Unit 1 Section B Writing to Persuade – Foundation Tier

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Unit 1 Section BWriting to Persuade Foundation
Tier

• Improving your Performance in Writing

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The Exam Section B

• You should spend about an hour on Section B
• 2 Writing tasks
• Shorter task Writing to Inform / Explain (25
  minutes)
• Longer task Writing to Persuade (35 minutes)
• 40 marks available

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What is Writing to Persuade?

• Promotes a point of view
• Gives lots of reasons why somebody should do what
  you want them to do
• Use lots of rhetorical devices to achieve an
  impact on the reader

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Examples of tasks

• Write the text for a speech persuading your local
  council to spend more money on facilities for
  young people
• Write a letter to a TV company persuading them
  that they should produce more interesting
  programmes for young people
• Write an article for a local newspaper persuading
  readers to visit a local attraction

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Assessment Objectives

• AO4(i) Communication
• Ideas, addressing the audience, meeting the
  purpose
• AO4(ii) Organsiation
• Type of text, overall structure, use of
  paragraphs and sentences
• AO4(iii) Technical Accuracy
• Accuracy of writing skills and vocabulary

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Mark Band 3 Criteria

• AO3(i) Communication
• Clear ideas
• Successful communication
• Detailed persuasive ideas
• Appropriate level of formality for the reader
• Uses rhetorical devices
• Uses discourse markers
• AO3(ii) Organisation
• Uses paragraphs that are linked together
• Range of structural features e.g. different
  paragraph lengths
• AO3(iii) Technical Accuracy
• Range of punctuation used accurately
• Sentences correctly separated
• Variety of sentences for effect
• Correct spelling of ambitious words
• Uses standard English

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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 wide range of paragraphs and types of
  sentence for effect
• Use a wide range of punctuation for effect
• Spell sophisticated words correctly and use an
  ambitious vocabulary

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Writers ToolkitOverall 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

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Writers ToolkitRhetorical 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

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Writers ToolkitSentence 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

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Writers ToolkitRange 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

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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

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Plan your opening 3 main reasons
Develop your reasons using PEE Chains
Plan a conclusion link all your reasons
together and make a final BIG statement
Dont forget to add lots of rhetorical devices
Link each paragraph with connectives
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Approaching the task

• Analyse the task work out the PAFT
• Think of an interesting opening
• Plan your ideas 3 clear reasons
• Think of an effective conclusion link back to
  your opening and your main points one BIG
  reason
• Add connectives
• Add rhetorical devices

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Age Interests Lifestyle Gender
Education Class Job Hobbies Politics
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Interesting openings

• Begin with an anecdote tell a story
• Use a complex list to summarise 3 three main
  points e.g. there are many reasons to
• Use a rhetorical question (NOT WHAT DO YOU
  THINK?)
• Begin with a controversial statement

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PEE Paragraphs

• Point
• Answer the question what?
• E.g. What is the reason for doing this?
• Example
• A quotation from an expert or someone who might
  have something to say
• An anecdote or brief story
• A fact, statistic or ratio e.g. 1 in 7, 14, half
  of all
• Explain
• Answer the question why?
• E.g. Why should people do what you want them to
  do?

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Main points - PEE Chains

• Write the text for a speech persuading your local
  council to spend more money on facilities for
  young people
• Point Will give young people more to do in the
  evenings
• Example Improve the local youth centres
• Explain Will help to reduce anti-social
  behaviour which will benefit everyone

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PEE paragraphs an example

• One important reason for developing facilities
  for young people is that there is not enough for
  them to do in the evenings which creates problems
  for communities. Investing in local youth
  centres and providing more youth workers would
  provide lots of exciting opportunities for
  everyone. The benefit of this is clear
  anti-social behaviour would be reduced
  significantly. No more shady youths hanging
  about on street corners!

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Conclusion

• Link back to what you said in your opening
  paragraph
• Repeat or reinforce your main reasons
• Answer any questions you may have asked
• Think about what might happen in the future if
  people dont do what you want

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Connectives Band 3
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Discourse markers Band 4!

• Surely it is reasonable to expect
• Taking the global view
• One alternative position might be
• Some people are of the opinion that
• On balance, it is clear to see that
• It is foolish to suggest that
• In considering the need to

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Task

• Mobile phones should not be allowed in school.
• Writer an article for the school newsletter in
  which you persuade other pupils that this is
  either a good or bad idea.

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Approaching the task

• Analyse the task work out the PAFT
• Think of an interesting opening
• Plan your ideas 3 clear reasons
• Think of an effective conclusion link back to
  your opening and your main points one BIG
  reason
• Add connectives
• Add rhetorical devices

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