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6 Q Section B Q 5 Q 6 16 marks 24 marks TASK Write 6 Q Section B Q 5 Q 6 16 marks 24 marks TASK Write your teacher a sentence persuading her that you are confident about the upcoming English exam. You must use the sentence type you are assigned. 24 mins 36 mins

6 Q Section B TASK Use: • 1 short sentence for effect • 1 6 Q Section B TASK Use: • 1 short sentence for effect • 1 complex sentence • 1 semi-colon sentence Q 5 Q 6 16 marks 24 mins 36 mins

Section B Q 5 Q 6 16 marks 24 mins 36 mins Q 6 Section B Q 5 Q 6 16 marks 24 mins 36 mins Q 6 Writing to Persuade or Argue WALT: write effectively for a targeted audience

The skills required for PERSUADE question 16 marks are awarded for your ideas and The skills required for PERSUADE question 16 marks are awarded for your ideas and WHAT you write. 8 marks are awarded for HOW well you write it. 16 marks awarded for: • Use of appropriate vocabulary and tone for the audience. • Clear and organised ideas. • Use of persuasive techniques. • Use of structure. 8 marks awarded for: • Writing in full sentences (full stops and capital letters) • Variety of sentence types: Short sentences for effect Compound sentences Complex sentences • Complex punctuation • Paragraphs • Spelling

Reading the question Write a letter to local Y 6 parents persuading them to Reading the question Write a letter to local Y 6 parents persuading them to send their children to Winterhill in Y 7. Write the text for a speech persuading your year group to start a campaign against waste. Write the text for an assembly, persuading your year group that global warming is a serious issue. It sounds obvious, but you must write what you are asked to write. If you’re asked to write a letter, make it look and sound like a letter. If you’re asked to write an assembly, use features typical of an assembly in your work. You must ensure your language is appropriate for the audience specified in the question!

Make your audience CARE! TASK Audience What do they care about? Students Food, education Make your audience CARE! TASK Audience What do they care about? Students Food, education / exams, music, film, friends, relationships, beauty, money Parents Safety, their children’s education, money, jobs/careers, economy, news Headteacher Reputation of the school, money, education, uniform and standards, staff, school activities. Local businesses /MP Money, Advertisement, reputation, improvement to the area/business. Example

Your school is running a campaign during its ‘Healthy Eating’ week to persuade students Your school is running a campaign during its ‘Healthy Eating’ week to persuade students to buy and eat more fruit. You have asked you to produce an article that will be given out in the dining hall. I know what you’re thinking. You’re sick of hearing about it. 5 -aday, 5 -a-day… you feel like you hear about healthy eating 5 times a day! But the truth is, everyone’s doing it. Last week, the Beckham family were seen out in L. A all chomping on apples on their way to a football game. Jennifer Lopez, known for her flawless appearance even said in a recent interview that fresh fruits were the secret to her stunning figure and clear skin. How have I made students care? Sympathised with them Celebrities Youthful language Beauty

Now, make your audience CARE! TASK Audience Students What do they care about? Example Now, make your audience CARE! TASK Audience Students What do they care about? Example Sick of getting up early in a morning? Evening classes could mean turning off the morning alarm and only turning up at school in the evening. Parents Headteacher Local businesses /MP Persuade your audience that evening classes would be beneficial at Winterhill school.

GCSE English Unit 1 (H) Section B – Writing Giving your writing personality F GCSE English Unit 1 (H) Section B – Writing Giving your writing personality F I R E L A R P Facts and Figures Involve the reader using a Pronoun Rhetorical question Exaggeration and Emotive language List of three (‘rule of three’) Alliteration Repetition Personal experience (an ‘anecdote’) TASK: Read the example and annotate the features.

TASK: Using persuasive features Write the text for a speech persuading students to attend TASK: Using persuasive features Write the text for a speech persuading students to attend revision classes in the run up to their GCSE exams. FACTS AND FIGURES ALLITERATION Pick a feature out of the hat and write a couple of sentences, including this feature, that could be included in your exam answer. INVOLVE THE READER USING A PRONOUN. LIST OF THREE REPETITION RHETORICAL QUESTION EXAGGERATION AND EMOTIVE LANGUAGE

6 Q Section B Q 5 Q 6 16 marks 24 mins 36 mins 6 Q Section B Q 5 Q 6 16 marks 24 mins 36 mins TASK Write a paragraph persuading your head teacher to organise a trip to a destination of your choice. Use: • 1 short sentence for effect • 1 complex sentence • 1 semi-colon sentence

WALT: Structure Q 6 answers effectively and link points together. Mark Skills Mark Band WALT: Structure Q 6 answers effectively and link points together. Mark Skills Mark Band 4 • Engages the reader with detailed, succinct argument, a range of persuasive ideas, abstract concepts, vivid detail • Makes and sustains the purpose, intention and objective of writing the article. • Writes in a tone which is appropriately serious but also informal and captures the audience ‘Convincing’ ‘compelling’ 13 -16 marks Mark Band 3 ‘clear’ ‘success’ 9 -12 marks • Engages the reader with more detailed and persuasive ideas, abstract concepts, vivid detail • Clearly states the purpose and intention of writing the article. • Writes in a tone which captures the audience

GCSE English Unit 1 (F) Section B – Writing An example of a structure GCSE English Unit 1 (F) Section B – Writing An example of a structure for a persuasive piece R Rhetorical Questions A Anecdote (A descriptive paragraph outlining how dramatic or miserable things will be if your ideas are not acted upon) T Turning point P Positives that can be gained from your ideas (Why they should do as you say. Use facts and figures to reinforce your points. ) O O Opposing view (crushing it) (I understand that… However, this is wrong because… Overview TASK: Read the example and annotate the structure. You do not have to use this basic structure but it can help you think about how important using paragraphs is in order to break up your ideas and develop your points.

Linking paragraphs together But you don’t have to end up this way. You could Linking paragraphs together But you don’t have to end up this way. You could have a happy, healthy future in front of you. Give yourself a chance. Don’t smoke! Surely everyone would choose happiness and good health over smoke-related diseases. Scientists have proved that staying away… We all agree it was the best decision we could have made for our health and our futures. ” Now it’s your turn to make the right decision. Don’t allow tobacco to ruin your health. Give yourself a chance. Don’t smoke! I use words from the previous paragraph in the topic sentence of the next one. And again…

Give yourself a chance. Don’t smoke! It seems that many more of us are Give yourself a chance. Don’t smoke! It seems that many more of us are giving our bodies a chance by not smoking. Give yourself a chance. Don’t smoke! TASK: Read the example and annotate where I have linked points I repeat phrases at different points in the writing: beginning, middle and end.

Example question. RAT / POO Your school is inviting entries for a writing competition. Example question. RAT / POO Your school is inviting entries for a writing competition. The topic is ‘Pet hates’. Create a piece of writing persuading students in your school that your ‘pet hate’ should be abolished. Now, structure your writing into a persuasive speech. STUDENTS IN YOUR SCHOOL Link points together

Self assessment Shade in your links. Give yourself a band mark, a positive comment Self assessment Shade in your links. Give yourself a band mark, a positive comment and a target to the next mark. Mark Skills Mark Band 4 • Engages the reader with detailed, succinct argument, a range of persuasive ideas, abstract concepts, vivid detail • Makes and sustains the purpose, intention and objective of writing the article. • Writes in a tone which is appropriately serious but also informal and captures the audience ‘Convincing’ ‘compelling’ 13 -16 marks Mark Band 3 ‘clear’ ‘success’ 9 -12 marks • Engages the reader with more detailed and persuasive ideas, abstract concepts, vivid detail • Clearly states the purpose and intention of writing the article. • Writes in a tone which captures the audience