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Unit 1 Section BWriting to Inform & Explain
Improving your performance in writing
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 /
Argue (35 minutes) 40 marks available
What is Writing to Inform?
Gives detailed information about a topic
Gives examples to support the points made
What is Writing to Explain?
Explains an idea, concept, action or event
Gives examples to support the points
Gives reasons why or how something happens
Assessment Objectives AO3(i) – Communication
Ideas, addressing the audience, meeting the purpose
AO3(ii) – Organsiation Type of text, overall structure, use of
paragraphs and sentences AO3(iii) – Sentence structure,
punctuation and spelling Accuracy of writing skills and vocabulary
Writing to InformMark Band 3 Criteria (F Tier) AO3(i) Communication
Clear and successful communication Some detail used to engage reader Clearly states purpose and message Appropriate tone with some variation Uses some appropriate rhetorical devices Uses connectives
AO3(ii) Organisation Uses paragraphs effectively Uses a variety of structural features Presents good ideas in sentences
AO3(iii) Technical Accuracy Uses some complex grammar and punctuation Sentences accurately demarcated Variety of sentences Accuracy in spelling ambitious words Uses standard English
Writing to ExplainMark Band 4 Criteria (H Tier) AO3(i) Communication
Convincing explanation – gives clear reasons Detailed and developed ideas Sustains purpose, intention and aims Appropriate and varied tone Uses linguistic devices for effect Extensive use of discourse markers
AO3(ii) Organisation Whole text written Employs effective paragraphs Uses a variety of structural features Presents ideas coherently
AO3(iii) Technical Accuracy Complex sentence structures and punctuation accurate Sentences correctly demarcated Variety of sentences for effect Ambitious vocabulary, accurately spelt Standard English used appropriately
What do I need to do? Structure your writing carefully, showing
how points are linked together Make your writing interesting to read Use a range of rhetorical devices for
effect Use a range of paragraphs and types of
sentence for effect Use a range of punctuation for effect Spell words correctly and use an
interesting vocabulary
Examples of tasks Explain what qualities you think a best friend
should have and explain, giving examples, why you think this.
Write a leaflet for Year 10 pupils in which you explain how to manage GCSE study successfully.
There are many pressures on teenagers today. Write an article for a parents’ magazine, explaining what you think the main pressures are and how they affect young people’s lives.
Writer’s ToolkitOverall Structure Remember to create a detailed plan Write an imaginative opening to engage
your reader i.e. an anecdote 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 why Beckham is a hero: he has worked hard; he has had great success; he is an inspiration
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…
Draw a fishbone
textskeleton
Work out the PAFTPurpose > Audience > Form > Tone
Writ
e in
you
r ide
as, u
sing
PEE
to st
ruct
ure
your
par
agra
phs
Poin
t > E
vide
nce
> Exp
lain
how
this
prov
es y
our p
oint
Add an interestingopening & ending
e.g. anecdote / question
Add co
nn
ectiv
es to
seq
uence
poin
ts
Don’t forget about somerhetorical devices tomake your writing
interesting
Approaching the task
1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 3 points / examples4. Think of an effective conclusion –
link back to your opening5. 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 your main points e.g. there are many reasons to…
Use a rhetorical question (NOT “WHAT DO YOU THINK?”)
Beginning with an anecdoteOpening to a response about teenage
pressures:Walking into the classroom, Josie
groaned. Her coursework for Mrs Brown was still on her desk at home. She might have remembered it if she hadn’t spent her time arguing with her mother over her 10pm ‘curfew’. As she slipped into her seat, Tiffany Cameron muttered, “Where’d’ya get ya shoes, Josephine, Poundland?” Josie looked away and caught Jamie Smith looking at her. Was he laughing at her, or smiling? She put her head on the desk: her face was burning with embarrassment!
Begins with a verb Range of
sentences
Begins with a
prepositionSlang for
effect
Rhetorical question
Colon instead of ‘because’
Exclamation mark
The story identifies various pressures
PEE Paragraphs Point
Answer the question ‘what?’ E.g. What makes this person admirable?
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 does this example show this person is
admirable?
Main points – PEE Chains Think of a reason
Beckham has worked hard Think of an example of this reason
Relentless training Explain how this example supports
your reason – link to the task This makes him a hero because it
shows us…
Example of a PEE paragraph
One of the main reasons David Beckham should be considered a national hero is because he has worked so hard to achieve his success. An example of this is the fact that he started training at such a young age; many of us were still learning to read when he was learning to kick a football! This shows us all how important it is to have a clear goal in life and to always work towards achieving it.
Conclusion
Link back to what you said in your opening paragraph
Repeat or reinforce your main points 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
ILLUSTRATINGFor exampleFor instance
Such as
CAUSE AND EFFECTBecause
ConsequentlyTherefore
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
Write an article explaining why it is important to support charities.