1. ENGLISH LANGUAGE REVISION SESSION
UNIT 2: The Writing Paper
Warm up:
Use the table to identify the P.A.F.F. for each of the
tasks provided
REMEMBER:
To achieve a high grade on this paper you must
show: “a clear sense of purpose, audience and format”
This is first bullet point on the mark scheme, so it is vital
that you show the examiner you understand this from the
outset!

2. Purpose Audience Form Formality
The PAFF will affect your writing in a number of
ways:
• How you start and finish your writing
• How you structure your points
• The words you choose to use
• How much detail you include
• Your tone
• Your point of view

3. Introduction Conclusion3-4 paragraphs

4. Types of
text
(format)
leaflets
letters
articles
Formal
reports
reviews
speeches
By now you should have notes on key features
for each format of text. If not – YOU NEED TO!

5. Types of
text
(format)
leaflets
letters
articles
Formal
reports
reviews
speeches
You could do this by watching a video outlining what you need to do:
You could mindmap features or create flashcards. It’s up to you!
Leave your email address and we’ll email this presentation to you.
Watch as a slide show and you will be able to access these videos.
We will also post links to twitter.

6. Types of
text
(form)
leaflets
letters
articles
Formal
reports
reviews
speeches
One method is to watch a video outlining what you need to do:
WHICH FORMAT DO YOU FEEL LEAST CONFIDENT ABOUT?
Make sure that you dedicate time this weekend to revising that
format!

7. How do I get marks?
13 marks for;
• clear understanding of the
layout of the text.
• clear understanding of the
audience and purpose of the
text.
• ideas and opinions clearly and
logically ordered in paragraphs.
• ideas and opinions developed
by giving reasons,
explanations, arguments.
• using language features
appropriate to audience and
purpose.
7 marks for;
• using different types of
sentences for effect. Short
sentences to highlight,
emphasise, motivate, shock.
Longer sentences to inform,
explain, argue fluently.
• using punctuation marks
correctly and effectively. Full
stops, capital letters, commas.
• spelling most words correctly.
• using connectives, sentence
starters, and verb tense
correctly.
Reflect: Where do you lose marks in your writing?
How can you address this over the next few days?

8. How do I get marks?
13 marks for;
• clear understanding of the
layout of the text.
• clear understanding of the
audience and purpose of the
text.
• ideas and opinions clearly and
logically ordered in paragraphs.
• ideas and opinions developed
by giving reasons,
explanations, arguments.
• using language features
appropriate to audience and
purpose.
7 marks for;
• using different types of
sentences for effect. Short
sentences to highlight,
emphasise, motivate, shock.
Longer sentences to inform,
explain, argue fluently.
• using punctuation marks
correctly and effectively. Full
stops, capital letters, commas.
• spelling most words correctly.
• using connectives, sentence
starters, and verb tense
correctly.
How do I achieve a Grade A/A*?

9. Grade A/A* Success Criteria
 Clear awareness of P.A.F.F.
 Sophisticated
 Sustained
 Well-judged and detailed
 Convincing
 Sophisticated use of
language techniques
 Appropriate and
ambitious vocabulary
 Sophisticated and
effective variety of
sentence structures
 Punctuation is accurate
and used confidently
 Virtually all spelling is
correct
 Tenses are fully under
control
Content and organisation
(13 marks)
Sentence structure, punctuation
& spelling
(7 marks)

10. A/A* Key Words: Decoding the mark scheme
Sophisticated
High level understanding of the
purpose of the task. Write with
confidence and clarity.
What is the question asking you
to do PERSUADE, ADVISE,
INFORM?
Stylistic devices
Language techniques
Convincing
Well supported and
detailed points that change
the reader’s opinion or
makes them agree with you
etc.
Ambitious
Upgrade your words –
use impressive
vocabulary
Sustained
You need to show that you
clearly understand the
audience and purpose of the
piece throughout. Develop a
style (perhaps create a
persona/voice) and stick to it.
Consistently accurate.
Variation
Mix it up! Use a range of different
connectives, techniques, sentence types
and accurate punctuation.

12. MOVING BEYOND A C GRADE
• Look at the three C grade responses provided.
• Read carefully and give advice to each students
about how to move their work beyond a C to an A
or A* grade – use the success criteria to help you
• Discuss with your partner and be prepared to
feedback!
REVISION TIP: ATTEMPT THESE TASKS UNDER
TIMED CONDITIONS AT HOME!

13. Grade A/A* Success Criteria
 Clear awareness of P.A.F.F.
 Sophisticated
 Sustained
 Well-judged and detailed
 Convincing
 Sophisticated use of
language techniques
 Appropriate and
ambitious vocabulary
 Sophisticated and
effective variety of
sentence structures
 Punctuation is accurate
and used confidently
 Virtually all spelling is
correct
 Tenses are fully under
control
Content and organisation
(13 marks)
Sentence structure, punctuation
& spelling
(7 marks)

14. Feedback Student A:
What do they need to do?

15. Feedback Student A:
What the examiner said:
• This response never really sounds as if it is from a real newspaper ('I would say
to all you readers'), but has some features which mean it is worth a C grade.
• Even though the candidate deals with just one angle (young people's needs),
here is some organisation: an introduction, paragraphs dealing with particular
aspects and a conclusion which links with the opening. There is also an effective
final sentence. Most paragraphs have a topic sentence; and discourse markers
link some ideas (e.g. 'for example, Having these opportunities... and 'So'}.
• Planning was obviously limited, because the candidate overlooks many
possibilities offered by the title, such as how the town could be improved for a
wider range of people
• Paragraphs are generally of a uniform length, rather than being varied to
support the subject matter; and at times some ideas do not seem to fit
perfectly in a particular paragraph -for example, the sentence on parents at the
end of the fourth paragraph seems a new idea which could be expanded and
given a paragraph of its own.
• The article might have benefited from the use of rhetorical questions; and there
are no anecdotes or quotations.
• Although there are many details, there are no concrete examples, which would
have added focus to the argument

16. Feedback Student B:
What do they need to do?

17. Feedback Student B:
What the examiner said:
• This is a serious and sensible response, which has features that are
appropriate for a radio talk. It is appropriately structured and it has a
memorable ending. It might well persuade some listeners to help.
• It also employs emotive language ('some old people all on their own' -
which is one of several examples), rhetoric (Can you think of a better
cause?'), and an anecdote about Katie. There is an attempt to use
repetition for effect at the start of the final paragraph.
• However, the persuasive techniques could have been more in evidence.
• Although there is some variety in sentence construction, many sentences
are relatively short; and the vocabulary lacks some variety ('people is
used repeatedly).
• The links between paragraphs are not always smooth and some ideas
are not as precisely expressed as they might have been: for example, the
final idea is appropriate but not expressed particularly effectively..

18. Feedback Student C:
What do they need to do?

19. Feedback Student C:
What the examiner said:
• The response is worthy of a C grade. It gives a considerable amount of
advice and explains the results that would come from spending the
money in these ways. Although they are rather brief and lacking in
striking detail, there is also an introduction and conclusion; and the
response develops through clearly defined sections.
• The response generally is logical but does not necessarily win round the
reader to accept the advice. It lacks the subtlety that might make the
advice more appealing: positive examples of what has happened in
schools with similar situations, for example, or even the implication that
the school would not be 'changed', but magically transformed.
• The paragraphs are somewhat mechanical and are sometimes not linked
effectively (for example, the third and fourth paragraphs); and the
vocabulary is sometimes not appropriate (cash , 'chunk', 'pinching', 'Hey
presto).
• Many sentences are simple and the final paragraph is particularly
disappointing - it seems as if the candidate just ran out of time.

20. In pairs, take one task from today, plan a response
and then write one paragraph of an A* calibre.
 Clear awareness of P.A.F.F.
 Sophisticated
 Sustained
 Well-judged and detailed
 Convincing
 Sophisticated use of
language techniques
 Appropriate and
ambitious vocabulary
 Sophisticated and
effective variety of
sentence structures
 Punctuation is accurate
and used confidently
 Virtually all spelling is
correct
 Tenses are fully under
control
Content and organisation
(13 marks)
Sentence structure, punctuation
& spelling
(7 marks)

21. Have you achieved an A*?
SWAP with another pair and assess their work. Highlight and label
where and how they have achieved A* quality in their writing.
Imagine the whole piece was of the same quality and award a mark.
Write 2 X WWW and 1 x EBI
 Clear awareness of P.A.F.F.
 Sophisticated
 Sustained
 Well-judged and detailed
 Convincing
 Sophisticated use of
language techniques
 Appropriate and
ambitious vocabulary
 Sophisticated and
effective variety of
sentence structures
 Punctuation is accurate
and used confidently
 Virtually all spelling is
correct
 Tenses are fully under
control
Content and organisation
(13 marks)
Sentence structure, punctuation
& spelling (7 marks)

22. Planning your revision effectively:
• IDENTIFY areas for improvement
– Generating ideas, SSPS factors, paragraphing and
organisation, time management etc.
– AND WORK ON THEM!
• Use the resources given to you by your
teachers and revision guides both on and
offline. ASK us for help if you need it. (email or
twitter @VandykeEnglish)

23. PLAN AND
WRITE AS
MANY
TASKS AS
YOU CAN!

24. BUT DON’T FORGET TO REFLECT:
Self and Peer Assess your work

25. Don’t forget to check the
@VandykeEnglish twitter feed for useful
links and advice!