unit 1 section b writing to argue – higher tier improving your performance in writing
TRANSCRIPT
![Page 1: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/1.jpg)
Unit 1 Section BWriting to Argue – Higher Tier
Improving your Performance in Writing
![Page 2: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/2.jpg)
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
![Page 3: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/3.jpg)
What is Writing to Argue?
Discusses an issue or idea Considers both points of view –
balanced Reaches an overall judgement to
influence the reader
![Page 4: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/4.jpg)
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
![Page 5: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/5.jpg)
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
![Page 6: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/6.jpg)
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
![Page 7: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/7.jpg)
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.
![Page 8: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/8.jpg)
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
![Page 9: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/9.jpg)
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
![Page 10: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/10.jpg)
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
![Page 11: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/11.jpg)
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
![Page 12: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/12.jpg)
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…
![Page 13: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/13.jpg)
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
![Page 14: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/14.jpg)
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
![Page 15: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/15.jpg)
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
![Page 16: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/16.jpg)
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
![Page 17: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/17.jpg)
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
![Page 18: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/18.jpg)
1 con
Consider what other people might think
Give examples that might support this opinion
Explain why these arguments aren’t right
![Page 19: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/19.jpg)
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
![Page 20: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/20.jpg)
Connectives – Band 3
SEQUENCINGFirstly, secondly,
thirdlyFinallyNext
ADDINGAlso / andIn additionAs well as
CONTRASTINGSome people believe
HoweverAlthough
COMPARINGEqually
SimilarlyIn the same way
![Page 21: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/21.jpg)
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…
![Page 22: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/22.jpg)
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.
![Page 23: Unit 1 Section B Writing to Argue – Higher Tier Improving your Performance in Writing](https://reader035.vdocuments.us/reader035/viewer/2022062417/551b349c5503465c7e8b4b2f/html5/thumbnails/23.jpg)
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