WRITING PAPER REVISION 1

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  • Take responses and give advice about where students can find resources to help them.
  • WRITING PAPER REVISION 1

    1. 1. GCSE ENGLISH LANGUAGE WRITING REVISION Monday 2nd June 2014
    2. 2. Learning Objectives  Review/recall approaches to various writing types for the writing exam  Explore a range of planning methods for tomorrow’s exam
    3. 3. How should I approach the writing paper?  One hour  Two questions – 30 minutes for each  Highlight the key words and use these to PAFF  Plan your response before you write it  CHECK YOUR WORK once you have completed it!!
    4. 4. Types of writing and their features – Informal Letters Presentational Features Language Features
    5. 5. Types of writing and their features – Formal Letters Presentational Features Language Features
    6. 6. Types of writing and their features – Articles Presentational Features Language Features
    7. 7. Types of writing and their features – Speeches Presentational Features Language Features
    8. 8. Types of writing and their features – Leaflets Presentational Features Language Features
    9. 9. Types of writing and their features – Reports Presentational Features Language Features
    10. 10. Types of writing and their features – Reviews Presentational Features Language Features
    11. 11. 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.
    12. 12. How to get the marks!!  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.  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. Content and Organisation – 13 marks! Sentence Structure, Punctuation and Spelling – 7 marks!
    13. 13. An example paper… 1. You live near a large school. You decide to complain about the behaviour of pupils on their way to and from the school.  Write your letter to the Headteacher. [20] 2. A travel magazine has asked for articles about places that offer a good day out.  Write an article for the magazine about the place of your choice. [20]
    14. 14. What the examiner had to say…  ‘there is no doubt that it is still a lack of technical accuracy and control that undermines most writing. A significant number of candidates who cope reasonably well with the content and organisation of their writing are held back by basic and frequent errors.’  CHECK your work – and avoid those silly mistakes – capital letters, apostrophes, question marks, full stops! There is no need to make these and they WILL hold you back!
    15. 15. What the examiner had to say – Q1:  ‘Most candidates were only too happy to adopt a ‘persona’ and this approach worked best as it allowed them to show some humour and flair. Some adopted the role of the intimidated pensioner and others took on the character of the young mother struggling to get sleep for herself and her children. Some cleverly assumed the role of an adult ex-pupil of the school and a lot knew how important it would be to point out the dire consequences of bad behaviour on the school’s reputation and recruitment. One examiner commented that these candidates knew which button to push! A few wrote as themselves but this was a slightly awkward way of tackling the task as the situation of a pupil writing to the Head about the unacceptable behaviour of pupils seemed rather odd.’
    16. 16. What the examiner had to say – Q2:  ‘The best ones seemed to select four or five attractions and then build a paragraph about each attraction. For example, I saw one response where a paragraph about Camden market in London included details of particular stalls that sold the widest range of exotic foods and I was advised where I could find the cheapest and best place in the whole of London for a mug of tea or coffee. Focusing on specific details was certainly a feature of the best pieces and helped to push these into the top band for content and organisation.’
    17. 17. PAFF, plan and write the intro… 1. You live near a large school. You decide to complain about the behaviour of pupils on their way to and from the school.  Write your letter to the Headteacher. [20] 2. A travel magazine has asked for articles about places that offer a good day out.  Write an article for the magazine about the place of your choice. [20]

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