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The Exam – Section B
You should spend about an hour on Section B
2 Writing tasks Shorter task: Writing to Inform /
Explain (25 minutes) Longer task: Writing to Persuade (35
minutes) 40 marks available
What is Writing to Persuade?
Promotes a point of view Gives lots of reasons why
somebody should do what you want them to do
Use lots of rhetorical devices to achieve an impact on the reader
Examples of tasks Write the text for a speech persuading
your local council to spend more money on facilities for young people
Write a letter to a TV company persuading them that they should produce more interesting programmes for young people
Write an article for a local newspaper persuading readers to visit a local attraction
Assessment Objectives AO4(i) – Communication
Ideas, addressing the audience, meeting the purpose
AO4(ii) – Organsiation Type of text, overall structure, use of
paragraphs and sentences AO4(iii) – Technical Accuracy
Accuracy of writing skills and vocabulary
Mark Band 3 Criteria AO3(i) Communication
Clear ideas Successful communication Detailed persuasive ideas Appropriate level of formality for the reader Uses rhetorical devices Uses discourse markers
AO3(ii) Organisation Uses paragraphs that are linked together Range of structural features e.g. different paragraph
lengths AO3(iii) Technical Accuracy
Range of punctuation used accurately Sentences correctly separated Variety of sentences for effect Correct spelling of ambitious words Uses standard English
What do I need to do? Structure your writing carefully, showing
different viewpoints Make your writing interesting to read Use a range of rhetorical devices for effect Use a wide range of paragraphs and types
of sentence for effect Use a wide range of punctuation for effect Spell sophisticated words correctly and use
an ambitious vocabulary
Writer’s ToolkitOverall Structure Remember to create a detailed plan Write an imaginative opening to engage
your reader i.e. a rhetorical question Link your conclusion back to your
opening Vary the length of your paragraphs e.g. a
one-sentence paragraph Use a range of connectives to link your
paragraphs together
Writer’s ToolkitRhetorical Devices Rhetorical
questions x 2 Lists of three x 2 Emotive language Anecdotes Facts and
Statistics Audience
involvement
Direct address Personal
involvement Alliteration Repetition Over-
exaggeration Expert opinions
Writer’s ToolkitSentence Structure Questions Exclamations Short sentences for impact Complex lists e.g. There are many
reasons not to smoke: it is bad for your health; it makes you smell; it is very expensive.
Begin with a reason Begin with a verb Move your subordinate clauses around
e.g. at the beginning
Writer’s ToolkitRange of Punctuation Exclamation / question marks Brackets to show sarcasm Inverted commas for irony Apostrophes for omission and possession Use a colon instead of ‘because’ or ‘so’ Use a semi-colon to show that 2
statements are closely linked Put a comma after a connective at the
beginning of a sentence
Why use a Text Skeleton?
It helps you to visualise what your writing should look like…
It helps you to structure the writing effectively…
It shows the examiner you know what you are doing…
Plan your opening
– 3 main reasons
Develop yourreasons using
PEE Chains
Link each paragraph
with connectives
Plan a conclusion – link all your reasons together and make a
final BIG statement
Don’t forget to add lots of
rhetorical devices
Approaching the task
1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 3 clear reasons4. Think of an effective conclusion –
link back to your opening and your main points + one BIG reason
5. Add connectives6. Add rhetorical devices
PURPOSE: what job is the writer trying to do?Argue Inform Analyse ImaginePersuade Explain Review ExploreAdvise Describe Comment Entertain
PURPOSE: what job is the writer trying to do?Argue Inform Analyse ImaginePersuade Explain Review ExploreAdvise Describe Comment Entertain
FORM: type of writingLeaflet ArticleWeb page StoryLetter EmailSpeech EssayReport Advert
FORM: type of writingLeaflet ArticleWeb page StoryLetter EmailSpeech EssayReport Advert
TONE: what is the mood of the writing? How are we addressed?Enthusiastic Angry Questioning ObjectivePassionate Frustrated Doubtful SubjectiveHopeful Pessimistic Suspicious NeutralOptimistic Sad Sarcastic CynicalHumorous Annoyed Ironic Knowledgeable
TONE: what is the mood of the writing? How are we addressed?Enthusiastic Angry Questioning ObjectivePassionate Frustrated Doubtful SubjectiveHopeful Pessimistic Suspicious NeutralOptimistic Sad Sarcastic CynicalHumorous Annoyed Ironic Knowledgeable
AUDIENCE: the readerChildren ExpertsTeenagers FansParents Men Pensioners Women Workers Adults
AUDIENCE: the readerChildren ExpertsTeenagers FansParents Men Pensioners Women Workers Adults
PAFTPurposeAudience
FormTone
PAFTPurposeAudience
FormTone
Age Interests LifestyleGender Education ClassJob Hobbies Politics
Interesting openings
Begin with an anecdote – tell a story Use a complex list to summarise 3
three main points e.g. there are many reasons to…
Use a rhetorical question (NOT “WHAT DO YOU THINK?”)
Begin with a controversial statement
PEE Paragraphs Point
Answer the question ‘what?’ E.g. What is the reason for doing this?
Example A quotation from an expert or someone who might
have something to say An anecdote or brief story A fact, statistic or ratio e.g. 1 in 7, 14%, half of all…
Explain Answer the question ‘why?’ E.g. Why should people do what you want them to
do?
Main points - PEE Chains
Write the text for a speech persuading your local council to spend more money on facilities for young people
Point: Will give young people more to do in the evenings
Example: Improve the local youth centres
Explain: Will help to reduce anti-social behaviour which will benefit everyone
PEE paragraphs – an example
One important reason for developing facilities for young people is that there is not enough for them to do in the evenings which creates problems for communities. Investing in local youth centres and providing more youth workers would provide lots of exciting opportunities for everyone. The benefit of this is clear: anti-social behaviour would be reduced significantly. No more shady youths hanging about on street corners!
Conclusion
Link back to what you said in your opening paragraph
Repeat or reinforce your main reasons Answer any questions you may have
asked Think about what might happen in the
future if people don’t do what you want
Connectives – Band 3
SEQUENCINGFirstly, secondly,
thirdlyFinallyNext
ADDINGAlso / andIn additionAs well as
CONTRASTINGSome people believe
HoweverAlthough
COMPARINGEqually
SimilarlyIn the same way
Discourse markers – Band 4!
Surely it is reasonable to expect… Taking the global view… One alternative position might be… Some people are of the opinion that… On balance, it is clear to see that… It is foolish to suggest that… In considering the need to…
Task
‘Mobile phones should not be allowed in school’.
Writer an article for the school newsletter in which you persuade other pupils that this is either a good or bad idea.
Approaching the task
1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 3 clear reasons4. Think of an effective conclusion –
link back to your opening and your main points + one BIG reason
5. Add connectives6. Add rhetorical devices