The BIG Question: What are the requirements of

The BIG Question: What are the requirements of

The BIG Question: What are the requirements of Language Paper 2 Section B? The tasks. Will always have/be: a statement at the start of the question setting out a clear audience, purpose and form an enabling, provocative/controversial statement that prompts students to write a response offering their own Challenge Yourself: To demonstrate an understanding of how to adapt the requirements of writing to give a view based on form, audience, purpose Minimum Expectations: Keywords:

To develop an understanding of the requirements of writing to give a view Attitude Viewpoint Audience Purpose Form Controversial Persuade Argue Explain Instruct/Advise Writers Viewpoints and Perspectives GCSE Paper 2 Q5 (6) Argue, Inform, Explain writing about your own point of view AO5 Content and Organisation Communicate clearly, effectively 5 mins planning 40 minutes writing 2-3 sides and imaginatively, selecting and 24 marks content and organisation adapting tone, style and register for 16 marks accuracy different forms, purposes and audiences. Start with a powerful statement, fact, statistic Organise information and ideas, or rhetorical question using structural and grammatical features to support coherence and

You need to present your reader with a clear set of logical ideas about a topic. You need to showcohesion of texts. consideration of alternative views to your own. TIPS: CONNECTIVES to develop ideas: You MUST use devices throughout your response: Rhetorical questions Firstly, secondly, in addition / 3 part list Additionally, Furthermore, Moreover, In Exaggeration (hyperbole) contrast, On the other hand, Comparisons through imagery (simile, metaphor) Alternatively, Finally, In conclusion Emotive language Anecdotes (personal stories & details or a case study) Give articles a heading Set out letters the correct way Spelling, punctuation and grammar: 16 marks Dont forget paragraphs! No paragraphs No top grade! Sentence types:

Simple/short Compound (and/but/or) Complex Adverb starts (ly words) One word sentences for effect Repetition of sentences and within sentences for effect AO6 Technical Accuracy Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.) CAPITAL letters names/places Commas after connectives (firstly) and between items in lists Punctuation: Apostrophes Johns belonging to John It must be accurate Colons ( ) introduces lists or reasons It must be varied Semi colons (;) link two similar sentences or separate phases Spellings:

Exclamations (!) emphasis There a place (here and there) Their belonging to them (it is their cat) Dashes ( - ) creates a pause and add additional Theyre short form of they are (theyre coming information to my party) Questions marks (?) even on rhetorical questions Your belonging to you (that is your dog) Ellipsis () creates a pause or a cliffhanger Youre short form of you are (youre late again) Interrobang (?!) use occasionally Paper 2 Section B- Purpose, Audience and Form AQA has provided the following information about the task setting for this question. Make notes! Purposes: Audiences: Given the nature of the tasks, in order to meet the requirements for AO6 (Technical Accuracy), the audiences will be FORMAL in nature. Forms: Title: Paper 2 Section B- Writing to EXPLAIN Writing to EXPLAIN Exam Style Question:

AO6- CONTENT: It is important that you spend time thinking up interesting and thoughtful ideas to include in your letter. Q5 Christmas is family time. Far too many people focus on shopping, especially on boxing day. Shops should be banned from opening for at least a day after Christmas. Write a letter to your local MP in which you explain your views on this statement. (24 marks for content and organisation 16 marks for technical accuracy) [40 marks Tasks: 1) Highlight/ annotate key words in the question; 2) Complete a consensus activity on the ideas you have in response to this question. AIM to include 4-5 key ideas which will make up your core paragraphs. TASK: Using the ideas that your group came to a consensus on, sequence your ideas and write effective topic sentences for AO6- ORGANISATION: This means you need to think about the way you sequence and link your ideas. each one.

E.G. Idea 1 Topic Sentence: Firstly, my belief is that Christmas should be more about family and less about gifts and shopping. REMEMBER: AVOID CONTRACTIONS When writing your topic sentences, it is important to remember that each paragraph will need to include further information based on that idea. Wouldnt should be would not The order in which you organise your ideas will also be important as your ideas must follow an appropriate sequence and create a cohesive flow. Theres should be there is Your language choices are important here as you need an appropriate level of formality as you are

writing to an MP. Couldnt should be could not You get the picture. Have a go at writing the rest of your first paragraph using AFOREST techniques. Skill PA A range of ideas that are engaging A Acknowledge a strength in the paragraph __________________________ __________________________ I Set an improvement task __________________________ __________________________ R Respond to your partners improvement task in your book in green pen.

A range of varied sentence starts Paragraphed appropriately Used varied and imaginative vocabulary Effective use of techniques (simile, metaphor, personification etc) Wide range of punctuation used for effect Used a range of sentence structures for effect Used a range of sentence lengths Accurate spelling Your tense is consistent Assess your Partners Work Achieved The BIG How do we change minds? Question: The tasks.

Will always have/be: a statement at the start of the question setting out a clear audience, purpose and form an enabling, provocative/controversial statement that prompts students to write a response offering their own Challenge Yourself: To demonstrate an understanding of how to adapt the requirements of writing to give a view based on form, audience, purpose Minimum Expectations: Keywords: To develop an understanding of the requirements of writing to give a view Attitude Viewpoint Audience Purpose Form Controversial Persuade Argue Explain Instruct/Advise PERSUADE ME TO Title:

Paper 2 Section B- Writing to ARGUE What makes a good ARGUMENT/PERSUASION? Based upon logic/ reason. Leads to a definite conclusion. Shows (briefly!) that other equally valid views exist. WHAT MAKES A GOOD ARGUMENT? Rhetorical devices. Considers the target audience. A strong introduction. Q5 Asking children to believe in Father Christmas is a ridiculous waste of time. They should engage with the true meaning. Write the text of a speech you have been asked to give to a committee arguing for or against this statement.

(24 marks for content and organisation 16 marks for technical accuracy) [40 marks Tasks: 1) Can you annotate the question for the FORM, AUDIENCE and PURPOSE? 2) What other key words must you highlight in order to tackle this question? CHALLENGE: Plan a few ideas that you might use to form the content of your response. What makes a good SPEECH? WHAT MAKES A GOOD SPEECH? Ladies and gentleman, thank you for giving me the time to share my views before your committee. I am a student at Batley Grammar School, a friendly and successful school where uniforms are not worn. Task: Read through the sample answer you have been given and highlight the techniques that have been used. Challenge: Where

might you improve language choices, phrasing or include more language techniques? Add them in. I believe that there is good evidence that wearing school uniform is now outdated. I fully understand that uniform looks smarter than casual clothes and that this might attract parents on Open Day. However, uniforms are expensive and forever need replacing as students grow. This poses a real worry to financially stressed families. This is made worse by the fact that the uniform is only available from an expensive school shop shop; it is not available from inexpensive and competitive retailers. It's true that wearing uniform means students don't spend all morning choosing what to wear or beg parents for clothes that will impress their friends. However, there is another side to this argument: uniforms breed uniformity. We are a culturally diverse nation and if we all dress the same, this encourages us to be the same. At Batley Grammar, we are encouraged to express our individuality, yet, I am sure you will agree, this seems to be in conflict with the message enforced uniform sends to us. I understand that, a big argument in favour of uniform is one of safety. We are easily identifiable and this can be very useful if there is an accident. This appeals to parents who are always worried about new dangers facing us. But could it also be that wearing uniform can bring potential problems? Two friends of mine have been bullied while walking home just because their

school uniform identified them as being from a "rival" school. Surely, you wouldn't want this to happen to one of your own children? To conclude, I can fully understand the motivation for making students wear uniform to look smart, to worry less about wearing the right clothes and also for safety. However, I hope I have shown that there is another case to be made. School uniforms can be a burden to parents with less money and to students identified as being different. They also stifle a sense of freedom and self-expression. I believe this rule is outdated and is in many ways illogical. It needs to change. Thank you for listening. Direct address showing awareness of an audience Strong topic sentence assertive. Extended justification to make point stronger. Use of rhetorical questions to make the audience think. Summary of points to make a strong

conclusion. Ladies and gentleman, thank you for giving me the time to share my views before your committee. I am a student at Batley Grammar School, a friendly and successful school where uniforms are not worn. I believe that there is good evidence that wearing school uniform is now outdated. I fully understand that uniform looks smarter than casual clothes and that this might attract parents on Open Day. However, uniforms are expensive and forever need replacing as students grow. This poses a real worry to financially stressed families. This is made worse by the fact that the uniform is only available from an expensive school shop; it is not available from inexpensive and competitive retailers. It's true that wearing uniform means students don't spend all morning choosing what to wear or beg parents for clothes that will impress their friends. However there is another side to this argument: uniforms breed uniformity. We are a culturally diverse nation and if we all dress the same, this encourages us to be the same. At Batley Grammar, we are encouraged to express our individuality, yet, I am sure you will agree, this seems to be in conflict with the message enforced uniform sends to us. A big argument in favour of uniform is one of safety. We are easily identifiable and this can be very useful if there is an accident. This appeals to parents who are always worried about new dangers facing us. But could it also be that wearing uniform can bring potential problems? Two friends of mine have been bullied while walking home just because their school uniform identified them as being from a "rival" school. Surely, you wouldn't want this to happen to one of your own children? To conclude, I can fully understand the motivation for making students wear uniform to look smart, to worry less about wearing the right clothes and also for safety. However, I hope I have shown that there is another case to be made. School uniforms can be a burden to parents with less money and to students identified as being different. They

also stifle a sense of freedom and self-expression. I believe this rule is outdated and is in many ways illogical. It needs to change. Thank you for listening. Explains why they are speaking, and who they are. Starts the paragraph with the counter argument shows understanding. Use of discourse markers to show a logical progression. Ending on a short sentence powerful and effective. Task: Argue Slow writing your first paragraph: Alliteration

Anecdotes Facts 1) Use the planning sheet to help you 1: develop Sentence State your first argument. Begin with I Opinions as Facts theRhetorical CONTENT and ORGANISATION of your Questions believe Triplet response. Repetition Sentence 2: Show awareness of the counter argument. Reasons with, I fully understand that Facts and figures Emotive Language 2) Have aExaggeration go at slow writingBegin your first idea. and emotion.

Expert Opinions How to Slow Write: Sentence 3: Begin with However, to argue against Statistics Split your page likeSimiles this: your previous sentence. Anecdote, Simile/metaphor, Triads Write your paragraph following the instructions in the Question Imagery (metaphors/similes etc) Rhetorical bigger section. Counterargument Sentence 4: Explain consequences with a short Short Dramatic Sentences Second Person Pronoun you sentence. Exaggeration we and our Sentence 5: Extend/ develop your justification using a Authoritative tone Connectives such as Firstly, semi colon to link ideas. Repetition of a word or point Secondly, Lastly to organise and triplet end. Title: Paper 2 Section B- Writing to PERSUADE Acco

rding to AQ A WHAT MAKES GOOD PERSUASION? Task: MINDMAP what you need to remember when writing persuasively. Persuasive Christmas adverts are a waste of time and money. Those companies should use that money to actually help the people they are portraying. Write an article to your local newspaper, persuading the audience of your opinion. A Do you agree with that idea? Why? B Can you build on that idea?

C Can you challenge that idea? TASK: Highlight the key words from the question; Work with the person next to you, decide which side of the statement you agree with; Plan 4-5 points based on your shared opinion; Remember to plan both your topic sentences and the language techniques you would include in that paragraph. Persuasive Christmas adverts are a waste of time and money. Those companies should use that money to actually help the people they are portraying. Write an article to your local newspaper, persuading the audience of your opinion. Task: Slow writing your first paragraph: 1. Use the slow writing method to write your first paragraph jointly. Sentence 1: State your first persuasive point. Begin with I believe Sentence 2: Provide evidence to support your point. Use an opinion

that sounds like a fact. Begin with It is well-known that Sentence 3: Use a short sentence rhetorical question. Sentence 4: Explain consequences, use an it is/ it isnt sentence and a semi colon to link two ideas. Sentence 5: End your paragraph with a triple noun colon sentence that sums up the point of the paragraph. CHALLENGE: Can you develop a formula for slow writing your second paragraph? How to Slow Write: Split your page like this: Write your paragraph following the instructions in the bigger section. Title: Paper 2 Section B- Writing to ADVISE Acco rding to AQ A

Be encouraging and kind Give choices WHAT MAKES GOOD ADVICE? Use anecdotes (case studies) as examples Show empathyput yourself in their position Make suggestions using modal verbs (must, shall, will, should , would, can, could, may , and might.) Be clear/specific with your possible Task: MINDMAP what you need solutions to remember when writing to advise or instruct.

Its only money. Just spend it. Write a leaflet advising your fellow year 11 students on how to deal with peer pressure. TASK: Slow writing your first paragraph: Highlight the key words from the question; Work with the person next to you, plan 4-5 points based on your shared opinion. 1. Write an inventive title. Sentence 1: Explain what peer pressure isdefine it. Begin with Peer pressure is Sentence 2: Outline what the potential problems might be. Use HYPERBOLE. Begin with Caring for our youth Sentence 3: Use HYPOPHORA. Begin with What can be done Sentence 4: Explain consequences, use PARENTHESIS. Begin with To expect Sentence 5: End your paragraph with an ADJECTIVE/ COMPARATIVE sentence that sums up the point of the paragraph. Remember to plan both your topic sentences and the language techniques

you would include in that paragraph. Slow write your introductory paragraph.

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