1. How to show the Examiner you deserve a ‘C’ Grade Tips to improve the quality of writing to Argue, Persuade, Inform and Explain

2. How your writing is assessed There are three Assessment Objectives for writing: AO3(i) – Communication AO3(ii) – Organisation AO3(iii) – Sentence Structure, punctuation & spelling

3. AO3(i) – Communication Your writing is matched to audience, purpose and form Your writing uses the correct features Your writing is interesting and detailed

4. AO3(ii) – Organisation Your writing is in paragraphs that are linked together logically Your writing has an effective opening and ending paragraph Your writing uses a range of rhetorical devices for effect

5. AO3(iii) – Sentence structure, punctuation & spelling You use a variety of different types of sentences for effect You use the full range of punctuation accurately You spell common and a range of complex words correctly

6. To get a C grade you must show the examiner you are thinking about all of these AOs!!!

7. Write in paragraphs Remember TiPToP Time Person Topic Place Use one-sentence paragraphs for emphasis Use a range of connectives to link them

8. Brainstorm your connectives… AddingSequencing ComparingContrasting

9. Brainstorm your connectives… Adding Also In addition As well Furthermore Moreover Too Sequencing Firstly Next Secondly Then Finally After Comparing Similarly Like Equally In the same way Likewise Contrasting However Although In contrast But Whereas Nevertheless

10. Use PEE to structure your paragraphs Point – Pupils hate school uniform! Evidence – In a recent survey, 73% said they would like to wear their own clothes. Explain – Such a strong response shows we need to re-think the school’s rules. Now write your own PEE paragraph about school uniform…

11. Rhetorical devices How many can you think of to use to make your writing interesting? Quickly brainstorm a list!

12. Vary your sentences for effect Use at least two rhetorical questions Use very short sentences for impact Follow your rhetorical questions with a very brief answer e.g. ‘No!’ Re-arrange your clauses to show you can vary complex sentences

13. Complex sentences A complex sentence is made up of a main clause and a subordinate clause A main clause is the most important piece of information in a sentence I like to go swimming The subordinate clause adds extra information and doesn’t make sense on its own On Saturday

14. Complex sentences The subordinate clause can be moved around to create variety e.g. I like to go swimming on Saturdays. On Saturdays, I like to go swimming I like, on Saturdays, to go swimming Remember to separate the clauses with a comma

15. Complex sentences Re-arrange these clauses to create more interesting sentences: Teenagers argue with their parents for no good reason.

16. Complex sentences Re-arrange these clauses to create more interesting sentences: Teenagers argue with their parents for no good reason. For no good reason, teenagers argue with their parents. Teenagers argue, for no good reason, with their parents.

17. Complex sentences Re-arrange these clauses to create more interesting sentences: Healthy living is essential for pupils studying for their exams.

18. Complex sentences Re-arrange these clauses to create more interesting sentences: Healthy living is essential for pupils studying for their exams. For pupils studying for their exams, healthy living is essential. Healthy living, for pupils studying for their exams, is essential.

19. Varying openings You could begin your sentence with a reason Remember to use a comma if it is a separate clause Because we don’t like being told what to do, we ignore our teachers.

20. Varying openings Change these sentences: Mobile phones can be harmful to your health owing to the radiation.

21. Varying openings Change these sentences: Mobile phones can be harmful to your health owing to the radiation. Owing to the radiation, mobile phones can be harmful to your health.

22. Varying openings Change these sentences: Size Zero models should be banned from the catwalk because of the impact they have on young people.

23. Varying openings Change these sentences: Size Zero models should be banned from the catwalk because of the impact they have on young people. Because of the impact they have on young people, Size Zero models should be banned from the catwalk.

24. Begin with a verb You could begin your sentences with a verb instead of a noun We will succeed at school if we work hard. Working hard means that we will succeed at school. Write three sentences that begin with a verb instead of a noun…

25. Punctuation – apostrophes Correct these spellings by adding the apostrophe to show the missing letters Wont Cant Theyre Shouldnt Mustnt Dont

26. Punctuation – apostrophes Correct these spellings by adding the apostrophe to show the missing letters WontWon’t CantCan’t TheyreThey’re ShouldntShouldn’t MustntMustn’t dontDon’t

27. Punctuation – apostrophes Remember that apostrophes are used to show possession: Mark’s books The dog’s tail The girls’ changing room What are the different rules for singular and plural nouns?

28. Punctuation – apostrophes Where should the apostrophe go? Wendys playroom The schools rules Many teenagers habits The Magazines cover Writers technique Pupils common room

29. Punctuation – apostrophes Where should the apostrophes go? Wendys playroomWendy’s playroom The schools rulesThe school’s rules Many teenagers habitsMany teenagers’ habits The Magazines coverThe Magazine’s cover Writers techniqueWriter’s technique Pupils common roomPupils’ common room

30. Punctuation – colons Use a colon and semi-colons in complex lists There are many reasons not to smoke: it is bad for your health; it makes you smell; it is very expensive. Write your own complex list summarising reasons why school uniform should be banned

31. Punctuation – colons Use a colon instead of the words ‘since’, ‘because’ and ‘so’ Many people donate to charity because it makes them feel better. Many people donate to charity: it makes them feel better.

32. Punctuation – colons Swap the connective for a colon: Animal testing should be banned since it causes pain to them. We naturally don’t like stress so we try to avoid it whenever possible. Parents should listen to their children because they are under a lot of pressure.

33. Punctuation – colons Swap the connective for a colon: Animal testing should be banned : it causes pain to them. We naturally don’t like stress : we try to avoid it whenever possible. Parents should listen to their children : they are under a lot of pressure.

34. Homophones - Common errors There / their / they’re Where / were / we’re Your / you’re

35. There / their / they’re Correct these sentences: The team think there going to win Their was no chance of beating them I couldn’t see they’re goal keeper

36. Answers Correct these sentences: The team think they’re going to win There was no chance of beating them I couldn’t see their goal keeper

37. Where / were / we’re Correct these sentences I knew were the game was going to be played Were not going to win this, I thought I were trying to get past the striker They where going to win

38. Answers Correct these sentences I knew where the game was going to be played We’re not going to win this, I thought I was trying to get past the striker They were going to win

39. Your / you’re “Your really good at this”, I said. I don’t know where you’re kit is Your sure you want to do that?

40. Answers “You’re really good at this”, I said. I don’t know where your kit is You’re sure you want to do that?

41. And finally… Make sure you check your work at the end. The examiner will be pleased if they can see you have crossed out mistakes and corrected them. The examiner will be annoyed if they find you have made lots of careless errors!