Unit 1 Section B
Writing to Persuade – Foundation
Tier
Improving your Performance in
Writing
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
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
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
Assessment Objectives

AO4(i) – Communication


AO4(ii) – Organsiation


Ideas, addressing the audience, meeting
the purpose
Type of text, overall structure, use of
paragraphs and sentences
AO4(iii) – Technical Accuracy

Accuracy of writing skills and vocabulary
Mark Band 3 Criteria

AO3(i) Communication







AO3(ii) Organisation



Clear ideas
Successful communication
Detailed persuasive ideas
Appropriate level of formality for the reader
Uses rhetorical devices
Uses discourse markers
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
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
Writer’s Toolkit
Overall 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
Writer’s Toolkit
Rhetorical Devices






Rhetorical questions
x2
Lists of three x 2
Emotive language
Anecdotes
Facts and Statistics
Audience
involvement






Direct address
Personal
involvement
Alliteration
Repetition
Over-exaggeration
Expert opinions
Writer’s Toolkit
Sentence 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
Writer’s Toolkit
Range 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
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…
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
Don’t forget to
add lots of
rhetorical devices
Link each
paragraph
with
connectives
Approaching the task
1.
2.
3.
4.
5.
6.
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
PURPOSE: what job is the writer trying to do?
Argue
Persuade
Advise
Inform
Explain
Describe
Analyse
Review
Comment
Imagine
Explore
Entertain
AUDIENCE: the reader
Children
Teenagers
Parents
Pensioners
Workers
Experts
Fans
Men
Women
Adults
PAFT
Age
Interests Lifestyle
Gender Education Class
Job
Hobbies Politics
Purpose
Audience
Form
Tone
FORM: type of writing
Leaflet
Web page
Letter
Speech
Report
Article
Story
Email
Essay
Advert
TONE: what is the mood of the writing? How are we addressed?
Enthusiastic
Passionate
Hopeful
Optimistic
Humorous
Angry
Frustrated
Pessimistic
Sad
Annoyed
Questioning
Doubtful
Suspicious
Sarcastic
Ironic
Objective
Subjective
Neutral
Cynical
Knowledgeable
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
PEE Paragraphs

Point



Example




Answer the question ‘what?’
E.g. What is the reason for doing this?
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?
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
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!
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 don’t do what you want
Connectives – Band 3
SEQUENCING
Firstly, secondly, thirdly
Finally
Next
ADDING
Also / and
In addition
As well as
CONTRASTING
Some people believe
However
Although
COMPARING
Equally
Similarly
In the same way
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…
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.
Approaching the task
1.
2.
3.
4.
5.
6.
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