Paper 2 : Writing Paper 2 : Writing Master Class Master Class

OBJ: to understand how to succeed OBJ: to understand how to succeed in this section of the exam.in this section of the exam.

AFORESTAFOREST Can you remember what this acronym stands for?Can you remember what this acronym stands for?

Write it in your books please.Write it in your books please.AAFFOORREESSTT

On the exam paperOn the exam paper

In this section you will be assessed for your In this section you will be assessed for your writing skills, writing skills, including the presentation of including the presentation of your workyour work. Take special care with . Take special care with handwriting, spelling and punctuationhandwriting, spelling and punctuation..

Think about the purpose, audience and, Think about the purpose, audience and, where appropriate, the format for your where appropriate, the format for your writing.writing.

Two writing tasksTwo writing tasks

1: You must answer both questions.1: You must answer both questions.

Timings:Timings: Both questions are worth 20 marks each.Both questions are worth 20 marks each. For both questions you are advised to write For both questions you are advised to write

about 1-2 sides.about 1-2 sides. You have 30 minutes for each question.You have 30 minutes for each question. Break that down – 5 minutes Break that down – 5 minutes planningplanning

- 20 minutes - 20 minutes writingwriting

- 5 minutes - 5 minutes checkingchecking

P.A.F.L.P.A.F.L. PPurpose – argue, persuade, review, comment.urpose – argue, persuade, review, comment.

AAudience – this will be clearly given on the udience – this will be clearly given on the paper e.g. Year 11, head teacher, local paper paper e.g. Year 11, head teacher, local paper etc.etc.

FFormat – normally letter, speech or article but ormat – normally letter, speech or article but could be a report or a review.could be a report or a review.

LLanguage – e.g. AFOREST, normally 1anguage – e.g. AFOREST, normally 1stst person, formal/informal, detail, flair!person, formal/informal, detail, flair!

Sample Questions: Sample Questions:

Write an article for a travel magazine about Write an article for a travel magazine about a place that you think would be good to a place that you think would be good to visit for a holiday, either in the UK or visit for a holiday, either in the UK or abroad. [20]abroad. [20]

You have to give a talk to your class with You have to give a talk to your class with the title 'Mobile Phones: a blessing or a the title 'Mobile Phones: a blessing or a curse?'curse?'

Write what you would sayWrite what you would say. [20]. [20]

What are the examiners What are the examiners looking for?looking for?

That you know who you are writing for – That you know who you are writing for – the audiencethe audience

That you know why you are writing – That you know why you are writing –

the purposethe purpose That you know the That you know the formatformat of each text – of each text –

e.g. a letter, newspaper article, leaflet.e.g. a letter, newspaper article, leaflet. That your writing is That your writing is lively and sparkylively and sparky..

Lively and sparky?!Lively and sparky?! ConfidentConfident Accurate (with sentences used for effect)Accurate (with sentences used for effect) A good sense of cohesion (ideas connecting A good sense of cohesion (ideas connecting

together throughout the piece)together throughout the piece) Good range of vocabularyGood range of vocabulary Paragraphs of varied length.Paragraphs of varied length. Humour, detail and a really confident Humour, detail and a really confident

awareness of your reader at all times!awareness of your reader at all times!

A word of warning…A word of warning…FormatFormat

Don’t spend time making your leaflet or Don’t spend time making your leaflet or newspaper article have amazing fonts, or newspaper article have amazing fonts, or illustrations. illustrations.

Use bullet points sparingly – you need to show Use bullet points sparingly – you need to show that you can write in good sentences.that you can write in good sentences.

If you want to include a picture. Draw a box If you want to include a picture. Draw a box and write two words to indicate what would be and write two words to indicate what would be seen.seen.

Addresses, headings and subheadings are fine Addresses, headings and subheadings are fine but seriously no colouring pencils!but seriously no colouring pencils!

A second word of warning…A second word of warning…

You will sometimes be asked to write a letter to You will sometimes be asked to write a letter to a friend which clearly invites you to write a a friend which clearly invites you to write a more informal letter.more informal letter.

However, this is still an English language exam However, this is still an English language exam and you are being tested on your ability to write and you are being tested on your ability to write good English.good English.

So, don’t use text or msn speak – the examiner So, don’t use text or msn speak – the examiner won’t be L.O.L and I will be far from L.M.A.O!won’t be L.O.L and I will be far from L.M.A.O!

Argue and PersuadeArgue and Persuade

Let’s see how the Let’s see how the professionals do it and see professionals do it and see what we can nick!what we can nick!

Analyse their use of Analyse their use of persuasive devicespersuasive devices

Underline every time Paxman uses:Underline every time Paxman uses: AnecdotesAnecdotes FactsFacts OpinionsOpinions Rhetorical questions/RepetitionRhetorical questions/Repetition Experts ideas/ EvidenceExperts ideas/ Evidence Statistics (facts and figures)Statistics (facts and figures) TripletsTriplets Inclusive address (you, we, us)Inclusive address (you, we, us)

Choose the best one in your opinion and write down a Choose the best one in your opinion and write down a sentence to explain why it is so effective.sentence to explain why it is so effective.

Analyse their dictionAnalyse their diction

Circle words that areCircle words that are CColloquial/chatty olloquial/chatty Scientific / formal / sophisticatedScientific / formal / sophisticated EuphemisticEuphemistic EmotiveEmotiveChoose your favourite example and explain Choose your favourite example and explain

why you think the writer has selected this why you think the writer has selected this word, what effect does it have?word, what effect does it have?

Argue / Persuade crafting Argue / Persuade crafting for success checklistfor success checklist

Persuasive devicesPersuasive devices AnecdotesAnecdotes FactsFacts OpinionsOpinions Rhetorical questionsRhetorical questions Evidence/ Experts’ ideasEvidence/ Experts’ ideas StatisticsStatistics TripletsTriplets Inclusive addressInclusive address

Language DevicesLanguage Devices EmotiveEmotive SophisticatedSophisticated

Structural DevicesStructural Devices Topic sentencesTopic sentences ConnectivesConnectives Logical orderLogical order Opening and ending with Opening and ending with

impactimpact Single sentence paragraphs Single sentence paragraphs

for effectfor effect Single word sentences for Single word sentences for

effecteffect Argument that comes full Argument that comes full

circle.circle.

Starter:Starter: Imagine you have been asked to write a Imagine you have been asked to write a

letter to Mr. Hourigan to argue either for or letter to Mr. Hourigan to argue either for or against year 11 having to take part in PSHE against year 11 having to take part in PSHE days in the Spring term.days in the Spring term.

I want you to write the opening paragraph.I want you to write the opening paragraph.

Remember: Remember: lively, original, flairlively, original, flair..

LO:LO:To explore a texts structure and cohesionTo explore a texts structure and cohesionTo develop planning skillsTo develop planning skills

Analyse their text Analyse their text structure / paragraphingstructure / paragraphing

Draw a cloud around each connective at the start Draw a cloud around each connective at the start of a paragraph.of a paragraph.

Draw a wiggly line under each topic sentence.Draw a wiggly line under each topic sentence. Put a box around every single word sentence or Put a box around every single word sentence or

single sentence paragraph.single sentence paragraph. Are their arguments put into a logical order?Are their arguments put into a logical order? Is their opening attention grabbing?Is their opening attention grabbing? Does their ending have impact?Does their ending have impact? Does the end of their article tie back up to their opening Does the end of their article tie back up to their opening

statement? If it does is it effective? If not, re-write the statement? If it does is it effective? If not, re-write the ending yourself. ending yourself.

Originality and FlairOriginality and Flair

Have they entertained or engaged you? Have they entertained or engaged you? How?How?

Have they used humour? Write a Have they used humour? Write a sentence about one particular example sentence about one particular example that you enjoyed.that you enjoyed.

How have they shown originality and How have they shown originality and flair?flair?

Sentences and Sentences and vocabularyvocabulary

Vary your sentence structures for effect.Vary your sentence structures for effect. Use the most powerful or interesting Use the most powerful or interesting

vocabulary you can to vocabulary you can to suit your suit your audience and purpose.audience and purpose.

Remember that the examiner wants to Remember that the examiner wants to see sparky and lively writing – use your see sparky and lively writing – use your sense of humour sense of humour fittinglyfittingly (Nothing (Nothing to to make the examiner blush!)make the examiner blush!)

Argue / Persuade crafting Argue / Persuade crafting for success checklistfor success checklist

Persuasive devicesPersuasive devices AnecdotesAnecdotes FactsFacts OpinionsOpinions Rhetorical questionsRhetorical questions Evidence/ Experts’ ideasEvidence/ Experts’ ideas StatisticsStatistics TripletsTriplets Inclusive addressInclusive address

Language DevicesLanguage Devices EmotiveEmotive SophisticatedSophisticated

Structural DevicesStructural Devices Topic sentencesTopic sentences ConnectivesConnectives Logical orderLogical order Opening and ending with Opening and ending with

impactimpact Single sentence paragraphs Single sentence paragraphs

for effectfor effect Single word sentences for Single word sentences for

effecteffect Argument that comes full Argument that comes full

circle.circle.

Writing devices / techniquesWriting devices / techniques

Rhetorical questionsRhetorical questions Lists of three or tripletsLists of three or triplets Anecdotes – Anecdotes – brief and relevantbrief and relevant Statistics and facts – Statistics and facts – can be made up but can be made up but

must seem realisticmust seem realistic Similes and metaphorsSimiles and metaphors HumourHumour

Grade it!Grade it!

For each example response I want you to For each example response I want you to decide on a grade and give 3 reasons decide on a grade and give 3 reasons why the piece achieved that grade.why the piece achieved that grade.

I want to see you annotating on the text I want to see you annotating on the text good and bad elements.good and bad elements.

Approximate gradingApproximate grading

8-98-9 = E= E10-1110-11 = D= D12-1312-13 = C= C14-1514-15 = B= B16-1816-18 = A= A19-2019-20 = A*= A*

LO:LO:To develop planning skills.To develop planning skills.To produce a piece of persuasive writing.To produce a piece of persuasive writing.

To do!To do!

I’ve added a new discussion to the Lord of I’ve added a new discussion to the Lord of the Flies wiki. Please post your views.the Flies wiki. Please post your views.

Have also invited you all to join a Grammar Have also invited you all to join a Grammar wiki. No idea how it works (!) so please go to wiki. No idea how it works (!) so please go to the wiki and see if you’ve been asked to join.the wiki and see if you’ve been asked to join.

Blood Brothers Drama piece!!Blood Brothers Drama piece!!

Your task:Your task:

Write a speech to be given in a house Write a speech to be given in a house assembly persuading students to dispose assembly persuading students to dispose of litter correctly.of litter correctly.

Create a plan of Create a plan of at least at least 6 paragraphs 6 paragraphs (including your introduction and (including your introduction and conclusion)conclusion)

Openings – make them Openings – make them stand out!stand out!

Grab your reader’s attentionGrab your reader’s attention

Rhetorical questionRhetorical question Single sentence paragraphSingle sentence paragraph An attention grabbing statement – perhaps with An attention grabbing statement – perhaps with

a made up statistic (Don’t be unrealistic with a made up statistic (Don’t be unrealistic with this though!)this though!)

EndingsEndings

Link your ending to the opening.Link your ending to the opening.

Use the same rhetorical questionUse the same rhetorical question

Echo the sentence structure from the Echo the sentence structure from the opening.opening.

StructureStructure In your 5 minutes planning you should have worked In your 5 minutes planning you should have worked

out a topic for each paragraph.out a topic for each paragraph. Write a speech to be given in a house assembly Write a speech to be given in a house assembly

persuading students to dispose of litter correctly.persuading students to dispose of litter correctly.e.g. Introe.g. Intro

1) Explain problem1) Explain problem

2) Consider future2) Consider future

3) What they could do3) What they could do

4) What they could get others to do4) What they could get others to do

ConclusionConclusion

StructureStructure

Use connectives to make your writing Use connectives to make your writing flow.flow.

Use topic sentencesUse topic sentences Vary the length of your paragraphs to suit Vary the length of your paragraphs to suit

their content. their content.e.g. a short paragraph to tell a quick e.g. a short paragraph to tell a quick

anecdote about a fat man dive bombing anecdote about a fat man dive bombing into the hotel pool and being ejected!into the hotel pool and being ejected!

To be able to identify the qualities in a To be able to identify the qualities in a piece of workpiece of work

To practise writing your own work.To practise writing your own work.

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Your Task:Your Task:

Write a lively article aimed at intelligent Write a lively article aimed at intelligent youngsters about the eating habits of youngsters about the eating habits of the British public. You should try to the British public. You should try to make your writing humorous and make your writing humorous and engaging.engaging.

(20 marks) (20 marks)

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Your Task:Your Task:

Write a Write a lively article lively article aimed at aimed at intelligent intelligent youngstersyoungsters about the eating habits of about the eating habits of the British public. You should try to the British public. You should try to make your writing humorous and make your writing humorous and engaging.engaging.

(20 marks) (20 marks)

Using your coloured Using your coloured pencils:pencils: Shade over any connectives (words or phrases) Shade over any connectives (words or phrases)

that link paragraphs.that link paragraphs. In a different colour, shade over any language In a different colour, shade over any language

features e.g. rhetorical questions, use of we/you; features e.g. rhetorical questions, use of we/you; repetition; rule of 3 etc. and annotate in margin.repetition; rule of 3 etc. and annotate in margin.

Underline any particularly short sentences used Underline any particularly short sentences used for effect and annotate in margin.for effect and annotate in margin.

Highlight anything else you think is interesting Highlight anything else you think is interesting and annotate your comments on the sideand annotate your comments on the side

What Does a Good One Look What Does a Good One Look Like?Like?TASK: Award the response a TASK: Award the response a mark out of 7 and a mark out of mark out of 7 and a mark out of 13. Then, use the total out of 20 13. Then, use the total out of 20 to give the piece a grade.to give the piece a grade.

Numerical Grade Break-DownNumerical Grade Break-Down

U: 0-3U: 0-3 G: 4-5G: 4-5 F: 6-7F: 6-7 E: 8-9E: 8-9

D: 10-11D: 10-11 C: 12-13C: 12-13 B: 14-15B: 14-15 A: 16-18A: 16-18 A*: 19-20A*: 19-20

YOU HAVE TO GET AT LEAST 5 OUT OF 7 TO GET YOU HAVE TO GET AT LEAST 5 OUT OF 7 TO GET INTO THE “A” GRADE BOUNDARY.INTO THE “A” GRADE BOUNDARY.

Now...Now...

Do the same for the work you produced Do the same for the work you produced yesterday!yesterday!

Grade it!Grade it!

Annotate it!Annotate it!

LO:LO:To develop skills in varying sentence To develop skills in varying sentence structures.structures.To know how to use a semi-colon.To know how to use a semi-colon.

BANNED!BANNED!

IF you are asked to write a letter to a IF you are asked to write a letter to a newspaper, head teacher or your granny newspaper, head teacher or your granny you are BANNED from opening it with...you are BANNED from opening it with...

I am writing this letter to...I am writing this letter to...

WASTING TIME!WASTING TIME! EVERY WORD COUNTS!EVERY WORD COUNTS!

EQUALLY... EQUALLY... (good connective!)(good connective!)

If you are asked to give a speech, avoid If you are asked to give a speech, avoid opening (i.e. Your FIRST sentence) with...opening (i.e. Your FIRST sentence) with...

I am here to talk about...I am here to talk about...

YOU ONLY HAVE 30 MINUTES TO PLAN YOU ONLY HAVE 30 MINUTES TO PLAN AND WRITE! DON’T WASTE WORDS AND WRITE! DON’T WASTE WORDS OR TIME!OR TIME!

As we read...As we read...

Circle any semi-colons (;)Circle any semi-colons (;)

Underline any short sentences.Underline any short sentences.

Semi-colonsSemi-colons

Look back at those you spotted.Look back at those you spotted.

Could an alternative piece of punctuation Could an alternative piece of punctuation be used?be used?

Yup..but semi-colons add a little Yup..but semi-colons add a little sophistication to your writing (they make sophistication to your writing (they make you look clever!)you look clever!)

Semi-colonsSemi-colons Use instead of a connective to link to Use instead of a connective to link to

independent clauses that are linked in terms of independent clauses that are linked in terms of topic.topic.

E.g. E.g. I love fruit; it’s good for you.I love fruit; it’s good for you.(never use a comma to link independent (never use a comma to link independent clauses)clauses)I love fruit, it’s good for you. WRONG!I love fruit, it’s good for you. WRONG!

Semi-colons...Semi-colons...

Also good for separating items in lists when Also good for separating items in lists when each item consists of a few words.each item consists of a few words.

E.g. E.g. I like cows because they give us milk, I like cows because they give us milk, which tastes goodwhich tastes good;; they give us beef, which they give us beef, which also tastes goodalso tastes good;; and they give us leather, and they give us leather, which is used for shoes and coats. which is used for shoes and coats.

Varying sentencesVarying sentences

Dropping in clauses that add more Dropping in clauses that add more information.information.

E.g. E.g. The weather, we all agreed, was unusually The weather, we all agreed, was unusually cold for the time of year.cold for the time of year.

The weather was unusually cold for the time of The weather was unusually cold for the time of year.year.

Helps add detail; can Helps add detail; can look like this...look like this...

The weather, we all agreed, was The weather, we all agreed, was unusually cold for the time of year.unusually cold for the time of year.

The weather (we all agreed) was The weather (we all agreed) was unusually cold for the time of year.unusually cold for the time of year.

The weather – we all agreed – was The weather – we all agreed – was unusually cold for the time of year.unusually cold for the time of year.

Highlight...Highlight...

Any examples of this you can find in the Any examples of this you can find in the text.text.

Now write two of your own sentences Now write two of your own sentences with ‘dropped in’ information.with ‘dropped in’ information.

Highlight...Highlight...

The topic sentences in the articleThe topic sentences in the article

Notice how they help direct the reader Notice how they help direct the reader through the argument.through the argument.

Your turn.Your turn.

Look back at your work from last lesson Look back at your work from last lesson and see if you can find anywhere you and see if you can find anywhere you could’ve used either a semi-colon or a could’ve used either a semi-colon or a ‘drop in’ clause.‘drop in’ clause.

Re-write (or add a new paragraph) in Re-write (or add a new paragraph) in which you aim to use both.which you aim to use both.

Correct the following.Correct the following.

Some students think they can study for Some students think they can study for an important exam by “cramming” all an important exam by “cramming” all

nightnight,, they are probably wrong. they are probably wrong.

3 different ways of correcting this 3 different ways of correcting this sentence. I want to know ALL 3!sentence. I want to know ALL 3!

No more run-on No more run-on sentences.sentences. Some students think they can study for an Some students think they can study for an

important exam by “cramming” all nightimportant exam by “cramming” all night. . TThey are probably wrong.hey are probably wrong.

Some students think they can study for an Some students think they can study for an important exam by “cramming” all nightimportant exam by “cramming” all night, , butbut they are probably wrong. they are probably wrong.

Some students think they can study for an Some students think they can study for an important exam by “cramming” all nightimportant exam by “cramming” all night; ; they are probably wrong.they are probably wrong.

How about these?How about these?

Nick Clegg’s popularity has plummeted, he Nick Clegg’s popularity has plummeted, he apparently underestimated the public.apparently underestimated the public.

You will be responsible for this material on You will be responsible for this material on the final exam, study it thoroughly now.the final exam, study it thoroughly now.

Many people think government can halt Many people think government can halt rising prices, however, the opposite is rising prices, however, the opposite is actually true.actually true.

SuggestionsSuggestions

Nick Clegg’s popularity has plummetedNick Clegg’s popularity has plummeted;; he he apparently underestimated the public.apparently underestimated the public.

You will be responsible for this material on You will be responsible for this material on the final examthe final exam. S. Study it thoroughly now.tudy it thoroughly now.

Many people think government can halt Many people think government can halt rising pricesrising prices;; however, the opposite is however, the opposite is actually true.actually true.

Gove to ban

Gove to ban

holidays during

holidays during

term time!

term time!

ArgumentsArguments

For (the banning of holidays in term time)For (the banning of holidays in term time)

Against (the banning of hols. in term time)Against (the banning of hols. in term time)

Counter arguments...Counter arguments...

Acknowledge them, but always leave your Acknowledge them, but always leave your reader with the feeling that your point is reader with the feeling that your point is stronger.stronger.

Like this...Like this...

E.g.E.g.The primary argument against taking a child The primary argument against taking a child out of school during term time is that they will out of school during term time is that they will miss valuable school work. Of course this is miss valuable school work. Of course this is true; however, surely a trip abroad, which true; however, surely a trip abroad, which involves dealing with new cultures, new involves dealing with new cultures, new currency and a different time zone, offers currency and a different time zone, offers incredible learning opportunities that are incredible learning opportunities that are simply not to be found in a classroom.simply not to be found in a classroom.

Write your own Write your own paragraphparagraph

LO:LO:To develop your skills in writing to argueTo develop your skills in writing to argue

Your task.Your task.

Write a letter to a national newspaper Write a letter to a national newspaper arguing either for or against Gove’s arguing either for or against Gove’s proposal to ban holidays during school proposal to ban holidays during school time.time.

Your task.Your task.

Choose one from the exam questions in Choose one from the exam questions in the booklet.the booklet.

PAFLPAFL

PurposePurpose - Argue - Argue AudienceAudience – other readers. Make sure you – other readers. Make sure you

don’t talk to the newspaper as if it is don’t talk to the newspaper as if it is responsible. It is just the messenger!responsible. It is just the messenger!

FormForm – formal letter – formal letter LanguageLanguage - AFOREST - AFOREST

Remember...Remember...

AFOREST – use a AFOREST – use a VARIETYVARIETY of techniques: of techniques:anecdotesanecdotesfacts to support your argumentsfacts to support your argumentsopinionsopinionsrhetorical questionsrhetorical questionsexpert opinion, emotive languageexpert opinion, emotive languagestatistics, sarcasmstatistics, sarcasmtripletstriplets

Remember...Remember... Use a variety of sentence types and Use a variety of sentence types and

lengths.lengths. Use a variety of punctuation (including Use a variety of punctuation (including

semi-colons, commas, brackets etc...)semi-colons, commas, brackets etc...) Make sure your ideas link from one Make sure your ideas link from one

paragraph to the next.paragraph to the next. Direct opening, punchy ending – can you Direct opening, punchy ending – can you

get them to link?get them to link?

How did you get on?How did you get on? Tick anything you think is good e.g.Tick anything you think is good e.g.

Any AFOREST techniquesAny AFOREST techniquesVaried punctuationVaried punctuationVaried sentence structuresVaried sentence structuresVaried paragraph lengths Varied paragraph lengths (with clear topic sentences)(with clear topic sentences)Cohesion (words or phrases that link ideas)Cohesion (words or phrases that link ideas)Strong opening and conclusion (does it link back?)Strong opening and conclusion (does it link back?)