Presentation on theme: "Paper 1 Section B Writing to Argue"— Presentation transcript:
1 Paper 1 Section B Writing to Argue Improving your Performance in Writing
2 What is Writing to Argue? Discusses an issue or ideaConsiders both points of view – balancedReaches an overall judgement to influence the reader
3 Assessment Objectives AO3(i) – CommunicationIdeas, addressing the audience, meeting the purposeAO3(ii) – OrgansiationType of text, overall structure, use of paragraphs and sentencesAO3(iii) – Sentence structure, punctuation and spellingAccuracy of writing skills and vocabulary
4 What’s it worth? Section B is worth 27 marks out of 54 These 27 marks are worth 15% of the final GCSE (45 minutes worth of work)Each assessment objective is worth 5% of the final GCSE gradeIT IS REALLY IMPORTANT TO DO WELL!!
5 C Grade Criteria AO3(i) AO3(ii) AO3(iii) Clear identification with purpose and audienceSustains reader’s repsonseDetailed argument with a clear awareness of other viewpointsVaries tone e.g. humour, seriousness, angerConfident use of rhetorical devicesAO3(ii)Clear structureParagraphs are linked together using connectivesConnectives are used to develop the argumentRange of vocabulary for effectAO3(iii)Different types of sentences used for effectSecure spellingAccurate punctuation especially to mark sentences and clauses
6 What do I need to do?Structure your writing carefully, showing different viewpointsMake your writing interesting to readUse a range of rhetorical devices for effectUse a range of paragraphs and types of sentence for effectUse a range of punctuation for effectSpell words correctly and use an interesting vocabulary
7 Examples of tasksWrite 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 activitiesOlder people often blame younger people for today’s problems. Write an article in which you argue that older people are the ones to blame.
8 Writer’s Toolkit Overall Structure Remember to create a detailed planWrite an imaginative opening to engage your reader i.e. a rhetorical questionLink your conclusion back to your openingVary the length of your paragraphs e.g. a one-sentence paragraphUse a range of connectives to link your paragraphs together
9 Writer’s Toolkit Rhetorical Devices Rhetorical questions x 2Lists of three x 2Emotive languageAnecdotesFacts and StatisticsAudience involvementDirect addressPersonal involvementAlliterationRepetitionOver-exaggerationExpert opinions
10 Writer’s Toolkit Sentence Structure QuestionsExclamationsShort sentences for impactComplex 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 reasonBegin with a verbMove your subordinate clauses around e.g. at the beginning
11 Writer’s Toolkit Range of Punctuation Exclamation / question marksBrackets to show sarcasmInverted commas for ironyApostrophes for omission and possessionUse a colon instead of ‘because’ or ‘so’Use a semi-colon to show that 2 statements are closely linkedPut a comma after a connective at the beginning of a sentence
12 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…
13 Plan an interesting opening e.g. anecdote, question Some might say… howeverAdd connectives e.g.Add your ideas –3 pros & 2 cons‘Decorate’ yourtree withinterestingrhetoricaldevicesPlan an interesting endinge.g. loop back to anecdote
14 Approaching the task Analyse the task: work out the PAFT Think of an interesting openingPlan your ideas: 3 pros and 2 consThink of an effective conclusion – link back to your openingAdd connectivesAdd rhetorical devices
15 Age Interests Lifestyle Gender Education ClassJob Hobbies Politics
16 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
17 3 Pros Think of three points that support your view Add evidence: case studies, facts and statistics, quotationsExplain how these examples support your views and prove your argument
18 2 cons Consider what other people might think Give examples that might support this opinionExplain why these arguments aren’t right
19 Conclusion Link back to what you said in your opening paragraph Repeat or reinforce your main argumentsAnswer any questions you may have askedThink about what might happen in the future if people don’t do what you want
20 Firstly, secondly, thirdly ConnectivesSEQUENCINGFirstly, secondly, thirdlyFinallyNextADDINGAlso / andIn additionAs well asCONTRASTINGSome people believeHoweverAlthoughCOMPARINGEquallySimilarlyIn the same way
21 TaskA 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.
22 Approaching the task Analyse the task: work out the PAFT Think of an interesting openingPlan your ideas: 3 pros and 2 consThink of an effective conclusion – link back to your openingAdd connectivesAdd rhetorical devices