Transcript Slide 1 - Lowdham Primary School
Recounts
Instructions
Literacy devices -brief
Words to replace ‘said’
Explanations
Letters
Argument
Narrative
Journalistic
Diary entry
Literary devices- detailed
Connectives
Reports
Formal
Play scripts
Writer’s check list
Punctuating speech
Sentence punctuation
Complex sentences
Response partners
Recounts
Recounts retell events either to inform the reader (Story of the Titanic) or to entertain (Mother saw a dancing bear)
Special features of recounts:
• an orientation telling who was involved, what happened and where and when it happened • all the events are in chronological order • at the end there is a reorientation connecting future actions or the thoughts of the narrator’s feelings
Language
written in the past tense chronological order usually about a how something happens/is done/works. use of time connectives e.g. first…. next…once…later, afterwards…. use other connectives e.g. although, whenever, never the less uses techniques from the writer’s toolkit if appropriate use dashes (-) and ellipses (….)
Biography
A biography is the story of someone’s life
Special features of biographies:
• lively opening to get reader’s interest • authorised – subject has given permission for their story to be written • unauthorised – subject has not given permission for their story to be written • the biographer (you, the writer) tells a true story or selects parts of the person’s life that will interest and entertain the reader (exciting events, main achievements, hardships and difficulties, opinions of others - quotations – stories from friends).
• at the end there is paragraph to bring the work to a close (details about death, summing up life’s work, how they have affected others) • written in paragraphs or sections • factual information
Language
written in the past tense written in the 3 rd person chronological order often starting at the point where they become famous descriptive and interesting language
Autobiography
An autobiography is the story of your life
Special features of recounts:
• l ively opening to get reader’s interest • you, the writer, tell the true story or selects parts of your life that will interest and entertain the reader (exciting events, main achievements, overcoming hardships and difficulties, opinions of others - quotations – stories from friends).
• at the end there is paragraph to bring the work to a close ( a review, where you intend to go/do now).
• can be biased accounts – telling events from your point of view, putting on a rosy gloss on events, leaving out boring details • written in paragraphs or sections
Language
written in the past tense written in 1 st person chronological order not necessarily including details of childhood but perhaps with flashbacks descriptive and interesting language
Explanations
Explanations describe how something happens (Frog’s life cycle), how something works (fairground ride) or how something is done (making a cake).
Special features of explanations :
• a general statement to introduce the topic • a series of steps explaining how, when or why something happens • set out in paragraphs each containing specific information possibly with sub-
headings
• uses bullet points
Language
written in the past tense chorological order usually about a person/people or thing logical connections, e.g. while, during, after, because, due to, only when, so; uses time connectives e.g. first…. next…once…later, afterwards….
uses dashes, colons and semi-colons
Narrative
Narratives tell a story
Special features of narrative:
• a constant structure beginning, build-up, climax and resolution • needs to have a convincing ending • written in paragraphs (new paragraph when story/action or time moves on) • includes feelings, sounds, sights • needs to include characterisation and setting details
Language
usually written in the past tense in the 3 rd person by a narrator uses language to create settings uses devices (dialogue, description, action and authorial comment) to create characters a mixture of direct (using “… ”) and indirect speech formal style by narrator but can have informal/dialect by characters uses a range of techniques for the writer’s toolkit uses a range of punctuation ( - …… ! :)
Reports
Reports describe the way things are (Spanish culture or Micro-organisms)
Special features of reports:
• a short opening paragraph/sentence introducing the topic • factual information • material broken down into ‘subject paragraphs’ which contain specific information perhaps with side-headings e.g Education, Food, Entertainment • use of bullet points
Language
written mostly in the present tense uses language to describe (adjectives, adverbs) uses impersonal and formal language clear language but sometimes technical- needing explanation (glossary) uses dashes, colons and semi-colons
Also see journalistic writing
Journalistic writing
Journalistic writing relays information to its reader. It is another form of report writing The type of material printed – content, language - is dependant on the type of publication (newspaper, magazines, radio).
Special features of journalistic writing:
• ‘The inverted pyramid’ - the most important items in the story appear first in the article • first paragraph (topic sentence) – Who, what, where, when, why, how: Second paragraph – story details: Third paragraph – background, eye witness comments: Final paragraph – closing remarks e.g. The case continues • contain either a balanced or biased reports • has a striking headline, written in columns, short paragraphs, different fonts, quotations
Language
uses language to describe (adjectives, adverbs) minimum words – maximum information standard, formal language, usually in the past tense uses words to help the paragraphs flow e.g. ‘It appears that…’, ‘It is believed…’ uses language of persuasion when writer is trying to make you believe their point of view uses dashes, colons and semi-colons and speech marks for quotations
Instructions
Instructions describe how something is done
Special features of instructions:
• written in a clear, logical order • introductory paragraph saying what your instructions are about • bold headings • use of bullet points, numbered points, headings/sub-headings • concluding paragraph including phrases such as ‘If you follow these instructions…’
Language
written mostly in the present tense plain language keep sentences brief and to the point time connectives e.g. Firstly, Secondly, Following this, Once you have done, In addition imperative verbs e.g. Cut, blend, move, replace, jump, place can include illustrations to help show your reader what you mean
Informal Letters
Letters are a means of communicating with family or friends
Special features of informal letters:
• should be friendly/chatty/informal as written to a friend or relative • set format: your address and date in the top left-hand corner: Dear …(person’s name), should be on the next line against the right-hand margin with the letter beginning on the next line • write about only 2 or 3 subjects in detail, using paragraphs • closing paragraph should sum up what you have said in main body of the letter. • finish with closing phrase e.g. Give my love to, Don’t forget to write, See you soon…’ before signing off with ‘Love …’ for family or ‘Best wishes/regards….’ for friends • can also have a P.S. but this is a sign that it has not been planned carefully or it could be used as a feature
l
•Language use slang e.g. mates, telly, contractions e.g. You didn’t, I’ll, and humour/jokes e.g. ‘It was
the craziest thing I’ve ever seen
ask questions e.g. I had a great time in the hols. What about you?
Formal Letters
Letters are a means of communicating with another person/persons
Special features of letters:
• letters should be written formally when written to someone in authority or someone
unknown to you
• set format (see Informal Letters) • they begin with Dear…., followed by the person’s name and have a definite ending
Yours faithfully (Dear Sir – if you don’t know their name)/Your sincerely (Dear Mr Amies);
• written in paragraphs (when the subject changes)
Language
formal/standard language e.g. I am not I’m be precise, accurate and clear using the appropriate tone for the purpose of the letter if complaining: state the nature of the problem, be reasonable, use business like vocabulary e.g. ‘ I would like to refer to../ With reference to../I would be grateful if… Don’t forget to say what you want done about the situation if writing to persuade: state why you are writing – to persuade the reader to adopt your point of view or course of action. Give good reasons and suggestions as to what to do. Be pleasant and use a persuasive tone
Writer’s tool Kit Sentence variety
– include at least 2 from each box in your work.
See other pages for many more ideas
:
A variety of sentence lengths add interest Punctuation can create effects Other literary devices to make your work stand out
•Pathetic fallacy Minor – no verb: Can stop the story dead, quicken the pace by adding tension e.g.
Then. Silence
.
-full stops •Repetition Short or simple: Can quicken the pace of the story e.g.
There was no going back.
-commas Complex – using commas: tends to slow the story down and adds extra information e.g.
The dog, who’s bowl I’d just tipped over, was growling in the corner.
-semicolons -colons -dashes -brackets •Stream of conciseness •Foreshadowing •Broken speech •Personification Compound – using and, but:
He wanted to go out but it was raining
.
-ellipses •Alliteration
Connectives: To add interest
later, the next day, until then, however, although, also, plus
Passive and active voice:
examples are Active- the subject is the focus of the verb :
Jim ate the bun
. Passive – the object is the focus of the verb:
The bun was eaten by Jim .
- apostrophes -question exclamation & speech marks •Negative description •Onomatopoeia
REMEMBER Paragraphs - New speaker, new line Effective word/descriptive choices: to help with characterisation and setting
Adjectives - adventurous and mature adjectives:
The scarred face turned from the flickering candle light.
Adverbs – well matched to the verb:
The hunter bellowed loudly and ran swiftly to disturb his prey
.
Verbs – powerful verbs bring work alive:
clashed, bounded, whimpered, simmering
Similes – comparing 2 things:
The sea was raging like a wild dog
.
Metaphor – saying something is something else:
The sea was a raging dog.
Story Framework
Beginning: tells the reader about
the place the main character a problem or reason for the story asks questions
The story develops with
the characters feelings, actions, speech, senses paragraphs when action moves on or when new person speaks balance between narrative and speech genre features (tension, adventure, historical, recount)
And ends with
convincing resolution cliffhanger leaves the reader thinking
Look at these lists, check through your work and include any of these ideas that you think would improve your work.
Style
I have used these devices to effect my reader
adjectives to describe powerful verbs for action words other than said
Sentence structure
adverbs to describe verbs
I have used:
full stops dashes, ellipses, exclamation marks for impact question marls repetition
e.g. from rock to rock
commas speech marks (see help sheets) similes e.g.
quashed like a rotten tomato
a range of connectives conjunctions and connectives interrupted speech metaphor e.g.
the man was a lion
personification e.g
. the wind sang
a variety of sentence lengths - minor, simple, compound and complex sentences (see writer’s toolkit) alliteration e.g.
wind whistled the wild
onomatopoeia e.g.
slithering snakes
different word order- putting the adverb first e.g. Slowly the handle turned Stream of consciousness font size and layout
Colons and semicolons
Brackets and dashes
Speech marks and ellipses
Commas , Commas are used
• between items in a list - use ‘and’ or an ‘or’ between the last two words e.g. I wanted to sing
, dance and scream for joy.
• to split up long sentences to make them easier to understand – separating the clauses e.g. Andy knocked on the door several times
, but nobody answered.
•or to give extra information e.g. With a squeak
, the mouse pounced on the cat!
Exclamation marks !
Replaces a full stop
• in sentences which show really strong feelings e.g. I’m not doing that
!
• if the sentence is a command e.g. Stop it
!
Go away !
Leave him alone !
• replaces the comma if involved in speech when someone is shouting or
to show anger or surprise
e.g. “I just can’t believe it’s mine
!
” she cried.
Colons : A colon is used
• when a list is about to begin e.g. We need to know that the school has
: and an office. a hall, six classroom, a playground
• to divide up a sentence when the second part explains the first part e.g. The school was closed
: it was the summer holidays.
Semicolons ; A semicolon is used
• to turn two sentences into one. The sentences must be about the
same thing and be of equal importance
e.g. The rain battered the windows
; it was the worst storm of the year.
• to break up lists when the items in the list are long phrases or clauses e.g. There were many items for sale in the market
; rosy red apples ; fresh baked cakes, too delicious to resist ; Mrs Graham’s home-made lemonade ; and many other things.
Brackets ( ) Brackets can be used like , and -
• to separate an extra piece of information from the main body of the
sentence
e.g. Sam went to Alton Towers
( a very large theme park ) for his birthday.
• to interrupt the sentence e.g. The two kittens
( Morgan and Holly ) were fast asleep.
• as something that the narrator had as an afterthought e.g. I wanted Mr Blair to win the election
( although I don’t like the ties he wears ) .
Dashes A dash is used
• to separate off extra information like, and ( ) e.g. The two dogs
– Rover and Fido – ran around wildly.
• to show a dramatic pause e.g. I peered under the sofa and there I saw
– a huge spider.
• to mark the beginning of a list e.g. I inspected everything
– the chairs, the cupboards, the paintings.
Speech marks “ ” Speech marks are used
• when someone is actually talking, e.g.
“ We’re going on holiday, ” the boy said.
or The boy said,
“ We’re going on holiday.
”
or
“ We are going on holiday, ” said the boy, “and I’m very excited.”
LOOK VERY CAREFULLY AT THE USE OF PUNCTUATION AND CAPITAL LETTER • reported speech does not need any speech marks e.g. The boy said that he was going on holiday and that he was very excited.
Ellipses …..
Use to add interest and sentence variety
• in sentences to denote that there is something missing e.g. No one had noticed
…..
• to how someone’s thoughts e.g. Now what was I going to do
…..
Oh yes.
• in cliff-hangers to create tension e.g. “What was that
…..
It Sounded like …… It can’t be ….
” she cried
Tension
Characters
Settings
Word and sentence variety
Action
Tension
Technique Hiding Questions Cliffhanger Stream of consciousness Repetition Sentence variety Pathetic fallacy Adverb Broken speech Foreshadowing Description/Purpose Not revealing to your reader what might be coming/happening To draw your reader into what is happening and getting them to predict Used at the end of a chapter.
Left at an exciting part so that your reader has to read on Tells the characters thoughts, creating an insight into his/her personality Can create tension in a variety of ways: something coming closer, panting.
Can be used to changes the pace of the story 1. Longer, complex sentences are slow 2. Simple sentences can be quicker 3. Minor sentences can either stop something dead or quicken the pace.
Uses the atmosphere to let the reader know what is to happen or to foreshadow what might happen.
Also reflects a characters feelings The position of an adverb or adverbial phrase within a sentence can make the sentence more powerful Develops tension (anxiety) between characters who are interrupting each other. A way to keep your reader interested by suggesting that something is going to happen.
Example The figure was ….
Something came …… What was it?
Would it go in?
It was at that moment he realised what was behind him ….
What was that?...It sounded like… It can’t be …no….
Nearer, NEarer, NEArer. 1. The lush green jungle, wrapped in the morning mist became silent, whilst the air above swirled with the fleeing birds 3. It dived. It flicked, Its talons grasped. A hawk!
The calm evening, moonlit with sparkling dew, gave way to a fearful thunderous night.
Stealthily, it slithered towards the opening door.
“What was …?” asked Tom.
“I don’t kn…” “Watch out!” He didn’t know it yet but something was about to change his life forever.
Settings
Technique Description/Purpose Personification Gives an object the characteristics of a living thing, bringing it to life.
Similes Interesting adjectives Negative description Camera – Pan and zoom Likens something to something else giving a more detailed description.
Makes the story more interesting by using more imaginative descriptions, sometimes in a list.
Telling the reader what is not there is an effective way of showing how unpleasant, comfortless a place is Using the ideas of how a film director works, you can give a wider view then focus in on one detail Nouns for detail Pathetic fallacy Senses Metaphor Scenes are filled with things that we see and therefore uses lots of nouns, even lists of nouns to convey what is there.
Uses the atmosphere to let the reader know what is to happen or to foreshadow what might happen.
Also reflects a characters feelings.
All of our senses become aware in a new situation/place. Your reader needs to know how your characters are feeling.
Metaphors say that something is something else, giving the description more power.
Example The wind sang. The cave yawned. As dark as the deepest ocean.
Round like the pupil of my eye.
Gleaming, glistening, whispery flakes of snow.
There was no cushion, no carpet, no warmth, no light and no comfort.
From the withering trees he looked past the littered farmyard, across to the decrepit hovel. Its door hung sadly awry, the handle broken.
The room was crowded with lanterns fastened on oak panelled walls, tables laid with silver candlesticks and goblets.
As I a walked home the menacing black crows began to circle above, casting shadowy images on the ground.
Wafts of salt-laden air were in her nostrils as the skittering sand on her feet led her to the edge of the waves.
The knives on its talons tore into the flesh.
The lion is king of the jungle.
Action
Technique Description/Purpose Powerful verbs Tells your reader the calmness/excitement/climax of the scene Verb lists Simile Can create a rhythm to the action that is happening to create a greater effect on your reader Uses comparison to add greater interest to the description Strong verbs Tells just how the action is happening/unfolding Repetition Can create pace in an action scene Sentence variety Onomatopoeia Broken speech Changes 1. Longer, complex sentences slow the pace 2. Simple sentences can be quicken the pace 3. Minor sentences can either stop something dead or quicken the pace.
However, you as a writer, may decide to change their use as in this example Brings things to life through sound Example Mellowed/thrilled/thundered The storm thundered, thrashed, crashed against the lighthouse.
His sword cut through the tree like a wizard’s wand through air.
Slimily, silently he crept forward.
From roof to roof, balcony to balcony, wall to wall he leapt.
Terrified! He scrambled up the boulders, leaping from rock to rock, glancing fearfully behind him as the waves of noise crashed into him. He must get out. Must get out.
Interruptions show how fast the action is happening. They make the reader fill in the gaps in their own mind.
By moving the scene from quiet to action, back to quiet, the action scene has a more dramatic effect Shhssst! Thwock! The arrows flew.
“Quickly. You must….!” “Must what?” asked Ben “Anything! Before it’s too la…..” Too difficult to give an example here.
Characters 1
Technique Adjectives to describe Description/Purpose What a character looks like are always important but they can be revealed gradually rather than all at once.
Nouns to fit the personality Interesting adjectives Negative description Camera- pan and zoom Stream of consciousness Subtle reaction Movement Metaphor Clothes, particularly need to match the personality of the character.
Example His scaly, wrinkled nose sniffed the air. Clean it felt, clean and dry. Eyes twinkled with delight as he saw food. Scruffy, torn trousers suggested a life of apple scrumping Can bring your writing alive through the ambitious use of imaginative adjectives.
Detailing what is not there is an effective way of making your reader aware of what the character might be like Using the idea of how a film director works. As a writer it lets you give a wider view and then focus in on one detail of the character.
Helps your reader to get inside your character’s head.
Rather than say a feeling let your reader work it out.
The way your character moves gives away a lot about their personality or their current feelings.
States that something is something else, giving the description more power.
Leathery, line, crinkled faces peered out at him.
This hobbit had no jacket, no shoes, no umbrella, no sense.
A huge, hulk of a troll stood in the way, biceps bulging, enormous tree-trunk legs either side of the door but as he looked into its eyes, the very pupils, he could see his escape – there was no life.
I’ve got to decide…it’s so difficult….they’ll never believe me.
Her foot began to tap and tap as she waited and waited.
Shoulders hunched, feet dragging, he shuffled towards the darkened house.
Sauce-pan eyes glared at him.
Characters 2
Technique Similes Changes Description/Purpose Uses comparison to add depth to description.
How your character changes or is revealed through the experiences in your story is vital to the resolution of many problems.
Example His knees shook like twanged guitar strings.
Too much to say on this area but for example – a character may change from someone who is afraid to someone with courage. Unusual features Accents A limp, scar, way of talking can tell a story that lies behind a character.
The voices and the words we use tell us a lot about our characters personalities.
Across his hand lay a jagged scar and behind that scar was the reason for his journey.
“E’ll niver git aht ‘o that ‘ole.” “I was so frightfully upset, old boy.” “We loves our presciousss.”
Word and sentence variety 1
Technique Hiding Questions Italics Ellipses Graphology Minor sentences Simple sentences Compound sentences Not revealing to your reader what might be coming/occurring To draw your reader into what is happening and getting them to predict Description/Purpose Used to stress an important word within a sentence. ….denote there is something missing from the text. Very useful for cliff-hangers and thoughts.
Matches the layout of words/sentences to what is happening in the story by changing boldness/font size Do not have the usual subject, verb, object pattern e.g. The dog (subject) chewed (verb) the bone (object). By themselves they do not make sense. They are mainly used to create impact through the use of one or two words within a sentence.
Follow the subject, verb, object pattern. They are used to convey simple information and are direct and to the point.
Where there are two clauses which have been joined together and make sense in their own right. Words are used to join two simple ideas.
Example The door slammed closed and Kitty hear footsteps. The door opened.
Was that him? How can I be sure? No surely not?
No one told him he was lying but they went away shaking their heads.
No one had noticed…yet. What was that?.... It sounded like …..It can’t be… Near, nearER and NEARER Laughter drifted.
No stop. Faster. Faster.
Oh!
Father closed the door. He picked up his strap. The boy shook.
He moved his treasure to the cave and he kept watch on the dragon.
I wanted to go shopping but I had no money.
Word and sentence variety 2
Technique Complex sentences Pace and sentence variety Variety of punctuation Description/Purpose There are a wide variety through the use of commas or connectives but the main idea is that one clause becomes either combined together or dependant on it to make sense-subordinate to it.
Changes the pace of the narrative through the length of the sentence – Generally longer, complex sentences are slow. Simple sentences can be quicker. Minor sentences can either stop something dead or quicken the pace. This is not always true – you, the author, can vary their use.
Using , : ; - ( ) and ….. add variety to your sentences. Remember to check the help sheets for advice.
Example The moon, the revealing, full moon, rose into the blanket of the night.
The dancers took to the floor, spotted lighted in a halo of light as the audience was hushed waiting for the music to begin.
They danced. The light followed. The audience clapped. The end.
On the table there was a wide range items: a glass bowl, an old baccy jar, various newspapers turning brown at the edges.
The girls – Susan and Betty-ran along the beach to join the rest of he group.
inquired asked pleaded requested begged beseeched bellowed exclaimed called yelled whimpered drawled mumbled grumbled sobbed stammered whinged moaned complained cried shouted giggled screamed shrieked heckled interrupted retorted chuckled sneered protested persisted advised chortled counted objected warned sniggered laughed snorted guffawed
Addition also furthermore moreover Subsequent just then in the end after that later eventually Opposition however but nevertheless instead in contrast on the other hand Reinforcing Besides away after all Listing first of all secondly finally initially Concurrent in the meantime simultaneously meanwhile Explaining for example in other words Prior at first Before until then in the beginning Indicating time later the next day Results therefore consequently thanks to this as a result
4
. Second piece of bread =
”
3
. Pickle = Punctuation
(
. , ? !
)
2
. Filling = words
1
. First piece of bread =
“
4 easy steps to PERFECTLY PUNCTUATED SPEECH
“
1 +
2
+
3
+ 4
What a perfect punctuation sandwich
!
”
Remember, it is important not only punctuate your speech correctly BUT also to set it out correctly –
new speaker, new line
Character begins to speak so, new line New speaker, new line The narrator starts to write again, so new line Chapter Seven
How many literacy devices can you spot-
Repetition, powerful verbs, adjectival phrases, variety of sentence length….
I leaned over the tea chests and shone the torch and there he was. He hadn’t moved. He opened his eyes and closed them again.
“You again,” he said in his creaked, squeaky voice.
“What are you doing there?” I whispered.
He sighed like he was sick to death of everything.
The same character is speaking, so there is no need to start a new line.
“Nothing,” he squeaked. “Nothing, nothing, and nothing.” I watched a spider scrambling across his face. He caught it and popped it in his mouth.
Taken from Skellig by David Almond
To see the sandwich again, click here
Response partners for narrative writing
Writer When you have finished drafting Read it aloud to yourself Ask yourself:
• am I pleased with it?
• is there anything I want to change or add?
• could I use a technique for the toolkit to improve it?
Now read your writing to a partner
• listen to what he/she says • has he/she got any good ideas to help? • think about how many changes you want to make
Show your work to your _______
• tell them about your ideas • listen to what they say • have they got any ideas to help you make your work better?
Response partner
When you read someone’s work
Ask your partner to read his/her work Listen carefully as they read their work to you Then read the work yourself
Is it a good read?
Say what you like about the writing. Try to find at least two good things to say Think about how the story could be improved
For example
Does it have an interesting opening and setting?
Are the characters well described?
Does the story have an interesting plot?
What do you think about the ending?
Is there any part that could be improved?
Can you make any suggestions?
Are there any techniques for the toolkit that could be used?
Is it easy to read?
Do any spellings need checking?
Do any punctuation marks need to be put in?
‘Response partners’ are a very effective way of improving your writing. • they help to reinforce the fact that if you are a writer, you have a reader to entertain and thrill.
• they encourage you to look for ways to improve your work • they will point out the most effective parts/phrases in your work • they will suggest techniques from the toolkit that will enhance your writing
Response partners for other types of writing
However, we write in many other genre and a different approach is needed When you have checked your work, your partner will read it and check your WILFs: •check the sheet/display to ensure that you have included all the features that belong to that genre e.g. bullet points for instructions, time connectives for recounts, topic sentences for newspaper reports.
• look to see that you have all the correct language points e.g. present tense for reports, chatty/informal language for letters to a friend etc.
• they will suggest techniques from the toolkit for ways to interest your reader • finally they will point out punctuation, spelling errors that need to be checked
Complex sentences
Complex sentences are used by writers for a number of different reasons. For example they can they add variety your writing, slow down the pace of your writing and they can be used to give a lot of information (description, characterisation, creating an atmosphere). Let’s look at ‘simple’ complex sentence….
A complex sentence is made up of two parts: •
a main clause
which tells you about the main point of the sentence and •
the dependant or subordinate clause
which adds extra information
Iqbal took the dog for a walk before he had tea
The sentence can be re-arranged .
Before he had tea, Iqbal took the dog for a walk.
Notice how need we to take a pause and so we put a comma into the sentence to separate the clauses If you take away the subordinate clause the main clause still makes sense but by itself, the subordinate clause does not make sense.
Remember: Changing the sentence order gives the sentence a much greater impact!
Macbeth washed the blood from his hands after he had killed Duncan.
After he had killed Duncan, Macbeth washed the blood from his hands.