What?• All will learn 6 features of writing an effective argument.

• Most will be able to identify these 6 in a written argument.

• Some will be able to demonstrate these features in their own writing.

How?•Watching a YouTube clip

•Learning an acronym.

• Analysing some text.

• Writing a paragraph.

•Peer assessment.

Why?

• In preparation for GCSE English Language Paper, Section B – ‘Producing Non-Fiction Texts’ which you will take in Year 11.

“An A* student will write effectively with all language choices made to appeal to a particular

reader...”

KS3 – Level 8

Writing descriptors

GCSE English Language

AO4 A*

AF1 - My writing has a creative selection and adaptation of a wide range of forms and conventions to meet varied writing challenges with distinctive personal voice and style which is matched to intended effect.

write to communicate clearly, effectively

and imaginatively, using and adapting

forms and selecting vocabulary appropriate

to task and purpose in ways that engage

the reader.

AF6 - My sentence structures are imaginative, precise and accurate, matched to my purpose and intended effect on the

reader.

use a range of sentence structures for

clarity, purpose and effect, with accurate

punctuation and spelling.

AF3 - My writing has a well controlled structure of subject matter and my management of paragraphing provide textual coherence and cohesion to position the reader appropriately in relation to the writer’s purpose.

organise information and ideas into

structured and sequenced sentences,

paragraphs and whole texts,

using a variety of linguistic and structural

features to support cohesion and overall

Coherence.

Learning Check

• On your whiteboard, write down three things that you have to do to get an A* in GCSE writing.

• Put it into your own words!

Watch!

• Watch this argument.

• Now, on your whiteboards, write down 3 things that you think make an effective argument.

All will learn 6 features of writing an effective argument.

A

R

M

I

E

S

Anecdote

Rhetorical Question

Modal Verbs

Imperatives

Emotive Language

Statistics / Second Person

All will learn 6 features of writing an effective

argument.

A

R

M

I

E

S

Anecdote

Rhetorical Question

Modal Verbs

Imperatives

Emotive Language

Statistics / Second Person

Stop wasting time!

35% of teenagers believe…

Is this really what you want?

A similar thing happened in my community…

You could wait for someone else…

The situation is revolting

Learning Check

On your whiteboard, draw an emoticon to show how secure you feel with your understanding of the Armies acronym…Uh oh –

CONFUSED!!!OK – fairly confident

By Jove, I’ve got it!

All will learn 6 features of writing an effective argument.

Some people think that the police target teenagers.

Write an article for a newspaper where you argue for or against this idea

A few weeks ago I was idly browsing through the items on display in my local shop when I became aware of people watching me. I looked up only to see two police officers

bearing down on me with aggressive looks on their faces. Had I been caught with half the shop’s produce in my bag? No. Was I in the process of producing a weapon and holding the shop to ransom? Again, no. So, you may ask, what crime had I committed? Possibly the worst crime of all: I was guilty

of being a teenager in public.

Star Challenge:

What is the tone of this piece? Find evidence to support your answer.

Task

Find & annotate one example for each letter of ARMIES.

Most will be able to identify 6 features in a written argument.

Some people think that the police target teenagers.

Write an article for a newspaper where you argue for or against this idea

A few weeks ago I was idly browsing through the items on display in my local shop when I became aware of people watching me. I looked up only to see two police officers

bearing down on me with aggressive looks on their faces. Had I been caught with half the shop’s produce in my bag? No. Was I in the process of producing a weapon and holding the shop to ransom? Again, no. So, you may ask, what crime had I committed? Possibly the worst crime of all: I was guilty

of being a teenager in public.

Rhetorical question

Modal verb

Second person

AnecdoteEmotive language

Most will be able to identify 6 features in a written argument.

Demonstrate

• Students these days spend far too much time looking at screens.

Write a paragraph in which you argue for this idea.

Some will be able to demonstrate these features in their own writing.

Peer Assess

• Swap Books with your neighbour and ask them to highlight and label all the features of that they can find in your work.

ARMIES

Some will be able to demonstrate these features in their own writing.

Get Thinking…

• How can we make an argument more cohesive?

Stretch & Challenge!

SOME CONNECTIVES TO HELP...

Firstly

In the first place…In conclusionSecondly

In addition Furthermore

What is

more…

To sum upTherefor

e

To conclude

To begin

with…

Learning Check

• On your whiteboard write down the acronym ARMIES with a definition for each letter.

• Stand up, salute and shout ‘yes sir!’ when you’re done. There’s a prize for the winner ;)

All will learn 6 features of writing an effective argument.