How to show the Examiner you deserve a ‘C’ Grade

1. How to show the Examiner you deserve a ‘C’ Grade Tips to improve the quality of writing to Argue, Persuade, Inform and Explain

2. How your writing is assessed • There are three Assessment Objectives for writing: • AO3(i) – Communication • AO3(ii) – Organisation • AO3(iii) – Sentence Structure, punctuation & spelling

3. AO3(i) – Communication • Your writing is matched to audience, purpose and form • Your writing uses the correct features • Your writing is interesting and detailed

4. AO3(ii) – Organisation • Your writing is in paragraphs that are linked together logically • Your writing has an effective opening and ending paragraph • Your writing uses a range of rhetorical devices for effect

5. AO3(iii) – Sentence structure, punctuation & spelling • You use a variety of different types of sentences for effect • You use the full range of punctuation accurately • You spell common and a range of complex words correctly

6. To get a C grade you must show the examiner you are thinking about all of these AOs!!!

7. Write in paragraphs • Remember TiPToP • Time • Person • Topic • Place • Use one-sentence paragraphs for emphasis • Use a range of connectives to link them

8. Brainstorm your connectives…

9. Brainstorm your connectives…

10. Use PEE to structure your paragraphs • Point – Pupils hate school uniform! • Evidence – In a recent survey, 73% said they would like to wear their own clothes. • Explain – Such a strong response shows we need to re-think the school’s rules. Now write your own PEE paragraph about school uniform…

11. Rhetorical devices • How many can you think of to use to make your writing interesting? Quickly brainstorm a list!

12. Vary your sentences for effect • Use at least two rhetorical questions • Use very short sentences for impact • Follow your rhetorical questions with a very brief answer e.g. ‘No!’ • Re-arrange your clauses to show you can vary complex sentences

13. Complex sentences • A complex sentence is made up of a main clause and a subordinate clause • A main clause is the most important piece of information in a sentence • I like to go swimming • The subordinate clause adds extra information and doesn’t make sense on its own • On Saturday

14. Complex sentences • The subordinate clause can be moved around to create variety e.g. • I like to go swimming on Saturdays. • On Saturdays, I like to go swimming • I like, on Saturdays, to go swimming • Remember to separate the clauses with a comma

15. Complex sentences • Re-arrange these clauses to create more interesting sentences: • Teenagers argue with their parents for no good reason.

16. Complex sentences • Re-arrange these clauses to create more interesting sentences: • Teenagers argue with their parents for no good reason. • For no good reason, teenagers argue with their parents. • Teenagers argue, for no good reason, with their parents.

17. Complex sentences • Re-arrange these clauses to create more interesting sentences: • Healthy living is essential for pupils studying for their exams.

18. Complex sentences • Re-arrange these clauses to create more interesting sentences: • Healthy living is essential for pupils studying for their exams. • For pupils studying for their exams, healthy living is essential. • Healthy living, for pupils studying for their exams, is essential.

19. Varying openings • You could begin your sentence with a reason • Remember to use a comma if it is a separate clause • Because we don’t like being told what to do, we ignore our teachers.

20. Varying openings • Change these sentences: • Mobile phones can be harmful to your health owing to the radiation.

21. Varying openings • Change these sentences: • Mobile phones can be harmful to your health owing to the radiation. • Owing to the radiation, mobile phones can be harmful to your health.

22. Varying openings • Change these sentences: • Size Zero models should be banned from the catwalk because of the impact they have on young people.

23. Varying openings • Change these sentences: • Size Zero models should be banned from the catwalk because of the impact they have on young people. • Because of the impact they have on young people, Size Zero models should be banned from the catwalk.

24. Begin with a verb • You could begin your sentences with a verb instead of a noun • We will succeed at school if we work hard. • Working hard means that we will succeed at school. Write three sentences that begin with a verb instead of a noun…

25. Punctuation – apostrophes • Correct these spellings by adding the apostrophe to show the missing letters

26. Punctuation – apostrophes • Correct these spellings by adding the apostrophe to show the missing letters

27. Punctuation – apostrophes • Remember that apostrophes are used to show possession: • Mark’s books • The dog’s tail • The girls’ changing room • What are the different rules for singular and plural nouns?

28. Punctuation – apostrophes • Where should the apostrophe go?

29. Punctuation – apostrophes • Where should the apostrophes go?

30. Punctuation – colons • Use a colon and semi-colons in complex lists • There are many reasons not to smoke: it is bad for your health; it makes you smell; it is very expensive. Write your own complex list summarising reasons why school uniform should be banned

31. Punctuation – colons • Use a colon instead of the words ‘since’, ‘because’ and ‘so’ • Many people donate to charity because it makes them feel better. • Many people donate to charity: it makes them feel better.

32. Punctuation – colons • Swap the connective for a colon: • Animal testing should be banned since it causes pain to them. • We naturally don’t like stress so we try to avoid it whenever possible. • Parents should listen to their children because they are under a lot of pressure.

33. Punctuation – colons • Swap the connective for a colon: • Animal testing should be banned : it causes pain to them. • We naturally don’t like stress : we try to avoid it whenever possible. • Parents should listen to their children : they are under a lot of pressure.

34. Homophones - Common errors • There / their / they’re • Where / were / we’re • Your / you’re

35. There / their / they’re Correct these sentences: • The team think there going to win • Their was no chance of beating them • I couldn’t see they’re goal keeper

36. Answers Correct these sentences: • The team think they’re going to win • There was no chance of beating them • I couldn’t see their goal keeper

37. Where / were / we’re Correct these sentences • I knew were the game was going to be played • Were not going to win this, I thought • I were trying to get past the striker • They where going to win

38. Answers Correct these sentences • I knew where the game was going to be played • We’re not going to win this, I thought • I was trying to get past the striker • They were going to win

39. Your / you’re • “Your really good at this”, I said. • I don’t know where you’re kit is • Your sure you want to do that?

40. Answers • “You’re really good at this”, I said. • I don’t know where your kit is • You’re sure you want to do that?

41. And finally… • Make sure you check your work at the end. • The examiner will be pleased if they can see you have crossed out mistakes and corrected them. • The examiner will be annoyed if they find you have made lots of careless errors!