1. Preparing Drafts 1 and 2

2. Criteria for ExcellenceW1 W2 W3 W4 W5
Exciting content, exploring different angles
Use of examples (link and comparison to Hitler) creates a bigger sense of horror
Appropriate Argue/Persuade structure
Introduction grabs the attention of the reader, ideally linked in the conclusion
Effective rhetorical devices used throughout
References evidence and facts to show the Olympics’ true purpose (rules)
Using symbolism (“5 rings”) and imagery (“stain”)
Repetition (of words or ideas) to emphasise ideas
Questions engage the reader
Contrast for effect
Emotive language (“teenagers” not adults)
Varied sentence structures
Short sentences for simplicity and fact (I am gay. I am a jew)
Topic sentences and discourse markers used
Paragraphs logically structured and originally manipulated (eg, one sentence/one word paragraphs)
Sophisticated punctuation
Rich vocabulary, correctly spelled
Lots of emotion using powerful images (of destruction)
Grammatically accurate
Tone and formality appropriate to task
Directly talks to the addressee (forces communication with Cameron)

3. Learning tools –importance of feedback and communicationW1 W2 W3 W4 W5
Exciting content, exploring different angles
Use of examples (link and comparison to Hitler) creates a bigger sense of horror
Appropriate Argue/Persuade structure
Introduction grabs the attention of the reader, ideally linked in the conclusion
Effective rhetorical devices used throughout
References evidence and facts to show the Olympics’ true purpose (rules)
Using symbolism (“5 rings”) and imagery (“stain”)
Repetition (of words or ideas) to emphasise ideas
Questions engage the reader
Contrast for effect
Emotive language (“teenagers” not adults)
Varied sentence structures
Short sentences for simplicity and fact (I am gay. I am a jew)
Topic sentences and discourse markers used
Paragraphs logically structured and originally manipulated (eg, one sentence/one word paragraphs)
Sophisticated punctuation
Rich vocabulary, correctly spelled
Lots of emotion using powerful images (of destruction)
Grammatically accurate
Tone and formality appropriate to task
Directly talks to the addressee (forces communication with Cameron)

4. Sequence
You have already worked on weaknesses from W2-5 in the first week
We will focus on the learning tools for W1 (devices, intro, a/p structure, planning)
This will enable you to prepare a plan and draft for your formal Argue and Persuade Coursework
You will devise a title – confirmed with AB
You will then plan around it and prioritise your best arguments –peer-checked
You will then devise a skeleton frame of plan (three foundational sentences of introduction, then topic sentences of every paragraph following) – AB assessed
We will practise peer-assessment, and I will provide you with a list of all resources you need ready for your essay drafting.
At this point we will move on to Writing to Describe
*** PATERNITY LEAVE ***
You will draft version 1 of your Argue and Persuade essay (in class – so...)
Your draft will be peer-assessed (completing peer-assessment handout), and returned to you for redrafting.
You will draft version 2 of your Argue and Persuade essay, to be ed to AB

5. Importance of planning Get the right structure
Focus for Drafts 1 and 2
Importance of planning 4 W1
Exciting content, exploring different angles
Use of examples (link and comparison to Hitler) creates a bigger sense of horror
Appropriate Argue/Persuade structure
Introduction grabs the attention of the reader, ideally linked in the conclusion
Effective rhetorical devices used throughout
References evidence and facts to show the Olympics’ true purpose (rules)
Using symbolism (“5 rings”) and imagery (“stain”)
Repetition (of words or ideas) to emphasise ideas
Questions engage the reader
Contrast for effect
Emotive language (“teenagers” not adults) 3
Attention-grabbing
tactics
Get the right structure 2
AFOREST & SIASAMOP 1

6. Learning Objective 1. AFOREST and SIASAMOP
To learn the mnemonics AFOREST and SIASAMOP
To identify and apply rhetorical and figurative devices in your work
WHY SHOULD I?
Using rhetorical devices lifts your writing and makes it much more effective.
I also look for these specifically in assessment ( and  )

7. Rhetorical Devices and Figurative Language
AFOREST
SIASAMOP
A Alliteration, assertion, anecdote, audience
F Facts, Figurative Language
O Opinions, organisation
R Repetition, Rhetorical Questions, rewards, rule of 3
E Exaggeration, experts, emotive language, examples
S Statistics, short sentences
T Tone
S Similes, Semantic Fields
I Imagery
A Alliteration, adjective
S Sibilance
A Assonance
M Metaphor
O Onomatopoeia
P Personification

8. TASK – on the handouts...
Add an example for each device on: (1) AFOREst table (2) SIAsamop table (3) EXTENSION DEVICES TABLE > Submit to AB