Section B: Transactional Writing Exam Info for front of revision cards English Language Section B: Transactional Writing Time: 1 hour 2 questions argue, persuade, advise, inform, explain

Remember: recognise your reader’s point of view English Language Component 2 Paper Section B: Transactional Writing Writing to Argue Remember: recognise your reader’s point of view

English Language Component 2 Paper Section B: Transactional Writing Writing to Argue anticipate counter arguments rule of three rhetorical question Dear Councillor, I am writing to you regarding the lack of facilities for our young people in the town. Although I recognise that budgets are tight in the local council, it is my belief that the lack of local facilities for young people is leading to boredom, delinquency and anti-social behaviour. Would you agree that most facilities in the town are not aimed at young people? Write a letter to your local councillor arguing for improved facilities in your town. anticipate counter arguments rule of three rhetorical question

Writing to Argue You need to use a colour 4 times for it to count. Anticipate counter-arguments (e.g. “I realise you feel uniform is good” Anticipate your reader’s response (e.g. “You may disagree, however..” D Discourse markers (e.g. In addition / Furthermore / however etc.) Intensifiers (I really want to go. I’ll do anything!) Repetition (please, please, please) C B Hyperbole (exaggeration e.g. We’ve been killing ourselves) Modal Verbs (e.g. You should take us. We would have fun.) Emotive Language (The trip would make us happy and excited.) Conditionals (e.g. If you take us on a trip, we will behave.) Rule of 3 (e.g. We need time to relax, socialise and switch-off.) Rhetorical Questions (e.g. Don’t we deserve a break…?) Comparison (e.g. We went on trips in my other school.) Facts (e.g. 75% of Year 7s have gone on a trip.) A A* Take 1 grade off for missing paragraphs. Take 1 grade off for missing capitals. Take 1 grade off for incorrect punctuation.

Remember: just your point of view English Language Component 2 Paper Section B: Transactional Writing Writing to Persuade Remember: just your point of view

English Language Component 2 Paper Section B: Transactional Writing Writing to Persuade rule of three emotive language rhetorical question Write a letter to your local restaurant complaining about your recent experience there. Dear Restaurant Owner, I am writing to you to express my frustration and disappointment with the service I received last Tuesday. As a loyal customer who has been dining with your for many years, I was angered by the attitude of your waitresses: teenagers it seemed who hadn’t heard of the word manners, courtesy or etiquette. I wonder if you are aware of the conduct of your staff? The service took an age; as for the quality of the food and drinks … Shocking! emotive language rhetorical question rule of three

Writing to Persuade You need to use a colour 4 times for it to count. Intensifiers (I really want to go. I’ll do anything!) Repetition (please, please, please) D Sycophancy (You know how much you love me) Synonyms (i.e. alternative words - e.g. I’d be ecstatic) Hyperbole (exaggeration e.g. We’ve been killing ourselves) Modal Verbs (e.g. You should take us. We would have fun.) Emotive Language (The trip would make us happy and excited.) Conditionals (e.g. If you take us on a trip, we will behave.) Rule of 3 (e.g. We need time to relax, socialise and switch-off.) Rhetorical Questions (e.g. Don’t we deserve a break…?) Comparison (e.g. We went on trips in my other school.) Facts (e.g. 75% of Year 7s have gone on a trip.) Humour (e.g. Where’s the love…?) C B A A* Take 1 grade off for missing paragraphs. Take 1 grade off for missing capitals. Take 1 grade off for incorrect punctuation.

Remember: be encouraging and solution-focused English Language Component 2 Paper Section B: Transactional Writing Writing to Advise Remember: be encouraging and solution-focused

English Language Component 2 Paper Section B: Transactional Writing Writing to Advise empathy rhetorical question rule of three consequences Write a letter to your friend, advising him/her to stop getting into trouble at school. Hi, Mitch How are things? I thought I’d get in touch to try and help out: I imagine you must be getting worried about your future now you’ve gotten into trouble again. Is messing around really worth it now you’re in Year 11? Detentions, isolations and exclusions: they all add up to problems. empathy Rhetorical question rule of three consequences

Writing to Advise FAP Humour (unless working in Maccy D’s is your life plan) Empathy (e.g. “It must be hard…”) Modal Verbs (e.g. You should…, You could…) Praise (You’ve got so much going for you) Conditionals (If you work harder, you will…) Consequences (You’ll end up losing everything) Rhetorical Questions (e.g. Is this what you want?) Self Disclosure (e.g. I used to get in trouble too) Synonyms (i.e. alternative words e.g. think/consider) D C B A A* Rule of 3 (detentions, isolations and exclusions all add up)

Remember: each paragraph starts a new point English Language Component 2 Paper Section B: Transactional Writing Writing to Inform Remember: each paragraph starts a new point

English Language Component 2 Paper Section B: Transactional Writing Writing to Inform complex sentences humour imperative verbs punctuation to intensify emotion Write an article for Year 7s informing them of life at Stourport High School. Hello, new Year 7s. As you’ve been here for a few weeks now, I thought it would be a good idea to give you the ‘low-down’ on life at Stourport High School. Like any school, Stourport High School has an ‘ethos’ which is a posh word for ‘the way we do things’ so the sooner you learn our ‘ethos’ the easier life will be! So let’s start with the basics: be smart, be punctual. complex sentence humour imperative verbs punctuation to intensify emotion

Writing to Inform Take 1 grade off for missing paragraphs. Pull Quotes (e.g. “be smart, be on time”) Adverbs of Degree (particularly think about organisation) Segue (i.e. linking beginnings and ends of paragraphs) 3 4 Synonyms (i.e. alternative words: e.g. be on time be punctual) 5 Adjectives (e.g. to be successful and happy…) Examples/Analogy (e.g. For example, using your planner to...) Complex Sentences (e.g. As well as being organised,…) Engaging Facts (e.g. 92% of students surveyed said…) Developing Discourse Markers (e.g. In addition, Also,… ) Anecdote (e.g. My first day at school was a blur of confusion…) Rule of 3 (e.g. check, check and check again…) Humour (e.g. And remember, check that planner!) 6-7 8-9 Imperative verbs (e.g. be punctual, be smart) Take 1 grade off for missing paragraphs. Take 1 grade off for missing capitals. Take 1 grade off for missing punctuation.

Remember: use imperative verbs and steps English Language Component 2 Paper Section B: Transactional Writing Writing to Explain Remember: use imperative verbs and steps

English Language Component 2 Paper Section B: Transactional Writing Writing to Explain Anecdote (e.g. Looking back on my own time in Year 10…) Facts (e.g. If I told you that over 80% of students who are successful set goals…) Rhetorical Question (e.g. Would you be surprised…?) An Assembly to Year 10 explaining the importance of Setting Goals for the Future. Good afternoon, Year 10 I’m here today to talk about the importance of setting goals for the future and how these goals can help to motivate you in the lead up to GCSEs and careers after education. Looking back on my time in Year 10, GCSEs seem an age away: I was sat where you are thinking “How is this relevant to me?”. Well if I told you that 88% of students who do well their GCSEs set goals and targets from Year 9 onwards, would you be surprised…? anecdote facts rhetorical question

Writing to Explain Pull Quote (i.e. instructions:e.g. “be smart, be on time”) Adverbs of Degree (i.e. especially in the case of homework) Segue (i.e. linking beginnings and ends of paragraphs) D C Synonyms (i.e. alternative words) B Adjectives (e.g. in order to be “successful and happy…”) Examples/Analogy (e.g. For example, working at...) Complex Sentences (e.g. As well as being on time,…) Developing Discourse Markers (e.g. Futhermore, In addition…) Anecdote (e.g. Recalling my first year at SHS, I was … ) Specific Goals (e.g. an architect, in London, £100K) Self Disclosure (e.g. I worry that I won’t achieve…) Humour (e.g. I think I was born for luxury!) A A* Facts (e.g. If I told you that over 80% of students…) Rhetorical Question (e.g. Are you surprised…?)