1. Writing to inform, explain describe
Friday, 16 November 2018
jonathan Peel SGS 2013

2. English Language Paper 1: Q5
20 marks 1/3 of the marks for the paper 45 minutes for the task… Consider doing it first, but take great care about timings.
jonathan Peel SGS 2013

3. This triplet
Inform = means to pass on information Example exam question: A young person from another country is coming to spend a term at your school. Write to inform them about your school and what happens in an ordinary day there. Explain = making clear how or why something is the way it is Example exam question: Write a report for your headteacher explaining how you would improve the learning facilities at your school? HINT…You will may not see the word “explain” in an exam question. However, any question that begins with “how” or “why” is asking you to explain something! Describe= giving the reader a clear understanding of something by appealing to their senses Example exam question: Write about a place that evokes strong feelings in you, describing it in such a way that others can picture the place and understand your feelings about it.
jonathan Peel SGS 2013

4. FORMAT: Transactional writing
The triplet defines the content of the piece. The FORMAT defines the style: A letter has the set format/layout, but the style comes from the AUDIENCE. You must take care to write for the target audience – a “lively” article needs to be just that- plenty of anecdote and quotations.
jonathan Peel SGS 2013

5. CONTENT
Whether formal or not, the content must be varied in structure and vocabulary…. Think of Anthology A: Which features of which passages stand out? Consider using these devices in your writing… TRAPPERS should be your friend, but consider their real use…
jonathan Peel SGS 2013

6. Which is better?
As I turned 34º to my right, I noticed that 25% of a family unit were playing football on the sand. They were wearing clothes which were 70% blue and green and which had been called “most suitable” by my mother. OR The sound of cheering - high pitched cheers – made be look over to the left where a group of children were chasing a bright red beach ball like a pride of lions going in for the kill. Their bright blue swimming costumes made them stand out against the sand – I hope they were wearing suncream or the thought of the lobster-red skin tomorrow doesn’t bear thinking about. Not every device is suited to every type of writing – use your common sense!
jonathan Peel SGS 2013

7. TRAPPERS
Inform – straightforward and well organised writing. Probably not emotive and aiming for a third person or impersonal approach. Will tell a story in chronological order. Explain – As above but with care to give reasons for everything you say. You may well be more personal here – the explanation might be of your POV rather than simply outlining facts (Inform). Describe – This is not a story, but should really be a “spot in time”. Plenty of Descriptive devices – adjectives, adverbs and using the full range of senses to make the writing engaging and interesting. If in doubt, think of Ellen MacArthur in Anthology A or any of Steinbeck’s descriptive passages. Les use for impersonal or Statistic based writing…
jonathan Peel SGS 2013

8. TRY TO GET ME IN – A checklist
Punctuation – a range should include ? ! ; - as well as . , Sentences- aim for a range of long and short sentences. Short sentences have impact and create a strong impression. Use them! In a report, BULLET POINTS can be useful to establish confident punctuation Try to ensure a rich vocabulary – do not settle for the simple or cliché. In all pieces, try to use DIRECT SPEECH : “” shows that you can punctuate, and most “” can be made to end with ! Or ? If you try. This will lift the writing. IN Inform, the speaker should be a trustworthy source rather than a friend. In Describe, you might write what you heard being shouted or sung and finish it with … to suggest you didn’t hear it all.
jonathan Peel SGS 2013

9. Try some of these and brainstorm with friends
Write a letter to a teachers. magazine in which you inform teachers about what life is really like for people of your age. Given a choice, who or what would you most like to be? Explain the reasons for your choice. Describe a sinister street at night. Choose something you feel strongly about. Write informatively about it and explain why you feel as you do. Write an article for a school or college website in which you inform other students about a recent school or college event. Choose a time when you have been very happy or very unhappy. Explain why you felt that way. Describe a shopping centre when it is closed and describe it when it is open. You are asked to recommend a holiday place to a friend. Describe the place closely and explain why you would recommend it. Write a letter to a friend who moved away from your area three months ago. Inform him or her of the things that have been happening to you over the last three months. Explain what you think is needed to build a good relationship between parents and teenage children and explain why you think this. Describe a place you would like to be in right now. Describe the person or people you would most like to go on holiday with you and explain why you would like to share a holiday with them. Write a letter to the governors of your school informing them of the changes you would like to be made in your school and the reasons for these changes. Explain what your dreams and ambitions for the future are. Explain, also, how you could achieve them. Describe a nightmare world. Many young people have concerns about the world in which they live. Write informatively about one or more of your concerns and explain the reasons for them.
jonathan Peel SGS 2013