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writing. Year 11 Wednesday 16 th April 2014 11.30-14.00. Content. Exam details Assessment criteria SPaG ToP TiPS GAP Connectives Sentences Punctuation Planning Exam Questions. Exam Details. Unit 1 – 3 rd June - Fiction Section B 15 % = 30 marks

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  1. writing Year 11 Wednesday 16th April 2014 11.30-14.00

  2. Content • Exam details • Assessment criteria • SPaG • ToPTiPS • GAP • Connectives • Sentences • Punctuation • Planning • Exam Questions

  3. Exam Details • Unit 1 – 3rd June - Fiction • Section B 15% = 30 marks • One imaginative writing task • Unit 2 – 5th June – Non Fiction • Section B 15% = 30 marks • One explanatory/persuasive writing task

  4. Before you begin When tackling a piece of writing of this sort, always bear in mind these things. Purpose: Why am I writing this piece? Audience: Who is it written for? Format: How should my work be set out?

  5. What am I tested on? Using Language • Demonstrate an understanding of the conventions of written language, including grammar, spelling and punctuation • Experimentwith language to createeffects to engage the audience • Express ideas and informationclearly, precisely, accurately and appropriately • Form independentviews and challenge what is read on the grounds of reason, evidence or argument. • Write accurately and fluently, choosing content and adapting style and language to a wide range of forms, media, contexts, audiences and purposes.

  6. Assessment Objective AO3 - Writing 40% • Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader. • Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. • Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

  7. AUDIENCE • What you write and the way you write it will depend on who the reader is. For a friend, your tone will be friendly, chatty and informal. For an employer, on the other hand, you will adapt a more serious and formal tone.

  8. Purpose • Purpose means the reason behind the piece of writing – for example, to argue, persuade,comment or review. Make sure you are clear about the purpose of your writing.

  9. GENRE (format too) Format means how you set something out. For example, a report contains headings and sub headings so that different topics are dealt with separately and the report is easier for the reader to follow.

  10. Language devices You will look for these in the Reading section and use them in the Writing section. • Direct address • Emotive language • Facts • Rhetorical questions • Opinion • Statistics • Triples • Hyperbole • Anecdotes • Imperatives • Repetition • Shock tactics

  11. Possible styles you will be asked to write in DISCUSS

  12. Your local area has just been voted the worst place to live in terms of being environmentally friendly. Write a letter to your local newspaper suggesting what you think are the problems and what can be done to tackle this issue. Formal

  13. Formal letter Remember that if you write a formal letter then use: ‘Yours sincerely’ if you know their name(Dear Mr Jones,) ‘Yours faithfully’ if you don’t know their name (Dear Sir/Madam,)

  14. Formal letter layout Use the correct layout for a formal letter (unless it says otherwise). Your Address Their address Date Dear _____,

  15. You have a friend who is thinking of doing a parachute jump for charity. Write to your friend giving your opinions. Informal

  16. Title: This should sum up what the report is about: Your school is keen to raise money for extra activities. Write a report for the parent’s association saying: 1) what the school needs most urgently; 2) give suggestions as to how the money could be raised. Introduction: This should summarise: • What the report is about. • Why you have been asked to write it. • How you went about researching it. • What your report intends to do. Main Body: This section should contain the findings of your report. Think about including: • Statistics to back up your points. • Opinions from people involved in what you are writing about. • Any details on what has been done already to solve the problem you are writing about. • Whether whatever has been done already has been effective or not. Report Recommendations: This section should include any suggestions you have for how the problem can be solved and should be based on the findings you included in the main body of your report. These recommendations should: • Be written in a bullet-pointed list. • Be brief and direct. • Solve the problems you wrote about in the main body of your report. • Explain how each recommendation solves these problems. Conclusion: This section should summarise your report and its findings. Try to: • Finish on a positive note. You need to be able to convince your readers that the problems can be solved by the recommendations you have made. • Keep your conclusion brief.

  17. Reports What is the purpose of report writing? People write reports to give information, to advise their audience or to persuade a person or group of people. Reports are normally written after some research has been done and they give up-to-date information for other people to act on.

  18. Reports What kind of format is used for report writing? • Reports need to be clear and straightforward so that points can be made clearly to the reader(s). There will be a main heading and probably subheadings. These sections should be clearly separated to clearly organise your work.

  19. Reports What kind of tone should I use? • Always be polite – you are offering information, advice and trying to persuade! However, it is fine to offer a strong opinion or conclusion if it is based on the evidence you have presented in your report.

  20. Reports TOP TIP • Don’t write ‘firstly’, ‘secondly’, ‘thirdly’, when setting out your points. Instead try to use words like ‘importantly’, ‘a crucial point is’ or ‘in addition to this’. It makes it more interesting for the examiner and makes you look like a more sophisticated writer!

  21. Writing a Film Review Ideas • Film title. You could also include a star rating here. • Introduction: what you expected from the film • Genre: what type of film is it? Does it have a message? • Plot: what happens in the film? Does the plot make sense? Is it easy enough to follow? Is it believable? • Characters: Who are the main characters and what are they like? Who are the actors playing these parts, and are they good in the parts? • What is the camerawork/ animation like? If there are special effects, what are they like? Are there beautiful scenes? • Did you enjoy the film? Why/why not? What were its good and bad points? • Write about a scene you particularly enjoyed or remembered. Why was it good/ memorable? • Would you recommend this film? To what sorts of people? Why? • Are there any other films you can compare this film to? • When you have completed your planning by answering all the questions, you should write the review. Remember: • Set your work out in paragraphs • Take care with spelling and punctuation • Make the review interesting to read by choosing your language carefully • Write in the first person and try to address the reader directly. For example: ‘I urge you to go and see this film- it’s brilliant!’ Write a review of a book, CD or film of your choice. Review

  22. Reviews • When you write a review, you need to think about: what age your audience is; which gender they are; how formal the language needs to be (‘The Radio Times’ might include more formal language than ‘The Sun’), and what your opinion is of what you are reviewing and why.

  23. Reviews • Give a brief description of what you are reviewing, • offer your opinions as a reviewer. • Write about who it might appeal to. • You might want to warn your reader who you think what you are reviewing won’t appeal to.

  24. Headline or article title Keep it short Make it catchy Give an idea of what the rest of the article will be about. Introduction of the article Give a brief outline of the subject Keep this section to a few initial ideas and sentences Main body of the article Try to answer all the reader’s questions like ‘why’, ‘how’ and ‘what’ Make each paragraph relevant to the subject or the title of the article Add plenty of detail so your reader fully understands you Answer the important points in this section Conclusion of the article This should always be at the end Give a summary of the article Give recommendations/overview linked to introduction. Article Write a lively article for a newspaper or magazine on the subject of the eating habits of the British.

  25. Articles for magazines or newspapers If you are asked to write an article for a magazine or newspaper, the most important questions you have to ask yourself are: • Who is it for? • What is it for – what is the purpose of the article? • What style should it be in?

  26. Articles for magazines or newspapers Purpose: In most cases, articles are written to inform, persuade and entertain. Most articles are written in a lively style and contain interesting facts and probably opinions.

  27. Articles for magazines or newspapers • Audience: The style and tone of an article will depend on what it’s about and who it’s written for – a school newspaper will be different to Vogue. The exam question will ask you to write an article for the type of publication it is for.

  28. Articles for magazines or newspapers Format: This is quite straightforward – the article needs a main heading that makes it clear what the article is about. The use of paragraphs is important (with subheadings) for a new idea or point you want to make.

  29. Articles – top tips • Use a style to make it lively and draw the reader in – this might be informal and chatty, use questions to draw the reader in, or repeat a word or phrase. • Organize your writing – use a catchy heading, an introduction to draw your reader’s attention, use three or four central paragraphs, a short and effective conclusion.

  30. Write a leaflet to advertise a tourist attraction in your area. Leaflet

  31. Leaflets Again you need to consider: Who you are writing for? What is the purpose? Often a leaflet is used to persuade. Can you remember all the techniques you have learned for persuading? (They are language devices that can be used in ALL of the writing tasks in this exam!)

  32. Speech • Persuasive Speeches • PLAN your speech before you write it. • Plan the main points and the structure of your speech. • You may wish to use this guide: • Opening Statement: Where you highlight your issue. • Developing points: 3-5 points (paragraphs) to explain what needs to be done and why it is so important. • Closing Statement: Where you make a final appeal to your audience. • Create sentences that contain a Rhetorical Question, Rule of Three, Metaphor and Alliteration, to include in your speech. The government plan to raise the driving age from 17-19. A discussion is being held in your local town hall. You have decided to go along and give your views on this proposal. Write down what you would say.

  33. Speeches Think about WHO the speech is for? Use persuasive devices such as: • Question – • List of three – • Emotive language – • Statistic (you can make this up) – • Command – • Contrast – How things are now? How they could be? • Address the listener directly – ‘You may think that…’ • Anecdotes – little story to help make your point.

  34. SPag • Spelling • Find typical words you usually spell wrong and learn them • Learn common homophones e.g. their, there, they’re • Understand how adding –edor –ingchanges a word e.g. spot + ed = spotted (extra tbecause it’s an ‘o’ as in spot…not ‘o’ as in phone) • Remember when writing plurals (more than one) we add ies to words ending in y e.g. baby > babies • Punctuation • Apostrophes • Commas • Full stops • Capital letters • Colons • Semi colons • Question marks • Exclamation marks • Grammar • They are, it is, I am • We were, they were, I was, s/he was • AN before a word that starts with a vowel (AEIOU) e.g. anelephant • A before a word that starts with a consonant (B,C,D,F…) e.g. a giraffe

  35. Top tips Remember to start a new paragraph when the following change… • To = TOPIC • P = PLACE • Ti = TIME • P = PERSON • S = SPEAKER

  36. connectives USE CONNECTIVES ALL THROUGH YOUR WRITING! Moreover, Therefore, This shows that… Ten minutes later, Ask your teacher for a list of connectives and make sure you use a variety!

  37. sentences • SIMPLE • A simple sentence contains a subject and verb. • It expresses a single complete thought. • A simple sentence is a single independent clause. • E.g. The cat crept through the dark house. • COMPOUND • A compound sentence contains two independent clauses. • Conjunctions (for, and, nor, but, or, and yet, so) join these independent clauses. (Hint: The conjunctions spell FANBOYS.) • The conjunction used can impact the meaning of the sentence. • E.g. The dog had watched all of this, but he had refused to become involved. • COMPLEX • A complex sentence is an independent clause joined by one or more dependent clauses. • A subordinating conjunction begins the dependent clauses. • A dependent clause that begins a sentence must be followed by comma. • A dependent clause has a subject and a verb, but it does not make sense on its own. • E.g. When the mouse heard the soft snoring of his sleeping nemesis, he scurried to the pantry and grabbed enough food for a week

  38. How to revise • Read journalism and literary non-fiction • Understand effect of language on readers • Practise annotation • Practise timed answers • Practise making links • Practise planning answers • Learn language features

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