What are the requirements of Language Paper 2 Section B? The BIG Question: What are the requirements of Language Paper 2 Section B? The tasks…. Will always have/be: a statement at the start of the question setting out a clear audience, purpose and form an enabling, provocative/controversial statement that prompts students to write a response offering their own attitude/viewpoint.

Minimum Expectations: Challenge Yourself: To demonstrate an understanding of how to adapt the requirements of writing to give a view based on form, audience, purpose Minimum Expectations: To develop an understanding of the requirements of writing to give a view Keywords: Attitude Viewpoint Audience Purpose Form Controversial Persuade Argue Explain Instruct/Advise

Writers’ Viewpoints and Perspectives GCSE Paper 2

Q5 (6) Argue, Inform, Explain – writing about your own point of view 5 mins planning 40 minutes writing 2-3 sides 24 marks content and organisation 16 marks accuracy Start with a powerful statement, fact, statistic or rhetorical question You need to present your reader with a clear set of logical ideas about a topic. You need to show consideration of alternative views to your own. TIPS: You MUST use devices throughout your response: Rhetorical questions 3 part list Exaggeration (hyperbole) Comparisons through imagery (simile, metaphor) Emotive language Anecdotes (personal stories & details or a case study) AO5 Content and Organisation Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. CONNECTIVES to develop ideas: Firstly, secondly, in addition / Additionally, Furthermore, Moreover, In contrast, On the other hand, Alternatively, Finally, In conclusion Give articles a heading Set out letters the correct way

Spelling, punctuation and grammar: 16 marks Don’t forget paragraphs! No paragraphs – No top grade! Sentence types: Simple/short Compound (and/but/or) Complex Adverb starts (ly words) One word sentences for effect Repetition of sentences and within sentences for effect Punctuation: It must be accurate It must be varied Spellings: There – a place (here and there) Their – belonging to them (it is their cat) They’re – short form of they are (they’re coming to my party) Your – belonging to you (that is your dog) You’re – short form of you are (you’re late again) AO6 Technical Accuracy Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.) CAPITAL letters – names/places Commas – after connectives (firstly) and between items in lists Apostrophes – John’s – belonging to John Colons ( ) – introduces lists or reasons Semi colons (;) link two similar sentences or separate phases Exclamations (!) emphasis Dashes ( - ) creates a pause and add additional information Questions marks (?) even on rhetorical questions Ellipsis (…) creates a pause or a cliffhanger Interrobang (?!) use occasionally

Paper 2 Section B- Purpose, Audience and Form AQA has provided the following information about the task setting for this question. Make notes! Purposes: Audiences: Given the nature of the tasks, in order to meet the requirements for AO6 (Technical Accuracy), the audiences will be FORMAL in nature. It would be useful to run through the requirements of each form and stick them into their books. Forms:

Paper 2 Section B- Writing to EXPLAIN Title: Paper 2 Section B- Writing to EXPLAIN AO6- CONTENT: It is important that you spend time thinking up interesting and thoughtful ideas to include in your letter. Writing to EXPLAIN Exam Style Question: Q5   “Christmas is family time. Far too many people focus on shopping, especially on boxing day. Shops should be banned from opening for at least a day after Christmas.” Write a letter to your local MP in which you explain your views on this statement. (24 marks for content and organisation 16 marks for technical accuracy) [40 marks Teacher Note: Consensus activity. Need A3 or sugar paper. Students work in groups of 3 or 4. On a sheet of A3 or sugar paper, draw a circle in the middle (big enough to accommodate their final ideas. Students have one section of the page outside of the circle to jot down their ideas in silence. They should not read or respond to each others’ ideas at this stage. Give them a few minutes to do this. Next, they each take it in turns to explain the ideas they have come up with. Finally, they decide as a group on the 4-5 best ideas they have come up with as a group and reach consensus by filling in the centre circle. Tasks: Highlight/ annotate key words in the question; Complete a consensus activity on the ideas you have in response to this question. AIM to include 4-5 key ideas which will make up your core paragraphs.

E.G. Idea 1 Topic Sentence: TASK: Using the ideas that your group came to a consensus on, sequence your ideas and write effective topic sentences for each one. AO6- ORGANISATION: This means you need to think about the way you sequence and link your ideas. E.G. Idea 1 Topic Sentence: Firstly, my belief is that Christmas should be more about family and less about gifts and shopping. REMEMBER: When writing your topic sentences, it is important to remember that each paragraph will need to include further information based on that idea. The order in which you organise your ideas will also be important as your ideas must follow an appropriate sequence and create a cohesive flow. Your language choices are important here as you need an appropriate level of formality as you are writing to an MP. AVOID CONTRACTIONS ‘Wouldn’t’ should be ‘would not’ ‘Couldn’t’ should be ‘could not’ ‘There’s ‘ should be ‘there is’ You get the picture. Have a go at writing the rest of your first paragraph using AFOREST techniques.

Assess your Partner’s Work Skill Achieved A range of ideas that are engaging A range of varied sentence starts Paragraphed appropriately   Used varied and imaginative vocabulary Effective use of techniques (simile, metaphor, personification etc) Wide range of punctuation used for effect Used a range of sentence structures for effect Used a range of sentence lengths Accurate spelling Your tense is consistent PA A – Acknowledge a strength in the paragraph ____________________________________________________ I – Set an improvement task R – Respond to your partner’s improvement task in your book in green pen. Assess your Partner’s Work

The tasks…. Question: How do we change minds? Will always have/be: The BIG Question: How do we change minds? The tasks…. Will always have/be: a statement at the start of the question setting out a clear audience, purpose and form an enabling, provocative/controversial statement that prompts students to write a response offering their own attitude/viewpoint.

Minimum Expectations: Challenge Yourself: To demonstrate an understanding of how to adapt the requirements of writing to give a view based on form, audience, purpose Minimum Expectations: To develop an understanding of the requirements of writing to give a view Keywords: Attitude Viewpoint Audience Purpose Form Controversial Persuade Argue Explain Instruct/Advise

PERSUADE ME TO…

Paper 2 Section B- Writing to ARGUE Title: Paper 2 Section B- Writing to ARGUE What makes a good ARGUMENT/PERSUASION? WHAT MAKES A GOOD ARGUMENT? Shows (briefly!) that other equally valid views exist. Based upon logic/ reason. Leads to a definite conclusion. Considers the target audience. A strong introduction. Rhetorical devices.

Q5   ‘Asking children to believe in Father Christmas is a ridiculous waste of time. They should engage with the true meaning. Write the text of a speech you have been asked to give to a committee arguing for or against this statement.    (24 marks for content and organisation 16 marks for technical accuracy) [40 marks Tasks: Can you annotate the question for the FORM, AUDIENCE and PURPOSE? What other key words must you highlight in order to tackle this question? CHALLENGE: Plan a few ideas that you might use to form the content of your response.

WHAT MAKES A GOOD SPEECH?

Ladies and gentleman, thank you for giving me the time to share my views before your committee. I am a student at Batley Grammar School, a friendly and successful school where uniforms are not worn.   I believe that there is good evidence that wearing school uniform is now outdated. I fully understand that uniform looks smarter than casual clothes and that this might attract parents on Open Day. However, uniforms are expensive and forever need replacing as students grow. This poses a real worry to financially stressed families. This is made worse by the fact that the uniform is only available from an expensive school shop shop; it is not available from inexpensive and competitive retailers. It's true that wearing uniform means students don't spend all morning choosing what to wear or beg parents for clothes that will impress their friends. However, there is another side to this argument: uniforms breed uniformity. We are a culturally diverse nation and if we all dress the same, this encourages us to be the same. At Batley Grammar, we are encouraged to express our individuality, yet, I am sure you will agree, this seems to be in conflict with the message enforced uniform sends to us. I understand that, a big argument in favour of uniform is one of safety. We are easily identifiable and this can be very useful if there is an accident. This appeals to parents who are always worried about new dangers facing us. But could it also be that wearing uniform can bring potential problems? Two friends of mine have been bullied while walking home just because their school uniform identified them as being from a "rival" school. Surely, you wouldn't want this to happen to one of your own children? To conclude, I can fully understand the motivation for making students wear uniform to look smart, to worry less about wearing the right clothes and also for safety. However, I hope I have shown that there is another case to be made. School uniforms can be a burden to parents with less money and to students identified as being different. They also stifle a sense of freedom and self-expression. I believe this rule is outdated and is in many ways illogical. It needs to change. Thank you for listening. Task: Read through the sample answer you have been given and highlight the techniques that have been used. Challenge: Where might you improve language choices, phrasing or include more language techniques? Add them in.

Explains why they are speaking, and who they are.   Ladies and gentleman, thank you for giving me the time to share my views before your committee. I am a student at Batley Grammar School, a friendly and successful school where uniforms are not worn. I believe that there is good evidence that wearing school uniform is now outdated. I fully understand that uniform looks smarter than casual clothes and that this might attract parents on Open Day. However, uniforms are expensive and forever need replacing as students grow. This poses a real worry to financially stressed families. This is made worse by the fact that the uniform is only available from an expensive school shop; it is not available from inexpensive and competitive retailers. It's true that wearing uniform means students don't spend all morning choosing what to wear or beg parents for clothes that will impress their friends. However there is another side to this argument: uniforms breed uniformity. We are a culturally diverse nation and if we all dress the same, this encourages us to be the same. At Batley Grammar, we are encouraged to express our individuality, yet, I am sure you will agree, this seems to be in conflict with the message enforced uniform sends to us. A big argument in favour of uniform is one of safety. We are easily identifiable and this can be very useful if there is an accident. This appeals to parents who are always worried about new dangers facing us. But could it also be that wearing uniform can bring potential problems? Two friends of mine have been bullied while walking home just because their school uniform identified them as being from a "rival" school. Surely, you wouldn't want this to happen to one of your own children? To conclude, I can fully understand the motivation for making students wear uniform to look smart, to worry less about wearing the right clothes and also for safety. However, I hope I have shown that there is another case to be made. School uniforms can be a burden to parents with less money and to students identified as being different. They also stifle a sense of freedom and self-expression. I believe this rule is outdated and is in many ways illogical. It needs to change. Thank you for listening. Explains why they are speaking, and who they are. Direct address – showing awareness of an audience Strong topic sentence -assertive. Starts the paragraph with the counter argument – shows understanding. Extended justification to make point stronger. Use of discourse markers to show a logical progression. Use of rhetorical questions to make the audience think. Ending on a short sentence – powerful and effective. Summary of points to make a strong conclusion.

Slow writing your first paragraph: Task: Use the planning sheet to help you develop the CONTENT and ORGANISATION of your response. Have a go at slow writing your first idea. Argue Alliteration Anecdotes Facts Opinions as Facts Rhetorical Questions Repetition Reasons Emotive Language Exaggeration Expert Opinions Statistics Similes Triads Imagery (metaphors/similes etc) Counterargument Short Dramatic Sentences Second Person Pronoun “you” “we” and “our” Authoritative tone Connectives – such as – Firstly, Secondly, Lastly to organise Slow writing your first paragraph: Sentence 1: State your first argument. Begin with ‘I believe…’ Triplet Sentence 2: Show awareness of the counter argument. Begin with, ‘I fully understand that…’ Facts and figures and emotion. Sentence 3: Begin with ‘However,’ to argue against your previous sentence. Anecdote, Simile/metaphor, Rhetorical Question Sentence 4: Explain consequences with a short sentence. Exaggeration Sentence 5: Extend/ develop your justification using a semi colon to link ideas. Repetition of a word or point and triplet end. How to Slow Write: Split your page like this: Write your paragraph following the instructions in the bigger section. Teacher note: Slow writing is when you take away the thought of HOW to write by providing specific guidance for each sentence. This allows them to concentrate on the content whilst providing the scaffold for organising effectively. Get the students to split their page as well so that they can annotate the work, explicitly thinking through both what they’re writing and how they’re writing it.

Paper 2 Section B- Writing to PERSUADE Title: Paper 2 Section B- Writing to PERSUADE According to AQA WHAT MAKES GOOD PERSUASION? Task: MINDMAP what you need to remember when writing persuasively.

‘Persuasive Christmas adverts are a waste of time and money ‘Persuasive Christmas adverts are a waste of time and money. Those companies should use that money to actually help the people they are portraying.’ Write an article to your local newspaper, persuading the audience of your opinion. A Do you agree with that idea? Why? B Can you build on that idea? C Can you challenge that idea? TASK: Highlight the key words from the question; Work with the person next to you, decide which side of the statement you agree with; Plan 4-5 points based on your shared opinion; Remember to plan both your topic sentences and the language techniques you would include in that paragraph.

Use the slow writing method to write your first paragraph jointly. ‘Persuasive Christmas adverts are a waste of time and money. Those companies should use that money to actually help the people they are portraying.’ Write an article to your local newspaper, persuading the audience of your opinion. Task: Use the slow writing method to write your first paragraph jointly. CHALLENGE: Can you develop a formula for slow writing your second paragraph? Slow writing your first paragraph: Sentence 1: State your first persuasive point. Begin with ‘I believe…’ Sentence 2: Provide evidence to support your point. Use an opinion that sounds like a fact. Begin with ‘It is well-known that…’ Sentence 3: Use a short sentence rhetorical question. Sentence 4: Explain consequences, use an it is/ it isn’t sentence and a semi colon to link two ideas. Sentence 5: End your paragraph with a triple noun colon sentence that sums up the point of the paragraph. How to Slow Write: Split your page like this: Write your paragraph following the instructions in the bigger section. Teacher note: Slow writing is when you take away the thought of HOW to write by providing specific guidance for each sentence. This allows them to concentrate on the content whilst providing the scaffold for organising effectively. Get the students to split their page as well so that they can annotate the work, explicitly thinking through both what they’re writing and how they’re writing it.

Be encouraging and kind Title: Paper 2 Section B- Writing to ADVISE According to AQA Make suggestions using modal verbs (must, shall, will, should, would, can, could, may, and might.) Be encouraging and kind WHAT MAKES GOOD ADVICE? Give choices Be clear/specific with your possible solutions Use anecdotes (case studies) as examples Show empathy- put yourself in their position Task: MINDMAP what you need to remember when writing to advise or instruct.

‘It’s only money. Just spend it.’ Write a leaflet advising your fellow year 11 students on how to deal with peer pressure. Slow writing your first paragraph: 1. Write an inventive title. Sentence 1: Explain what peer pressure is- define it. Begin with ‘Peer pressure is…’ Sentence 2: Outline what the potential problems might be. Use HYPERBOLE. Begin with ‘Caring for our youth…’ Sentence 3: Use HYPOPHORA. Begin with ‘What can be done…’ Sentence 4: Explain consequences, use PARENTHESIS. Begin with ‘To expect…’ Sentence 5: End your paragraph with an ADJECTIVE/ COMPARATIVE sentence that sums up the point of the paragraph. TASK: Highlight the key words from the question; Work with the person next to you, plan 4-5 points based on your shared opinion. Remember to plan both your topic sentences and the language techniques you would include in that paragraph. Slow write your introductory paragraph. HIGHER ABILITY: Teacher note: Slow writing is when you take away the thought of HOW to write by providing specific guidance for each sentence. This allows them to concentrate on the content whilst providing the scaffold for organising effectively. Get the students to split their page as well so that they can annotate the work, explicitly thinking through both what they’re writing and how they’re writing it.