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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WRITING WITH POWERWRITING WITH POWER
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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WRITING WITH POWERWRITING WITH POWER
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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WRITING WITH POWERWRITING WITH POWER
Firstly .
Another strong idea is
It could also be argued .
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WRITING WITH POWERWRITING WITH POWER
Firstly .
Another strong idea is
It could also be argued .
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WRITING WITH POWERWRITING WITH POWER
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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