Unit 1 Section BWriting to Persuade – Foundation Tier

Improving your Performance in Writing

The Exam – Section B

You should spend about an hour on Section B

2 Writing tasks Shorter task: Writing to Inform /

Explain (25 minutes) Longer task: Writing to Persuade (35

minutes) 40 marks available

What is Writing to Persuade?

Promotes a point of view Gives lots of reasons why

somebody should do what you want them to do

Use lots of rhetorical devices to achieve an impact on the reader

Examples of tasks Write the text for a speech persuading

your local council to spend more money on facilities for young people

Write a letter to a TV company persuading them that they should produce more interesting programmes for young people

Write an article for a local newspaper persuading readers to visit a local attraction

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

Mark Band 3 Criteria AO3(i) Communication

Clear ideas Successful communication Detailed persuasive ideas Appropriate level of formality for the reader Uses rhetorical devices Uses discourse markers

AO3(ii) Organisation Uses paragraphs that are linked together Range of structural features e.g. different paragraph

lengths AO3(iii) Technical Accuracy

Range of punctuation used accurately Sentences correctly separated Variety of sentences for effect Correct spelling of ambitious words Uses standard English

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

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

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

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

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

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…

Plan your opening

– 3 main reasons

Develop yourreasons using

PEE Chains

Link each paragraph

with connectives

Plan a conclusion – link all your reasons together and make a

final BIG statement

Don’t forget to add lots of

rhetorical devices

Approaching the task

1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 3 clear reasons4. Think of an effective conclusion –

link back to your opening and your main points + one BIG reason

5. Add connectives6. Add rhetorical devices

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

Interesting openings

Begin with an anecdote – tell a story Use a complex list to summarise 3

three main points e.g. there are many reasons to…

Use a rhetorical question (NOT “WHAT DO YOU THINK?”)

Begin with a controversial statement

PEE Paragraphs Point

Answer the question ‘what?’ E.g. What is the reason for doing this?

Example A quotation from an expert or someone who might

have something to say An anecdote or brief story A fact, statistic or ratio e.g. 1 in 7, 14%, half of all…

Explain Answer the question ‘why?’ E.g. Why should people do what you want them to

do?

Main points - PEE Chains

Write the text for a speech persuading your local council to spend more money on facilities for young people

Point: Will give young people more to do in the evenings

Example: Improve the local youth centres

Explain: Will help to reduce anti-social behaviour which will benefit everyone

PEE paragraphs – an example

One important reason for developing facilities for young people is that there is not enough for them to do in the evenings which creates problems for communities. Investing in local youth centres and providing more youth workers would provide lots of exciting opportunities for everyone. The benefit of this is clear: anti-social behaviour would be reduced significantly. No more shady youths hanging about on street corners!

Conclusion

Link back to what you said in your opening paragraph

Repeat or reinforce your main reasons Answer any questions you may have

asked Think about what might happen in the

future if people don’t do what you want

Connectives – Band 3

SEQUENCINGFirstly, secondly,

thirdlyFinallyNext

ADDINGAlso / andIn additionAs well as

CONTRASTINGSome people believe

HoweverAlthough

COMPARINGEqually

SimilarlyIn the same way

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…

Task

‘Mobile phones should not be allowed in school’.

Writer an article for the school newsletter in which you persuade other pupils that this is either a good or bad idea.

Approaching the task

1. Analyse the task: work out the PAFT2. Think of an interesting opening3. Plan your ideas: 3 clear reasons4. Think of an effective conclusion –

link back to your opening and your main points + one BIG reason

5. Add connectives6. Add rhetorical devices