Paper 1 Section B Writing to Argue Improving your Performance in Writing

What is Writing to Argue? Discusses an issue or idea Considers both points of view – balanced Reaches an overall judgement to influence the reader

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 argument with a clear awareness of other viewpoints 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 argument 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 different viewpoints 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 Write an article for a teenage magazine arguing that nowadays TV or radio can be an important source of education. Write an article in which you argue for or against the view that people should not be encouraged to take part in dangerous sports or activities Older people often blame younger people for today’s problems. Write an article in which you argue that older people are the ones to blame.

Writer’s Toolkit Overall Structure Remember to create a detailed plan Write an imaginative opening to engage your reader i.e. a rhetorical question 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 not to smoke: it is bad for your health; it makes you smell; it is very expensive. 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…

Plan an interesting opening e.g. anecdote, question Some might say… however Add connectives e.g. Add your ideas – 3 pros & 2 cons ‘Decorate’ your tree with interesting rhetorical devices Plan an interesting ending e.g. loop back to anecdote

Approaching the task Analyse the task: work out the PAFT Think of an interesting opening Plan your ideas: 3 pros and 2 cons 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?”) Begin with a controversial statement

3 Pros Think of three points that support your view Add evidence: case studies, facts and statistics, quotations Explain how these examples support your views and prove your argument

2 cons Consider what other people might think Give examples that might support this opinion Explain why these arguments aren’t right

Conclusion Link back to what you said in your opening paragraph Repeat or reinforce your main arguments 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 CONTRASTING Some people believe However Although COMPARING Equally Similarly In the same way

Task A newspaper has suggested that women are less suited to doing certain jobs than men are. Write an article for a newspaper in which you argue for or against this view.

Approaching the task Analyse the task: work out the PAFT Think of an interesting opening Plan your ideas: 3 pros and 2 cons Think of an effective conclusion – link back to your opening Add connectives Add rhetorical devices