Writing Sections Revision

8/9/2019 Writing Sections Revision

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KS4 revision1h 45m Tuesday 8 Juneam

1h 30m Thursday 10 June pm

Paper 1 section B

1 task:

Writing to persuade,

Writing to argue,Writing to advise

Paper 2 section B

1 task:

Writing to inform

Writing to explain

Writing to describe


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YouPositives talents Challenges


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1Writi

ngtoargue,persuadeandadviseAudienceandpurpose =highergradeskillWho

WhyHow

PALL


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Persuasion checklistFeatures of persuasion


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Typical questions - 27 marks1. Work experience is now compulsory for students. Write an article for

a magazine in which you argue for or against work experience.

2. When teachers apply for a job at a school they receive a packcontaining information about the school. Write a section for thispack in which you as s student persuade teachers to come to work

at your school.

3. Write a letter to a relative who is taking up teaching as a career.Use your experience as a student to give adviceto this newteacher on how to deal with difficult classes.


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Typical questions1. Write a letter to the leader of your local council

arguing that more should be done for youngpeople in your area. (27 marks)2. You have been asked to give a speech to the

Governors of your school or collegepersuading them that it should be open in

the evenings. Write the text for this speechin full, rather than note form. (27 marks)3. Write the text for a leaflet in which you

advise young people how to get the mostout ofwork experience. (27 marks)

4. It has been reported that some old peopleare frightened of teenagers. Write an articlefor a magazine for old people persuading themthat their fears are unnecessary and arguingthat teenagers are worth getting to know.(27 marks)


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Real tips from the

examinerPurposeful paragraphing scores - lots of short paragraphs

better than few long paragraphs

Variety of audience imagined (& variety of audience appeal)scores: imagine 5 readers.

Conclusions need to be more than endings.

Argue, persuade & advise are different animals in GCSE:purpose matters

Use varied sentences

Use connectives

Unexpectedness


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Writing to informWriting to explainWriting to describe P2 15%


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Exam instructions. English LanguagePaper 2 Section B: Writing to explore,

inform, describe.


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What are the essential

ingredients in good

writing?


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Unexpectedness

Visualimmediacy

Clarity

Sentencevariety

Having

something to say


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Paragraph structure &

gradesD clear, if mechanical, paragraphing

C structure with usually coherentparagraphs

B well structured, starting to useparagraphs to enhance meaning


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ec an caparagraphing

Bnbbh jjhjkujj jjjhujk jj jwjwjw, jd djwjd wejdb wjdwjdj down the arcade ejjqq12e korj hw jkwei hgehkeheje2veh2u3vijrihvu3jhrwewe the Macdonalds.Ljnd wkkd kwsdwh cucumber q whe jqwh jqqjwhjqw ujhduj bad temper eehuwrh urh uhrru hr. Urh

rurhr ur my English teacher! He edwewe rwwreutterly amazed. Nsdfhbwsj wedjwdhjwfr bgasjtydjndghrf.. Jedgwegwer hghh hbweh jhwghehghwer.Unfortunately, g e e ejhhgwe j. I bwerh werghbgrhwerghhj jkjh never again.

X 5


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Paragraphing for effectBnbbh jjhjkujj jjjhujk jj jwjwjw, jd djwjd wejdb wjdwj dj

down the arcade ejjqq12e korj hw jkwei hgehkeheje2veh2u3vijrihvu3jhrwewe the Macdonalds.

Ljnd wkkd kwsdwh cucumber q whe jqwh jqqjw hjqwujhduj bad temper eehuwrh urh uhrru hr.

Urh rurhr ur my English teacher! He edwewe rwwreutterly amazed. Nsdfhbwsj wedjwdhjwfr bgasjtydjndghrf.. Jedgwegwer hghh hbweh jhwghehghwer.

Unfortunately, g e e ejhhgwe j. I bwerh werghbgrhwerghhj jkjh never again.


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Purposeful paragraphs

Paragraphs:

show control, purpose and an active mind

can be creative

gain marks


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Writing to describea place

an event

a memory

a person


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Mechanical paragraphingI got up in the morning and the sun wasshining. I put my clothes on and went outside.There were people everywhere. I went to the

beach and I looked around. There was nospace on the beach so I went on a bit. Iwalked for ten minutes and I came to a placewhere there was nobody else. I settled downand enjoyed the sun.


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Coherent paragraphing

The golden strip of the shore disappeared intothe far-off blue. There was no-one but mearound. Seven o'clock in the morning the beachwas mine.

Soon, it would be different.

The people who take photographs for postcardswould get there before anyone else to takethose shots of miles of sand with no-one about

that you couldn't believe when you weredefending your towel territory against thefamily from hell, the dogs who were forbiddento be on the beach and the 53 white cardies on

a day trip from Birmingham.


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describe

(Describe the room that you are in)

The room I am in is a big hall in my school. It is fullof people doing their English exam. Everyone isvery quite and trying to do there best. There areteachers walking up and down invigiliting. I cansee my friends concentrating.

The room is quite warm. Because there are lots ofpeople in it. Most people are wearing shirtsbecause it is warm. There is some fresh air comingin from the window.

The room I am in is the school hall. It has a stageat one end which is used for plays and things likethat. We had a band here when we had the year 11Christmas party.


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describe

The room I am sitting in is full of silent people

working on their English exam. Everyones facelooks serious as they try to write as much as theycan and not make any spelling mistakes. All thepeople Ive known since year 7 are in this room aswell as some I remember from primary school.

We never thought in those days long ago that allthese years at school would end up in a hall likethis. We used to think real life was far away andnever thought about how we would be judged onwhat we had learned over all that time.

In the future we may remember this room as theplace where the rest of our lives was decided. Nowonder everyone around me looks serious.


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Writing to describethere is more to description than

recording the visible.

organisation is as important indescription as expression

contrast helps structure and languagedetail

objects are more interesting when theystand for something else

i i d ib ( l )


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Writing to describe (places)

Strategy - the zoom lens

1From a distance, the place looks like.

2As you get nearer, you begin to notice

3Close up, you realise that...


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Writing to describe (places)

Strategy : contrast:

1Unlike Rome/New York/Barcelona, Xis

2Like these places,.

3Unlike these places...


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Writing to describePractice:

10 mins 2 contrast paragraphs

or

3 developed paragraphs


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Writing to Describe

Effective writingmakes you feelalmost as if you're'there'

N.B.

You are writing to

describe; you are not

telling a story.


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How to approach your description

What does it looklike?

What does it sound

like?What does it feel

like?

What does it taste

like?What does it smell

like?


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Getthe

grade

Useimagerymetaphor,simileandpersonificationtomakeyourtextcometolife

Tryoutthe5sensestoaddvariety

Usecontrast

'zoomin'and'focus'thelensofyour'camera'


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Getting that good gradeStructureprovides

'shape' to yourwriting and can gain

many marks.

Structures that workare: from inside tooutside..., from

then to now...,from the 'general'to the 'particular'.


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From good to outstandingFrom good to outstanding

Dont overload your sentences. Several

short sentences will do the job better thanan over-long one

1


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WRITING WITH POWERWRITING WITH POWER

Use short sentences at the start and

end of paragraphs: they give thereader clarity

2


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Another concern is cost. Whilst there are many

external factors that can affect costs, we do have some

control. We should be putting pressure on our suppliers

to show greater market awareness, and to engage in a

realistic dialogue with us about fair prices. At the

moment there is often confusion about costs. It is

important to change this.


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Use connectives to signal the direction of

your ideas

3

On the other hand

Despite this

HoweverAlso

Although

Therefore

In contrast

In summaryIn addition

For example

Similarly


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Firstly .

Another strong idea is

It could also be argued .


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Firstly .

Another strong idea is

It could also be argued .


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Be clear about punctuation:

Full stops to signal the end of a sentence Commas to separate items in a list or create

islands of words

Dashes in pairs to create emphasis

Colons: signal something to follow Semi-colons allow you to link related ideas;they add balance to a sentence

4


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Past exam questions.Describe the view from your bedroom

window.

Describe your home.

Describe a nightmare world.

Describe a place that is special to you.

Describe a town at night.

Describe a visit to the doctor or dentist.


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Previous years questions1. Write an article for a magazine of your choice in which you inform readers about a subject

which gives you cause for concern. (27 marks)

2. If you could choose, where would you most like to live? Explain the reasons for your choice.

3. Describe a journey by plane, train, bus or car.

4. Choose something you are interested in. Write about your chosen topic in a way that will

inform other people about it and explain your interest in it. (27 marks)

5. Write an information leaflet for parents on how to deal with difficult children. (27 marks)

6. Write a letter to the Chair of the Governors of your school or college in which you explain

what you believe to be the most important things in education up to the age of sixteen, and

why you think this. (27 marks)

7. Describe a place you do not like. (27 marks)

8. Write a formal letter to the Prime Minister explaining what you consider to be the most

important issues the government needs to deal with and describing the kind of country in

which you would like to live. (27 marks)


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Grade A:Coherently structured

with evidence ofconscious crafting

Focus with a wide rangeof interesting description

Growing subtlety ofpurpose

Fluent control of a rangeof devices and discursivemarkers

Extensive vocabularyrange

GRADE B:Well structured, starting to

use paragraphs to enhancemeaning

Increasing sophistication ofvocabulary choice

Detailed and well developed

descriptionSentencevariation/simile/metaphor

Discursive markerscoherently integrated

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Writing Sections Revision