Unit 1 Section B Writing to Argue – Higher Tier

1. Unit 1 Section BWriting to Argue – Higher Tier Improving your Performance in Writing

2. The Exam – Section B • You should spend about an hour on Section B • 2 Writing tasks • Shorter task: Writing to Explain (25 minutes) • Longer task: Writing to Argue (35 minutes) • 40 marks available

3. What is Writing to Argue? • Discusses an issue or idea • Considers both points of view – balanced • Reaches an overall judgement to influence the reader

4. 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

5. Mark Band 4 Criteria • AO3(i) Communication • Convincing argument • Detailed and succinct argument • Sustains purpose, intention and aims • Manipulative tone • Uses linguistic devices for effect • Extensive use of discourse markers • AO3(ii) Organisation • Whole text written • Employs effective paragraphs • Uses a variety of structural features • Presents ideas coherently • AO3(iii) Technical Accuracy • Complex sentence structures and punctuation accurate • Sentences correctly demarcated • Variety of sentences for effect • Ambitious vocabulary, accurately spelt • Standard English used appropriately

6. 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

7. Examples of tasks • Write 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 activities • Older 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 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

9. 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 ToolkitRhetorical Devices

10. 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

11. 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

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 Add connectives e.g. Some might say… however Add your ideas – 2 pros & 1 con ‘Decorate’ your tree with interesting rhetorical devices Plan an interesting ending e.g. loop back to anecdote

14. Approaching the task • Analyse the task: work out the PAFT • Think of an interesting opening • Plan your ideas: 2 pros and 1 cons • Think of an effective conclusion – link back to your opening • Add connectives • Add rhetorical devices

15. Age Interests Lifestyle Gender Education Class Job 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. 2 Pros • Think of two points that support your view • Add evidence: case studies, facts and statistics, quotations • Explain how these examples support your views and prove your argument

18. 1 con • Consider what other people might think • Give examples that might support this opinion • Explain why these arguments aren’t right

19. Conclusion • Link back to what you said in your opening paragraph • Repeat or reinforce your main arguments • Answer any questions you may have asked • Think about what might happen in the future if people don’t do what you want

20. Connectives – Band 3

21. 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…

22. Task A 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.

23. Approaching the task • Analyse the task: work out the PAFT • Think of an interesting opening • Plan your ideas: 2 pros and 1 con • Think of an effective conclusion – link back to your opening • Add connectives • Add rhetorical devices