Paper 2 Section B Writing to Explain Improving your performance in writing

What is Writing to Explain? Explains an idea, concept, action or event Gives examples to support the points Gives reasons why or how something happens

Assessment Objectives AO3(i) – Communication Ideas, addressing the audience, meeting the purpose AO3(ii) – Organsiation Type of text, overall structure, use of paragraphs and sentences AO3(iii) – Sentence structure, punctuation and spelling Accuracy of writing skills and vocabulary

What’s it worth? Section B is worth 27 marks out of 54 These 27 marks are worth 15% of the final GCSE (45 minutes worth of work) Each assessment objective is worth 5% of the final GCSE grade IT IS REALLY IMPORTANT TO DO WELL!!

C Grade Criteria AO3(i) AO3(ii) AO3(iii) Clear identification with purpose and audience Sustains reader’s repsonse Detailed explanation and examples Varies tone e.g. humour, seriousness, anger Confident use of rhetorical devices AO3(ii) Clear structure Paragraphs are linked together using connectives Connectives are used to develop the points Range of vocabulary for effect AO3(iii) Different types of sentences used for effect Secure spelling Accurate punctuation especially to mark sentences and clauses

What do I need to do? Structure your writing carefully, showing how points are linked together Make your writing interesting to read Use a range of rhetorical devices for effect Use a range of paragraphs and types of sentence for effect Use a range of punctuation for effect Spell words correctly and use an interesting vocabulary

Examples of tasks Explain what qualities you think a best friend should have and explain, giving examples, why you think this. Write a leaflet for Year 10 pupils in which you explain how to manage GCSE study successfully. There are many pressures on teenagers today. Write an article for a parents’ magazine, explaining what you think the main pressures are and how they affect young people’s lives.

Writer’s Toolkit Overall Structure Remember to create a detailed plan Write an imaginative opening to engage your reader i.e. an anecdote 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

Writer’s Toolkit Rhetorical Devices 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 Toolkit Sentence Structure Questions Exclamations Short sentences for impact Complex lists e.g. There are many reasons why Beckham is a hero: he has worked hard; he has had great success; he is an inspiration Begin with a reason Begin with a verb Move your subordinate clauses around e.g. at the beginning

Writer’s Toolkit Range 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

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…

Add connectives to sequence points Draw a fishbone text skeleton Add an interesting opening & ending e.g. anecdote / question Work out the PAFT Purpose > Audience > Form > Tone Add connectives to sequence points Write in your ideas, using PEE to structure your paragraphs Point > Evidence > Explain how this proves your point Don’t forget about some rhetorical devices to make your writing interesting

Approaching the task Analyse the task: work out the PAFT Think of an interesting opening Plan your ideas: 4 points / examples Think of an effective conclusion – link back to your opening Add connectives Add rhetorical devices

Age Interests Lifestyle Gender Education Class Job Hobbies Politics

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?”)

Beginning with an anecdote The story identifies various pressures Opening to a response about teenage pressures: Walking into the classroom, Josie groaned. Her coursework for Mrs Brown was still on her desk at home. She might have remembered it if she hadn’t spent her time arguing with her mother over her 10pm ‘curfew’. As she slipped into her seat, Tiffany Cameron muttered, “Where’d’ya get ya shoes, Josephine, Poundland?” Josie looked away and caught Jamie Smith looking at her. Was he laughing at her, or smiling? She put her head on the desk: her face was burning with embarrassment! Begins with a verb Range of sentences Begins with a preposition Slang for effect Rhetorical question Exclamation mark Colon instead of ‘because’

PEE Paragraphs Point Example Explain Answer the question ‘what?’ E.g. What makes this person admirable? Example A quotation from an expert or someone who might have something to say An anecdote or brief story A fact, statistic or ratio e.g. 1 in 7, 14%, half of all… Explain Answer the question ‘why?’ E.g. Why does this example show this person is admirable?

Main points – PEE Chains Think of a reason Beckham has worked hard Think of an example of this reason Relentless training Explain how this example supports your reason – link to the task This makes him a hero because it shows us…

Example of a PEE paragraph One of the main reasons David Beckham should be considered a national hero is because he has worked so hard to achieve his success. An example of this is the fact that he started training at such a young age; many of us were still learning to read when he was learning to kick a football! This shows us all how important it is to have a clear goal in life and to always work towards achieving it.

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

Firstly, secondly, thirdly Connectives SEQUENCING Firstly, secondly, thirdly Finally Next ADDING Also / and In addition As well as ILLUSTRATING For example For instance Such as CAUSE AND EFFECT Because Consequently Therefore

Task There are many pressures on teenagers today. Explain what you think the main pressures are and how they affect your life and the lives of teenagers you know.