Transcript SATs Writing Paper Let’s Look At: Planning Paragraphs and Structure Sentences and Punctuation Planning:  Long Writing Task:  Plan – 15 mins  Write – 25 mins 

SATs
Writing Paper
Let’s Look At:
Planning
Paragraphs and Structure
Sentences and Punctuation
Planning:
 Long Writing
Task:
 Plan – 15 mins
 Write – 25 mins
 Check – 5 mins
 Short Writing
Task:
 Plan – 10 mins
 Write – 15 mins
 Check – 5 mins
Text Types – A Reminder
 Persuasive letter
 Imaginary newspaper report
 Description of a person, a place, or, event
 Magazine article to give advice
 Informative letter
 Review of film or story
 Analysis or commentary about a subject
 Report giving to sides of an argument
P F A (FAP)
 A.K.A – Purpose, Form, Audience
 Purpose – why was it written?
 Form – what type of text is it?
 Audience – who was it written for?
Planning Techniques:
 Firstly – READ the question. Make sure
you know what the question is
asking
 Secondly – Circle/underline/highlight key
words. This will help you focus.
 Thirdly – Jot down what you think the PFA
are
 Finally – Plan, you are focused and
understand exactly what you’ve got
to do
Structure and Paragraphs:
 This could be make or break
 Imagine your work is a building
 Buildings need:
Firm foundations
 Strong girders
 Without these things, they will
COLLAPSE

Structures: Beginnings
 Examiner: set the scene and create interest, if
you do this you will achieve most
marks
 DO – ‘Have you ever wondered how many
people use Campsall Park?’
 DON’T – ‘The subject I am going to write
about is blah, blah, blah.’
Structures: Middles
 Middle section needs 3-5 paragraphs
 Develop ideas that you included on
planning sheet
 Start a new paragraph when you start
a new point
 In the question there may be prompts
suggesting what you can include
Structures: Endings
DO…
 Sum up your
ideas,
 End confidently
 Make your ending
striking and give it
impact
DON’T…
 Leave it hanging the
reader needs to make
up their mind about
things
 Fizzle out
 End with death and
destruction or
‘then I woke up’
Paragraphs:
 New paragraph - each time you
start a new topic in or when a new
speaker says something.
 Vary your sentence length
Sentences:
 Simple sentences: subject object verb
 E.g. The boys walked down the road.
 Used to:



keep things simple, especially for a young
audience.
make points clear in instructions, information
or explanations.
create drama, tension or a fast pace in
descriptive or persuasive writing.
Sentences:
 Compound sentences: two simple
sentences connected by and, but, so,
because
 E.g. The boys walked down the road
and their parents waved from the
house.
 Advantage:
 they allow you to build more detail
into your writing
Sentences:
 Complex sentences: main clause
(simple sentence) and subordinate
clause (doesn’t make sense on its
own)
 The boys walked quickly down the
road, feeling a little nervous because
today was their first exam.
Connectives:
 Adding: and, also, as well as, too
 Sequencing: next, then, first second third,
finally, after
 Cause and effect: because, so, therefore
 Qualifying: however, although, unless,
except, if, as long as, yet
 Illustrating: for example, such as, for
instance
 Contrasting: whereas, instead of,
alternatively
Tone:
Formal Tones
 Formal – if you don’t
know your reader
and/or they’re older
than you.


Speech to school
governors – formal
Letter to a shop
manager – formal
Informal Tones
 Informal – if you know
your reader well and/or
you’re the same age


Speech to your year
group – lively and
informal
Advice for a friend –
informal
And Finally:
Don’t panic!
Do your best!
and
Good luck!
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