26
Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

Embed Size (px)

Citation preview

Page 1: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

Unit 1 Section BWriting to Inform & Explain

Improving your performance in writing

Page 2: Unit 1 Section B Writing 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

Page 3: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

What is Writing to Inform?

Gives detailed information about a topic

Gives examples to support the points made

Page 4: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 5: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 6: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 7: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 8: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 9: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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.

Page 10: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 11: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 12: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 13: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 14: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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…

Page 15: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 16: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 17: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 18: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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?”)

Page 19: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 20: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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?

Page 21: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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…

Page 22: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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.

Page 23: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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

Page 24: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

Connectives – Band 3

SEQUENCINGFirstly, secondly,

thirdlyFinallyNext

ADDINGAlso / andIn additionAs well as

ILLUSTRATINGFor exampleFor instance

Such as

CAUSE AND EFFECTBecause

ConsequentlyTherefore

Page 25: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

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…

Page 26: Unit 1 Section B Writing to Inform & Explain Improving your performance in writing

Task

Write an article explaining why it is important to support charities.