progressive

Check. It is present progressive. ✓

Worked example 8.1.2
Which verb phrase shows an action that began earlier and is still going on? Choose one: I've been mad busy, Mum says or you should totally come.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. I've been with -ing shows an action that began earlier and continues into the present.
    I've been mad busy fits
  3. Reject the other choices. Mum says is a simple present, and should totally come is a modal, not an ongoing action.
    Mum says and you should totally come do not fit
  4. Write the answer.
    I've been mad busy

Check. The choice fits the sentence or the text. ✓

Worked example 8.1.3
What effect does the perfect aspect give in "I've been mad busy with the trip stuff"?

Method. Think about what the perfect shows about time.

  1. Find the perfect. I've been is the present perfect progressive.
    I've been
  2. Link the times. The busyness began earlier and explains the late reply.
    explains the late reply
  3. Name the effect. The perfect links past busyness to the present reply.
    it links past busyness to the present reply
  4. Write the answer.
    it links past busyness to the present reply

Check. The effect is explained. ✓

Watch out

Watch out: tense and aspect are different. "I have been" is present perfect progressive: tense is present, aspect is perfect and progressive.

Exam tip

Exam tip. Name the tense first, then the aspect, then say what the aspect shows the reader.

Exercise 8A  Practice: tense and aspect

1
FWhat is the tense of "Mum says I can go"? Choose one: present, past, future or imperative.
2
FWhat is the aspect of "Mum says I can go"? Choose one: simple, progressive, perfect or imperative.
3
FWhich tense is "will be" in "The trip will be epic"? Choose one: future, present, past or imperative.
4
FCopy the present perfect verb phrase in the first sentence.
5
PSWhich is the present perfect progressive in the email? Choose one: I've been mad busy, Mum says, You should totally come or Text me.
6
PSWhich verb phrase in the email is in the present perfect? Choose one: haven't replied, says, bring or meeting.
7
RExplain the effect of "We're meeting at the gates at seven" on the reader, in one sentence.
8
PSWhich tense is the verb "said" in "She explained that another company had agreed"? Choose one: past, present, future or imperative.
9
RWhich aspect is "had agreed" in "another company had agreed to take the group"? Choose one: perfect, progressive, simple or imperative.
10
FCopy the verb phrase that shows an instruction about being on time.
11
PSWhich sentence shows a future action with a plan? Choose one: We're meeting at the gates at seven., Mum says I can go., I've been mad busy. or Sorry I haven't replied..
12
PSWhat is the tense of "It is essential that the trip be confirmed by Friday"? Write one word.
13
RExplain the difference in effect between "I will go" and "I am going", in one sentence.
14
PSWhich phrase in the email is a present simple? Choose one: Mum says I can go, I'm gonna bring, I've been mad busy or We're meeting.
15
FCopy the verb phrase that describes the coach being booked.
16
RExplain why a writer might use the perfect aspect when giving a reason for a late reply.
17
RWhich is the best way to rewrite "I am writing to ask" in the past? Choose one: I was writing to ask, I write to ask, I will write to ask or I have write to ask.
18
RChallenge: write two sentences about a trip, one in the present perfect and one in the past progressive, and say what each shows.
8.2

Mood: indicative, imperative and subjunctive

Year 8
Identify the indicative, imperative and subjunctive moods, and their effect on the reader (KS3 grammar, G3)
Video lesson: Mood: indicative, imperative and subjunctiveComing soon
Story. A writer of a formal letter chooses a mood to show whether she is stating a fact, giving a command or expressing a wish, a requirement or a necessary condition.

Text 2: A letter to a head teacher (invented, formal)

Dear Mrs Patel, I am writing to ask whether the Year 8 trip could be moved to the following week. I would be grateful if the departure time were changed, since many families have asked for a later start. It is essential that the trip be confirmed by Friday, so that the coach can be booked. Please sign the enclosed form and return it to the office. Should you require any further information, please do not hesitate to contact me. Yours sincerely, Mr Okoro

Key ideas

  • The indicative mood states facts, questions or opinions: The trip is confirmed.
  • The imperative mood gives commands or instructions: Sign the form.
  • The subjunctive mood expresses a wish, a requirement or a hypothetical: It is essential that the trip be confirmed; I would be grateful if the time were changed.
Worked example 8.2.1
What mood is "Please sign the enclosed form"?

Method. Look at the first verb and whether it gives an order.

  1. Find the verb. Sign is the verb in the sentence.
    Sign
  2. Check for a subject. The sentence has no stated subject, and gives an instruction.
    no stated subject
  3. Name the mood. It is imperative, because it gives an instruction.
    imperative
  4. Write the answer.
    imperative

Check. The mood is imperative. ✓

Worked example 8.2.2
Which sentence is in the subjunctive mood? Choose one: It is essential that the trip be confirmed by Friday., The trip is confirmed on Friday. or Confirm the trip on Friday..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Be confirmed is a subjunctive form, expressing a requirement rather than a fact or order.
    It is essential that the trip be confirmed by Friday. fits
  3. Reject the other choices. The trip is confirmed is indicative, and confirm the trip is imperative.
    The trip is confirmed on Friday. and Confirm the trip on Friday. do not fit
  4. Write the answer.
    It is essential that the trip be confirmed by Friday.

Check. The choice fits the sentence or the text. ✓

Worked example 8.2.3
What is the effect of the subjunctive "were changed" in "if the departure time were changed"?

Method. Think about what the subjunctive does to the request.

  1. Find the form. Were changed is subjunctive, not was changed.
    were changed
  2. Link to the request. It makes the change a polite, hypothetical wish.
    hypothetical
  3. Name the effect. The request sounds polite and formal.
    it makes the request polite and hypothetical
  4. Write the answer.
    it makes the request polite and hypothetical

Check. The effect is explained. ✓

Watch out

Watch out: the subjunctive is often mistaken for the past tense. "Were" in "if I were" is subjunctive, not a past-tense error.

Exam tip

Exam tip. Name the mood, then say what it does: states a fact, gives an order, or expresses a wish or requirement.

Exercise 8B  Practice: moods

1
FWhat mood is "The trip is confirmed on Friday"? Choose one: indicative, imperative, subjunctive or conditional tense.
2
FWhat mood is "Read the letter carefully"? Choose one: imperative, indicative, subjunctive or past.
3
FWhat mood is "It is essential that she be present"? Choose one: subjunctive, imperative, indicative or future.
4
FCopy the phrase that expresses a requirement in the subjunctive mood.
5
PSWhich is an imperative in the letter? Choose one: Please sign the enclosed form., I am writing to ask., It is essential that the trip be confirmed. or the coach can be booked.
6
PSWhich sentence uses the subjunctive for a wish? Choose one: I wish the trip were on Friday., I wish the trip was on Friday., I wish the trip on Friday. or Wish the trip on Friday..
7
RExplain the effect of "Should you require any further information" in one sentence.
8
PSWhat mood is "Sign the form and return it to the office"? Choose one: imperative, indicative, subjunctive or interrogative.
9
PSWhich sentence uses the indicative mood to state a fact? Choose one: The coach company has cancelled the trip., Cancel the trip., If only the trip be cancelled. or Please, cancel..
10
RExplain why a letter asking for a change might use the subjunctive rather than the imperative.
11
RWhich is the best example of a hypothetical using the subjunctive? Choose one: If I were the head, I would change the date., If I was the head, I changed the date., I am the head. or Change the date..
12
RWhich mood is "Should you require any further information, please contact me"? Choose one: mixed: a conditional offer and an imperative, indicative only, subjunctive only or past tense only.
13
RChallenge: rewrite a command in a letter as a polite subjunctive request, in one sentence.
8.3

Cohesion: reference, ellipsis, connectives and lexical chains

Year 8
Use cohesion across sentences and paragraphs: reference, ellipsis, connectives and lexical chains (KS3 grammar, G4)
Video lesson: Cohesion: reference, ellipsis, connectives and lexical chainsComing soon
Story. A paragraph holds together when its sentences link. A writer uses reference words such as she and it to point back, ellipsis to leave out repeated words, connectives to show relations, and lexical chains of related words.

Text 3: A paragraph about the school trip (invented)

The school trip to the coast was planned for June. Its organisers, however, faced a problem: the coach company had cancelled. Parents were worried, so the head of year wrote to them that evening. She explained that another company had agreed to take the group, and that the trip would go ahead as planned. Those who had paid in advance would receive a full refund if they wished to withdraw. Such a change was rare, and it was welcome.

Key ideas

  • Reference: a word, such as she, it or those, points back to a noun already mentioned.
  • Ellipsis: a word or phrase is left out because it is understood from the context.
  • Connectives: words such as however, so and because show how one idea relates to another.
  • A lexical chain is a series of related words, such as trip, coach and company, that link the paragraph together.
Worked example 8.3.1
What does "She" refer to in "She explained that another company had agreed"?

Method. Trace the reference back to a noun.

  1. Find the word. She is a reference pronoun.
    She
  2. Look back. The previous sentence names the head of year.
    the head of year
  3. Name the referent. She refers to the head of year.
    the head of year
  4. Write the answer.
    the head of year

Check. She refers back to the head of year. ✓

Worked example 8.3.2
Which word is the connective of contrast in the paragraph? Choose one: however, so or because.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. However shows a contrast: the organisers faced a problem, but a solution is then given.
    however fits
  3. Reject the other choices. So shows a result and because shows a reason; neither shows contrast.
    so and because do not fit
  4. Write the answer.
    however

Check. The choice fits the sentence or the text. ✓

Worked example 8.3.3
Which word is left out in "Some paid early, and others did not"?

Method. Check whether a word is missing from the second clause.

  1. Read the second clause. and others did not, with the verb missing.
    others did not
  2. Find the missing word. The reader understands the verb paid from the first clause.
    paid early
  3. Name the cohesion. This is ellipsis: a repeated word is left out.
    ellipsis
  4. Write the answer.
    paid

Check. The ellipsis is identified. ✓

Watch out

Watch out: reference words must point to a clear noun. If the noun is unclear, the reader cannot follow the link.

Exam tip

Exam tip. When you name cohesion, trace the word back to the noun or idea it links to.

Exercise 8C  Practice: cohesion

1
FCopy the connective that shows a contrast in the first sentences.
2
FWhat does "it" refer to in "the coach company had cancelled, and it would not return"? Choose one: the coach company, the trip, the parents or the head of year.
3
FWhich word is a reference word in "Such a change was rare"? Choose one: Such, change, was or rare.
4
FWhich connective shows a result? Choose one: so, however, although or despite.
5
FWhich connective shows a reason? Choose one: because, so, however or instead.
6
FCopy the phrase that refers back to the people who paid.
7
PSWhich word points back to the trip? Choose one: it, she, they or those.
8
PSName the lexical chain in the first sentence and the words that continue it.
9
PSWhich sentence uses ellipsis? Choose one: Some paid early, and others did not., Some paid early, and others paid later., Parents were worried. or She explained..
10
PSWhich connective links two ideas about an outcome? Choose one: so that, but, however or although.
11
RExplain the effect of the connective "however" in the first paragraph, in one sentence.
12
RWhat is the best way to link "The coach company had cancelled" to the next sentence? Choose one: Parents were worried, so the head of year wrote., Parents were worried. Parents were worried., Parents were worried wrote. or The coach was worried..
13
RWhat is the reference word in "Such a change was rare, and it was welcome"? Write one word.
14
RExplain why a paragraph with clear reference and connectives is easier to follow, in one sentence.
15
RWhich sentence has a clear reference? Choose one: The head of year wrote, and she said the trip would go ahead., They wrote, and it went., It went ahead, and this was good. or Those were both wrong..
16
RChallenge: write two sentences that use a connective and a reference word, and show the link.
8.4

Register: formal, informal and Standard English

Year 8
Choose a formal or informal register for an audience, and recognise Standard English (KS3 grammar, G5; S3)
Video lesson: Register: formal, informal and Standard EnglishComing soon
Story. Register is the level of formality a writer chooses for an audience. An email to a friend is informal; a letter to a head teacher is formal. Standard English is the variety used in most formal writing. Dialect is a variety with its own grammar, and it has a place in speech and in writing that suits it.

Text 4: a line of dialect speech (invented, a variety with its own grammar)

I never seen him that cross, our Sam. He says, 'You was late again, and I've had enough.' I says, 'Then blame the bus, not me.' He never did reply, and we was both quiet all the way home.

Key ideas

  • Informal register uses contractions, slang and a friendly tone, as in gonna and epic.
  • Formal register uses full words, complete sentences and the passive or subjunctive where suitable.
  • Standard English is the variety used in most formal writing; dialect is a variety with its own grammar, which is not wrong in its own setting.
  • Choose the register that suits the audience and purpose, and keep it consistent.
Worked example 8.4.1
Identify one informal feature in "I'm gonna bring my camera and loads of snacks".

Method. Look for words that a formal letter would not use.

  1. Find the informal word. Gonna is a clipped, informal form of going to.
    gonna
  2. Explain why it is informal. Formal writing uses going to.
    going to
  3. Name the feature. The informal feature is gonna.
    gonna
  4. Write the answer.
    gonna

Check. The informal feature is gonna. ✓

Worked example 8.4.2
Which change makes the email more formal? Choose one: I am going to bring my camera and a number of snacks., I'm gonna bring my camera and loads of snacks. or Yeah, I'll bring stuff..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It uses full words, and no contraction or slang, so it suits a formal register.
    I am going to bring my camera and a number of snacks. fits
  3. Reject the other choices. The other two keep the contraction, slang or casual yeah, which are informal features.
    I'm gonna bring my camera and loads of snacks. and Yeah, I'll bring stuff. do not fit
  4. Write the answer.
    I am going to bring my camera and a number of snacks.

Check. The choice fits the sentence or the text. ✓

Worked example 8.4.3
Rewrite "I never seen him that cross" in Standard English.

Method. Find the non-standard form and replace it with the standard form.

  1. Find the form. Seen is used without have.
    seen
  2. Replace it. The standard form is have seen.
    have seen
  3. Give the sentence. I have never seen him that cross.
    I have never seen him that cross
  4. Write the answer.
    I have never seen him that cross

Check. The standard form is used. ✓

Watch out

Watch out: a dialect is not an error. Standard English is expected in formal writing and exams, and dialect is valued in speech and in its own setting.

Exam tip

Exam tip. Before you write, decide the audience. Then choose a register, and check the whole piece holds it.

Exercise 8D  Practice: register and Standard English

1
FWhich word is informal? Choose one: gonna, intend to, going to or shall.
2
FWhich phrase is most formal? Choose one: I would be grateful if you could confirm the trip., Cool, can you confirm?, Text me to say the trip is on. or yeah, trip is on, ok?.
3
FWhich sentence is in Standard English? Choose one: I have never seen him that cross., I never seen him that cross., I never see him that cross. or I ain't never seen him that cross..
4
FCopy the informal word that means extremely good in the email.
5
PSWhich register does the letter use? Choose one: formal, informal, slang or casual.
6
PSWhich feature is typical of the email rather than the letter? Choose one: loads of snacks, I am writing to ask, Yours sincerely or Please sign the enclosed form.
7
PSRewrite "You was late again" in Standard English, and say which form is changed.
8
PSWhich is the best reason to use Standard English in a school letter? Choose one: it is expected in formal writing for many readers, it is more exciting, it is shorter or it uses more slang.
9
RExplain why dialect is valued in speech, even though Standard English is expected in formal writing.
10
RWhich sentence has a formal register but uses a contraction? Choose one: none; formal writing avoids contractions, Yours sincerely., I would be grateful if. or Please sign the form..
11
RRewrite "Text me when you're on your way, ok?" in a formal register, in one sentence.
12
RWhich sentence shows a register that suits a head teacher? Choose one: I would be grateful for your help with the trip., cheers for sorting the trip, yeah, the trip is sorted or trip's sorted, mate.
13
RChallenge: write two sentences about a trip, the first informal and the second formal, and say what changes.

Chapter summary

SkillMethod

Can you…?

    Key terms

    Exercise 8Z  Check-up

    1
    What is the tense and aspect of "We are meeting at the gates"? Write the tense and aspect in one phrase.
    2
    What mood is "Please sign the enclosed form"? Choose one: imperative, indicative, subjunctive or past.
    3
    Which is the subjunctive in "It is essential that the trip be confirmed"? Choose one: be confirmed, is essential, the trip or It is.
    4
    What does "however" show in "The trip was planned. However, the coach had cancelled."? Choose one: a contrast, a reason, a result or a time.
    5
    What does "she" refer to in "the head of year wrote. She explained"? Write the words.
    6
    Which is an informal feature? Choose one: gonna, going to, intend to or shall.
    7
    Which connective shows a result? Choose one: so, however, although or but.
    8
    Which sentence is in Standard English? Choose one: I have never seen him that cross., I never seen him that cross., I never see him that cross. or I ain't seen him that cross..
    9
    Explain the effect of the subjunctive in "I would be grateful if the departure time were changed", in one sentence.
    10
    Give one lexical chain from the paragraph about the trip.

    Total 19 marks. Allow about 19 minutes.

    Exercise 8X  Practice test questions

    1
    FName the tense and aspect of "I have been waiting", in one phrase.[2 marks]
    2
    FIdentify the mood of "Please sign the enclosed form." Write one word.[1 mark]
    3
    FIdentify the subjunctive in "It is essential that the trip be confirmed by Friday." Write the verb.[1 mark]
    4
    FName the reference word in "Such a change was rare, and it was welcome," and say what it refers to.[2 marks]
    5
    RExplain the effect of the connective however in "The trip was planned for June. Its organisers, however, faced a problem."[2 marks]
    6
    FRewrite "I never seen him that cross" in Standard English. Write the sentence.[2 marks]
    7
    FIdentify one informal feature of this sentence: "Hiya! Sorry I haven't replied yet, I've been mad busy." Write one feature.[1 mark]
    8
    PSRewrite "Text me when you're on your way, ok?" in a formal register. Write one sentence.[3 marks]
    9
    RExplain how a reference word such as "she" helps cohesion in a paragraph, in one sentence.[2 marks]
    10
    RExplain why a dialect sentence such as "You was late again" is not an error in its own setting, but would be changed in a formal letter. Use one sentence.[3 marks]
    ← Chapter 7: Word classes, clauses and sentence effectChapter 9: Word origins, etymology and vocabulary choice →

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