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

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

3. 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

4. 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!!

5. 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

6. 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

7. 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.

8. 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

9. 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

10. 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

11. 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

12. 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…

13. 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

14. 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

15. Age Interests Lifestyle
Gender Education Class
Job Hobbies Politics

16. 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

17. 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

18. 2 cons Consider what other people might think
Give examples that might support this opinion
Explain why these arguments aren’t right

19. 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

20. 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

21. 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.

22. 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