Unit 1 Section BWriting to Argue – Higher Tier

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 Explain (25

minutes) Longer task: Writing to Argue (35

minutes) 40 marks available

What is Writing to Argue?

Discusses an issue or idea Considers both points of view –

balanced Reaches an overall judgement to

influence the reader

Assessment Objectives AO4(i) – Communication

Ideas, addressing the audience, meeting the purpose

AO4(ii) – Organsiation Type of text, overall structure, use of

paragraphs and sentences AO4(iii) – Technical Accuracy

Accuracy of writing skills and vocabulary

Mark Band 4 Criteria AO3(i) Communication

Convincing argument Detailed and succinct argument Sustains purpose, intention and aims Manipulative 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

What do I need to do? 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 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 ToolkitOverall Structure 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 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

Writer’s ToolkitSentence Structure 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 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

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…

Plan an interesting openinge.g. anecdote, question

Add your ideas –2 pros & 1 con

Plan an interesting endinge.g. loop back to anecdote

Add connect

ives e

.g.

Some m

ight s

ay… h

owever

‘Decorate’ yourtree with

interestingrhetoricaldevices

Approaching the task

1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 2 pros and 1 cons4. Think of an effective conclusion –

link back to your opening5. Add connectives6. Add rhetorical devices

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

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?”)

Begin with a controversial statement

2 Pros

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

Consider what other people might think

Give examples that might support this opinion

Explain why these arguments aren’t right

Conclusion 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

SEQUENCINGFirstly, secondly,

thirdlyFinallyNext

ADDINGAlso / andIn additionAs well as

CONTRASTINGSome people believe

HoweverAlthough

COMPARINGEqually

SimilarlyIn the same way

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…

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

1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 2 pros and 1 con4. Think of an effective conclusion –

link back to your opening5. Add connectives6. Add rhetorical devices