Transcript Paper 1 Section B Writing to Argue

Unit 1 Section B
Writing to Argue – Higher Tier
Improving your Performance in
Writing
The Exam – Section B
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You should spend about an hour on
Section B
2 Writing tasks
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Shorter task: Writing to Explain (25
minutes)
Longer task: Writing to Argue (35 minutes)
40 marks available
What is Writing to Argue?
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Discusses an issue or idea
Considers both points of view –
balanced
Reaches an overall judgement to
influence the reader
Assessment Objectives
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AO4(i) – Communication
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AO4(ii) – Organsiation
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Ideas, addressing the audience, meeting
the purpose
Type of text, overall structure, use of
paragraphs and sentences
AO4(iii) – Technical Accuracy
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Accuracy of writing skills and vocabulary
Mark Band 4 Criteria
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AO3(i) Communication
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AO3(ii) Organisation
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Convincing argument
Detailed and succinct argument
Sustains purpose, intention and aims
Manipulative tone
Uses linguistic devices for effect
Extensive use of discourse markers
Whole text written
Employs effective paragraphs
Uses a variety of structural features
Presents ideas coherently
AO3(iii) Technical Accuracy
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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?
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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
Examples of tasks
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Write an article for a teenage magazine
arguing that nowadays TV or radio can be
an important source of education.
Write an article in which you argue for or
against the view that people should not be
encouraged to take part in dangerous sports
or activities
Older people often blame younger people for
today’s problems. Write an article in which
you argue that older people are the ones to
blame.
Writer’s Toolkit
Overall Structure
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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 Toolkit
Rhetorical Devices
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Rhetorical questions
x2
Lists of three x 2
Emotive language
Anecdotes
Facts and Statistics
Audience
involvement
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Direct address
Personal
involvement
Alliteration
Repetition
Over-exaggeration
Expert opinions
Writer’s Toolkit
Sentence Structure
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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 Toolkit
Range of Punctuation
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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?
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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 an interesting opening
e.g. anecdote, question
Add your ideas –
2 pros & 1 con
‘Decorate’ your
tree with
interesting
rhetorical
devices
Plan an interesting ending
e.g. loop back to anecdote
Approaching the task
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Analyse the task: work out the PAFT
Think of an interesting opening
Plan your ideas: 2 pros and 1 cons
Think of an effective conclusion – link
back to your opening
Add connectives
Add rhetorical devices
PURPOSE: what job is the writer trying to do?
Argue
Persuade
Advise
Inform
Explain
Describe
Analyse
Review
Comment
Imagine
Explore
Entertain
AUDIENCE: the reader
Children
Teenagers
Parents
Pensioners
Workers
Experts
Fans
Men
Women
Adults
PAFT
Age
Interests Lifestyle
Gender Education Class
Job
Hobbies Politics
Purpose
Audience
Form
Tone
FORM: type of writing
Leaflet
Web page
Letter
Speech
Report
Article
Story
Email
Essay
Advert
TONE: what is the mood of the writing? How are we addressed?
Enthusiastic
Passionate
Hopeful
Optimistic
Humorous
Angry
Frustrated
Pessimistic
Sad
Annoyed
Questioning
Doubtful
Suspicious
Sarcastic
Ironic
Objective
Subjective
Neutral
Cynical
Knowledgeable
Interesting openings
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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?”)
Begin with a controversial statement
2 Pros
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Think of two points that support your
view
Add evidence: case studies, facts and
statistics, quotations
Explain how these examples support
your views and prove your argument
1 con
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Consider what other people might think
Give examples that might support this
opinion
Explain why these arguments aren’t
right
Conclusion
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Link back to what you said in your
opening paragraph
Repeat or reinforce your main
arguments
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
SEQUENCING
Firstly, secondly, thirdly
Finally
Next
ADDING
Also / and
In addition
As well as
CONTRASTING
Some people believe
However
Although
COMPARING
Equally
Similarly
In the same way
Discourse markers – Band 4!
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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
A newspaper has suggested that women
are less suited to doing certain jobs
than men are.
Write an article for a newspaper in which
you argue for or against this view.
Approaching the task
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Analyse the task: work out the PAFT
Think of an interesting opening
Plan your ideas: 2 pros and 1 con
Think of an effective conclusion – link
back to your opening
Add connectives
Add rhetorical devices