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Writing to inform, explain, describe

Writing to inform, explain, describe. Tuesday 8 th March / Wednesday 9 th March. Paper: The Craft of the Writer. You are the ‘writer’ You are being examined on how well you can ‘craft’ language Remember: to craft language = to write skilfully. General Purpose and Audience

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Writing to inform, explain, describe

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  1. Writing to inform, explain, describe Tuesday 8th March / Wednesday 9th March

  2. Paper: The Craft of the Writer • You are the ‘writer’ • You are being examined on how well you can ‘craft’ language • Remember: to craft language = to write skilfully

  3. General Purpose and Audience Communicative Effectiveness Organisation How successful and effective? How focused on the task? Sophisticated vocabulary? Controlled and varied sentence structure? Skilfully paragraphed and structured? Assessment Objectives (i) and (ii)

  4. Punctuation Grammar Spelling Accurate and varied marks used for effect? Accurate and ambitious structuring of sentences? Accurate spelling of simple and complex words? Assessment Objective (iii)

  5. Subject • May be linked to topics covered in other parts of the paper • May be random • BUT… they should provide you with an opportunity to write about something familiar or that interests you.

  6. The Questions • Choice of two questions • May focus on single element of the writing triplet e.g. writing to describe • May combine two elements e.g. inform and explain READ THE QUESTION CAREFULLY AND KEY WORD IT

  7. A form may be specified  e.g. write a letter explaining why you want to pursue a particular career  Addresses/dates  Open/close with  suitable greeting A form may not be specified  e.g. describe a person you admire  write in normal paragraphs Form

  8. Possible forms • Letters • Articles for: • Newspapers • Magazines • Leaflets • Scripts • Reports • Prospectuses

  9. An audience MAY be specified  e.g. informing the headmaster about your views  use formal language and a polite tone An audience MAY NOT be specified  e.g. explain how you think teenagers should be treated today  use vocabulary suitable for young and old readers * Audience

  10. Key wording: an example Write an article for a magazine informing visitors to the area about local facilities and sites of interest worth visiting.

  11. Writing to inform Purpose: to give details about something (Hint: Who? What? Where? When? Why? How) Structure: Paragraphs organised by topic, beginning with clear topic sentences Language: • Clear and factual but lively! • Technical/specialist vocabulary • Third person/formal • Honest and trustworthy tone?

  12. Writing to explain Purpose: giving more than details about something; justify and give the reason (Moving into analysis) Structure: Paragraphs (open and then give evidence) Sequential/logical order Language: • Connectives to show sequence, cause and effect • Technical/specialist vocabulary • Clear and authoritative in tone • Personal (emotional/subjective) OR factual and balanced

  13. Writing to describe Purpose: to paint a picture in words, to make something real for the reader Structure: Paragraphs which cover different areas of the description Language: • Adjectives and adverbs • Use of verbs to give power and movement • Imagery (make sure it doesn’t jar…) • Variety of sentence length and structure • Appealing to reader’s different senses

  14. Exam hints (1) • Plan your piece of writing • NEVER just start writing; you will end up with a loosely-structured and disorganised result (  not ‘crafted’) • What should I put in my plan? • Ideas for content • Order of points and links • Key words to use to communicate ideas

  15. Exam hints (2) • Openings • Make your beginning attention-grabbing and interesting • Endings • Plan it for maximum impact – content and style. • Leave enough time to check for accuracy in spelling, missing words, punctuation • This could make a difference in your grade.

  16. OpeningsConsider starting your writing with: • A rhetorical question • ‘How would you feel coming face to face with your worst nightmare?’ • A dramatic remark or statement • ‘I will never, ever set foot inside a hot air balloon again!’

  17. More openings • An arresting image • ‘As the fear crept over me, I wondered whether I would live or die.’ • An intriguing comment to draw the reader in • ‘When a person goes through an experience like mine last year, it changes their view of life completely.’

  18. Can I make up my answer? • Yes, but…. • It should be believable/realistic • Don’t waste time • You write better from your own experience • Concentrate on using language… EFFECTIVELY + ACCURATELY

  19. Teachers and RoomsTuesday 8th March • BLUE: EM in Theatre • GREEN: Cv in E3 • PINK: Hl in E2 • ORANGE: Hk in E6

  20. Teachers and RoomsWednesday 9th March • BLUE: HM in Theatre • GREEN: Ma in E3 • PINK: FC in E1 • ORANGE: Cv in E5

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