Presentation on theme: "Imagine this scenario: You feel ill and go to see a doctor"— Presentation transcript:
1Imagine this scenario: You feel ill and go to see a doctor Imagine this scenario: You feel ill and go to see a doctor. Which of the following is informing, explaining or describing?Describing - telling the doctor how you feel.Informing - the doctor gives you the facts.Explaining - the doctor explains what a cold is and tells you more about it.Describing - telling the doctor how you feel.Informing - the doctor gives you the facts.Explaining - the doctor explains what a cold is and tells you more about it.
2Writing to Inform/Explain/Describe Q5 – Shorter writing task
3Lesson ObjectivesTo be prepared for what is required in the shorter writing task, in section B of the exam.To be able to adapt your writing for different purposes: inform; explain; describe.
4The Shorter Writing Task – 16marks In Q5 you will be asked to write to:To inform – telling the reader about something or someone. This involves putting information across clearly.To explain – giving the answers to the questions ‘how?’ and ‘why?’ about something. This helps the reader to understand an idea, a point of view or a situation.To describe – painting a picture with words. This means putting across in an imaginative way what something or someone is like.
5Communication and Organisation The Mark SchemeCommunication and OrganisationAccuracyBand 4 = marksBand 3 = 5-7 marksBand 2 = 3-4 marksBand 1 = 1-2 marksBand 3 = 5-6 marksBand 2 = 3-4 marksBand 1 = 1-2 marks
6Purpose Inform Explain Describe Information about a topic Balance EvaluationInformation is factualStraightforward language to convey essential information‘What’, ‘who’, ‘where’ ‘when’, ‘how’ExplainDetails about a topic for the non-expertExplanation is factual, but with more detailExplain is to make clear, show the meaning or to account for‘how’ and ‘why’DescribeDetailCamera lenses and zoomImageryNot a storyDescription is usually about how something makes you feelPurpose
7Writing to informWhen writing to inform, make sure language is clear, factual and impersonal. Use short and clear sentences.You could break up the writing with subheadings (if appropriate to Format!)
8A Simple Example of Writing to Inform: Chocolate chip cookies recipeHeat the oven to 200°C/Gas 6. Line two baking sheets with baking parchment. Chop the chocolate into chunks and put to one side.Heat the butter in a small saucepan gently until it has melted. Meanwhile, put the two types of sugar into a mixing bowl. Pour the melted butter on top of the sugar and beat well with a wooden spoon.Add the egg and the vanilla and beat until well blended.Sift the flour, baking powder and salt into the mixing bowl and stir them in, then add the chopped chocolate.Dot heaped pudding spoonfuls of the mixture over the lined baking sheets.Wearing oven gloves, put the baking sheets in the oven and bake for 8-10 minutes, until the cookies are just turning golden brown.Leave them to harden for a couple of minutes before eating.
9Even though you are just ‘informing’, you must still try to engage the reader... The road to Dubai is long, straight, dusty, littered with wrecked cars and punctuated only by the odd windswept gas station. There are no villages, no oases, and the Gulf is hidden behind sand-dunes which look as if they are suffering from some sort of desert scurf or mange. It is the kind of road on which car crashes look like philanthropic gestures; they at any rate do something to provide a momentary relief in that monotony of sand and rusted oil drums.
10Techniques used in Writing to Inform FactualPresent tenseShort, clear sentences – although all writing should have a variety of sentence structures Connectives Technical terms Reader addressed as 'you‘ObjectiveREMEMBER:Adapt language to suit AUDIENCESet out writing in accordance with FORMAT
11Explanation is different to straightforward information. WRITING TO EXPLAIN REQUIRES:A response that answers the precise demands of the question.Content that focuses on HOW or WHY something happens – rather than just what happensAppropriate language
12Explanation is different to straightforward information. As a writer you must give reasons.You must say why or how something happensYou must comment and explain ideas throughout your writing.Be warned:Students loose grades by just informing NOT explaining.Don’t loose focus and just inform your reader with out explaining ideas.
13Exam question: Think about the focus of the title Most people have memories about a particular holiday or trip. Choose one that you have experienced and explain why it was so memorable.
14YOU SHOULD: YOU ARE NOT: Most people have memories about a particular holiday or trip. Choose one that you have experienced and explain why it was so memorable.YOU SHOULD:decide what makes that one trip special and say whyselect memorable features and say why they are memorableYOU ARE NOT:being asked to write about trips in generaldescribe what actually happened on one tripwrite about the place that you visitedTo get the grade limit the pointsyou write about –don’t try to include too much material
15A* answer = Explanation must be clear so reader understands Examiners give marks for varied sentences – so show your skillsUse phrases to do with cause and effect:As a result of thisThis meant thatThis is becauseThe reason for this isAs a consequenceTherefore..Can you think of any more?
16Practise a possible exam response to this question: Explain how you have dealt with difficult situations that have arisen in your life. You might wish to write about:Relationships with parentsFriends and their expectationsProblems at schoolOther difficult situation that you have encountered
17Explain how you have dealt with difficult situations that have arisen in your life. There is no specific audience identified and so you must stick to formal, Standard English.Remember – this is the shorter writing task and you will only have about 25mins, so it does not need to be lengthy; 2 or 3 detailed paragraphs should do.Explain ‘how’ you have dealt with a situation, don’t just inform what happened!
18Writing to describe…a placean eventa memorya person
19Writing to describethere is more to description than recording the visible.organisation is as important in description as expressioncontrast helps structure and language detailobjects are more interesting when they stand for something else
20Writing to DescribeEffective writing makes you feel almost as if you're 'there'N.B.You are writing todescribe; you are nottelling a story.
21Get the grade Use imagery – metaphor, simile and personification to make your text come to lifeTry out the 5 senses to add varietyUse contrast'zoom in' and 'focus' the lens of your 'camera'Get the grade
22Writing to describe (places) Strategy - the zoom lens1 From a distance, the place looks like….2 As you get nearer, you begin to notice…3 Close up, you realise that...
26Writing to describe (places) Strategy : contrast:1 Unlike Rome/New York/Barcelona, X is…2 Like these places,….3 Unlike these places...
27How to approach your description What does it look like?What does it sound like?What does it feel like?What does it taste like?What does it smell like?
28Use Language Devices... Similes Metaphors Personification Alliteration ImageryRepetition for effectOnomatopoeia
29Have a go at creating similes and metaphors to describe the scene...
30Read the descriptive extract by Dylan Thomas... Identify any interesting vocabulary or language devices (similes, metaphors etc) that he uses.Annotate the text by underlining and labelling/making notes.
31Practise time...Have a go at responding to the following question, you can use some of the similes and metaphors that you have created.You could use one of the strategies: contrasting or zooming.You will not have long in the exam – so you only have 20mins now!
33Be clear about punctuation: WRITING WITH POWER4Be 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