This paper is divided into 2 parts

We will begin with Section A

Section A: Directed Writing (40 marks)

• One compulsory question
• One or two texts
• Write between 250-350 words
• This question is assessed for Reading & Writing: 25 marks for writing; 15 marks for
reading
• You will create an opinionated piece – (discursive/argumentative/persuasive) in the
form of speech, letter or article.
This paper is 2 hours long.
You should spend 1 hour on each section.
Or you may decide to spend 1hour 15 minutes on Section A (due to the reading element) and 45 mins on Section B.
P ersonal pronoun Don’t forget your Literary
I mperative Devices

C ompliment
Use a combination of these
techniques, in EACH of your
P ersonal experience (anecdote) paragraphs to support your
E xaggeration view and make your writing
R hetorical question + repetition better.
S tatistics and figures
U se of authority Think of these techniques
like cement which hold
A lliteration together and support a
building
D escriptive language
E motive language
R ule of three
 You must decide, from
Features deconstructing the question,
which techniques will be most
appropriate.
Direct address (personal pronouns)
Alliteration + Anecdotes
Facts, figures and Figurative Language
Opinions Balanced Argument
Rhetorical questions + Repetition Acknowledges the opposing view
Emotive Language + Exaggeration One sided
Statistics More emotional
Triple (Rule of Three)
Checking Our Learning: What technique is being utilised?
1. "I remember when I first volunteered at the shelter, and it completely changed my
perspective on giving back."
2. "According to Dr. Smith, a leading expert in environmental science, immediate action is
crucial to combat climate change."
3. "We need to act quickly, decisively, and responsibly to address this issue."
4. "The new phone is so fast, it feels like it can solve world problems in seconds!"
5. "Please sign the petition today to help save our local park!"
6. "How many times do we need to see the same mistakes? How many times will we
ignore the obvious?"
7. "Your dedication and hard work have truly made a significant impact on our
community."
8. "Recent studies show that 80% of people who exercise regularly report feeling more
energized and happy."
9. "The heartbreaking images of the disaster left me feeling devastated and helpless."
10. "I believe we can make a difference if we work together on this project."
11. "The shimmering stars silently sparkled in the sky."
Checking Our Learning: Answers
1. Personal Experience (Anecdote)
2. Use of Authority
3. Rule of Three
4. Exaggeration
5. Imperative
6. Rhetorical Question + Repetition
7. Compliment
8. Statistics and Figures
9. Emotive Language
10.Personal Pronoun
11.Alliteration
Starter:

Recall: What does FAPP stand for?

Challenge: come with examples for the following techniques:

• Triple
• Statistics
• Use of authority
• Alliteration
• Emotive language

Persuasive Writing
l.O.: to write a persuasive speech.

Outcomes:
To understand the structure for a speech.
To understand and apply a variety of persuasive techniques.
To create an effective persuasive piece.
Student Practice: Mini Task F – Form
A - Audience
FAPP
P - Purpose
FAPP the question before you P - Perspective
Mini task: begin…
Task:
Write a speech persuading the headteacher that Year 11 pupils should
Write a speech
be allowed topersuading the headteacher
wear non-uniform thatyear
in their final Yearof11secondary.
pupils should be
allowed to wear non-uniform in their final year of secondary school.

• What does this information tell you?

• How will you write for the correct purpose?
• How should you write to a headteacher?
• What do you know about speeches?
Determine and decide the form (discursive,
argumentative, persuasive) that will be best for your
task and purpose, before planning and writing your
speech.
Main SPEECHES
Make sure you are certain of the purpose; the underlying purpose will always be to
persuade.
Note:
Writing frame: The techniques in each
paragraph can differ, but
Introduction greeting followed by a STRONG OPENING. make sure you have at least
go straight into the issue one technique per
use fact/stats/question/quote paragraph.
Body: Anecdote tell a story that supports your points
Use authority quote someone that has some knowledge of the topic
facts/stats refer to facts and statistics to back up your point

Conclusion: summarise your speech

look to the future – what will/won’t happen due to what has been stated.
End with a powerful statement/question/triple.
Student Practice: Mini Task
Topic sentences
Discourse markers
Good afternoon, Headteacher, esteemed staff and fellow students. Persuasive techniques

Today, I stand before you to discuss a matter that is very close to our hearts: allowing Year 11 students to wear non-uniform in their final
year of secondary school. This idea might seem simple at first glance, but it carries significant benefits that can enhance our school
experience in meaningful ways.

We understand and appreciate the role that uniform plays in maintaining equality and discipline. However, as students who have spent
five years adhering to the uniform policy, we believe that granting this small concession in our final year will align with our growing
maturity and responsibility.

Imagine walking into school every day in Year 11, a year filled with stress, hard work, and preparation for our future. We are on the brink
of adulthood and this is our last chance to make our mark as students before moving on to the next chapter of our lives. Allowing us to
wear non-uniform would not only give us a sense of individuality and personal expression but also make us feel more comfortable and
relaxed during a crucial year. It would be a gesture of trust and recognition of our growth. Picture how uplifting it would be to come to
school each day knowing that our personal style is acknowledged and valued.

In conclusion, granting Year 11 students the option to wear non-uniform in our final year is a gesture of trust, a practical benefit and a way
to acknowledge our maturity. It would enhance our final year experience and better prepare us for life beyond school. We hope you will
consider our request not just as a change in dress code, but as an opportunity to support our growth and celebrate our achievements.

Thank you for your time and consideration.

 Success Criteria
Student Practice: Mini Task
Annotate the example

R1+2+3+5 & W1+2: W3+4+5:

Content & Structure Style & Accuracy
• Clear Point of View • Topic sentences
• Developed explanations • Connectives and discourse markers
• A range of persuasive features • A range of sentence types
• Clear structure (Intro-Body-Conclusion)
• Effective use of punctuation (4
• Paragraphs to organize information
• Strong evaluation different types)
• A wide range of vocabulary
Mini task:
Using the success criteria highlight/underline:
• Topic sentences
• Persuasive techniques
• Discourse markers

Relate whether a clear point of view is established and whether there is a strong evaluation
 Article Overview
 Headline and sub-headings
 Emotive language if appropriate
 Very factual and formal
 A mixture of fact and opinion
 Expert opinion
 3rd person
 5 W’s & H in the opening paragraph. The rest of the
article gives more information and elaboration.

Structure
 Opening – engaging the reader, outlining
the main point of the article
 Middle – a series of paragraphs that go
into more detail
 End – a concluding paragraph that draws
the points together
What is the difference between a
newspaper article and magasine
article?
Newspaper Magasine
Register Formal Informal/semi-
formal
Voice Objective/unbiased Subjective/biased
Purpose Inform Inform, Persuade,
Advise and
Entertain
 NEWSPAPER ARTICLE
PURPOSE AND REGISTER:
TO INFORM AND REGISTER IS FORMAL.

In the exam they

Structure
may give you a Heading: will be catchy – can be a pun or
heading. alliterative
If they don’t it IS
NOT necessary to
write one Paragraph one: summarises the main event, the
reason for the article; relates the WHO? WHAT?
Responds to WHERE? WHEN?
the bullet point
using the
information Paragraphs two – five: give details about the
from the event and answer the questions: WHO? WHERE?
passage.
WHAT? WHY? WHEN? HOW?
SHOULD INCLUDE AT LEAST ONE WITNESS
STATEMENT ALONG WITH FACTS/STATS TO
 MAGAZINE
ARTICLE
PURPOSE AND REGISTER:
TO ENTERTAIN AND INFORM; IT IS GENERALLY
INFORMAL.

In the exam they

Structure
may give you a Heading: will be catchy – often a pun or alliterative
heading. Have at
If they don’t it IS least 3
NOT necessary to Paragraph one: introduce the topic and set the
quotestone.
from
write one. 3 different
authorities
Responds to Paragraphs two – five: will give details on the 5
the bullet point
using the Ws
information will have quotations from
from the people interviewed on the
passage.
topic/surveyed, as well as facts and stats.

Paragraph six: conclude your topic and end with a

 Form - Article
Audience (+Register) – Teens/semi-formal

Task Perspective - Journalist

Purpose – inform + persuade
Question 1
FAPP the question.

Write an article with the title, ‘Thinking about Nothing’ for a teenage magazine. In your article, you
should:

• explain the writer’s ideas about boredom and its potential benefits
• evaluate how far these ideas are helpful in your life and the lives of your readers.

Base your article on what you have read in the passage, but be careful to use your own words. Address
each of the bullet points.
Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the quality of
your writing.
 Read, Highlight
and Plan
 Once you have ‘FAPP’-ed the question it’s time to actively
read the passages and highlight your main points.

 Ensure you have at least 2 highlighters, make yourself a key

and then highlight the pros (in one colour) and cons (in
another colour)

 Once you have finished highlighting, collate your points in a

table or spider diagram, number them and assign a
technique to each point in order to remember to use them.
 Plan It!
Boredom Benefits Drawbacks
• Gateway to reflection Allows one to learn from their You try to avoid boredom
• Enables meditation mistakes leading to indulging in
problematic activities
• Be in the present Allows me to be more social,
• Allows us to engage with my surrounding, Seeing it as a negative means I
understand our world appreciate nature avoid it making me less
reflective, less self-aware and
• People see it as torture Allows us to understand ultimately disconnects me
people, emotions, social from myself and the world,
because they don’t situations and how to conduct therefore affects mental health
know how to utilize it our selves in it – we learn
• Perceived as a negative empathy If I perceive it as a negative
– a character flaw then we pass that view down
to our children making them
not utilize boredom either.
 Plan It!
Organise your points:

Intro – Purpose + Technique

Body 1 – Point 1 + Technique

Body 2 – Point 2 + Technique

Body 3 – Point 3 + Technique

Conclusion – Re-state purpose and technique

 Thinking about Nothing
Starters:
Have you ever found yourself staring into space without any recollection of what you were
thinking about?

Well, you are not alone. Thinking about absolutely nothing is……..

Dr. Faustus, lead Psychiatrist at Able Special Clinic has stated “Boredom is the key to mental
health.” Over the years there has been many negative ideas associated with boredom, however,
recent studies and surveys conducted by lead psychologists have related how boredom is
actually beneficial to us.

Ending:
Thus the next time you experience a ‘blank’ moment embrace it.
Marking Criteria for Section A, Question 1 Criteria For Reading (Out of 15 Marks)​
Writing (Out of 25 Marks) Self Reflection Level 6 (13–15 Marks)​
Level 6 (22–25 Marks) • Evaluation: You successfully evaluate both explicit
• Style: Writing is highly effective, using persuasive and implicit ideas and opinions from the text (3-5
techniques such as rhetorical devices (5 or more instances times)
per paragraph) and varied sentence structures (5 or more • Response: Your response is well-developed and
instances per paragraph) to convey subtle meanings clearly. shows a deep understanding of the text.​
• Structure: Response is meticulously organized with clear
logical progression (5 or more PIPS), making it easy to follow.
• Vocabulary: Employs a wide range of sophisticated
vocabulary (5 or more varied high-level words per
paragraph) used with precision.
• Accuracy: Spelling, punctuation, and grammar are almost
always correct, with fewer than 2 errors throughout the
response.
 LO: to understand how to develop a response to ideas within a text
Date:
Formulate a thoughtful and coherent response to ideas in a text
Analyze and critique the ideas presented in a text by identifying strengths and weaknesses
Effectively engage with the ideas in a text by synthesizing your own insights with a text

Writing a balanced
response
STARTER:

Remind yourself of the meaning of each of these:

 Bias
 Emotive language
 Counter argument
 Evaluative comments

 Extension: why do you have to consider these? How can you use
them to help you develop an answer?
F - form
A - audience Mini response: identify and
P - purpose
P - perspective evaluate the ideas expressed in
Fiona Carnie’s article. Give your
own views on the topic.

Do step 1 now – 1 minute!

Step 1: FAPP identify
Do step 2 now – 7 minutes Step 2: read back through the text and
highlight anything relevant/interesting
Step 3: plan
te s
in u
7 m
w –
3 no
step
Do
MODEL PLAN
Mini response: identify and
evaluate the ideas expressed in
Fiona Carnie’s article. Give your
own views on the topic.
Point/idea in Evidence Explicit meaning Implicit meaning – Opinion & why Solution
response to article what can we infer;
what is the writer
suggesting? Context
& bias

A 4 week holiday ‘popular with Students enjoyed This is a better option May not be Perhaps schools in
is a preferred students’ this change to the for students. popular with different areas
option by all. school year. Will give students pupils from should be
something to do – different schools. surveyed in order
stops them from to gauge opinion
becoming bored
PIPS MODEL TO REMEMBER FOR
YOUR EXAMS:

•Point: what is your idea or what is the view derived

from the text
•Inference of evidence & evaluation - explore
what has been said; consider explicit & implicit
meanings along with any bias.
•Personal response with reasons – how do you
respond to this particular idea? What is your opinion?
Why?
•Solution – can you offer a solution or judgement?
Is there another way of looking at or considering this
point?
Structure
The purpose of a Discursive text is to DISCUSS
the pros and cons of a situation.

It needs to address BOTH sides of the argument

equally.

A good discursive piece should ASSESS AND

EVALUATE ALL SIDES OF THE ARGUMENT IN A
NEUTRAL TONE and then provide the author’s
opinion at the end.
Structure
Introduction state the issue

Present one view Present one side of the argument

Present the alternative view Present the other side of the argument

Express your views, with subtle

Your view bias – supporting your points

Summarize what you have said and

Conclusion
refer back to the question
What to include in your writing:

 Balanced and calm tone of voice

 Technical and formal language where appropriate
 Reference to other sources of expertise / quotations
from famous thinkers
 Connectives to link paragraphs together (Equally,
Similarly, On the other hand, However, etc)
 Some persuasive techniques: PIC PERSUADER
devices
Letters The style of
Determine whether it is a formal letter or informal.
Formal letter will be written to people you don’t really know.
writing will
Informal letter will be written to friends and family members. vary
In your letter you need to: depending
Begin:
Formal: Dear Sir/Madam or Mr/Mrs (if name is given) on the
Informal: Dear (name of friend/family member) PURPOSE of
Paragraph 1:Formal: state the purpose straight away. your letter.
Informal: greet the person, ask after their well being and then state the purpose
of the letter.

Paragraph 2-4: should cover the bullet points (present and explain the arguments)

Paragraph 5: summarise your main point, re-iterate your purpose/point of view and then sign off.

Formal: Yours faithfully, (if you began sir/madam)

Yours respectfully, (if you began Mr/Mrs)

Informal: Yours sincerely,

Yours truly,
Regards,
Best wishes,
 M22 qp22
Question 1
The headteacher of your school or college is considering whether or not to allow learners to use fidget
gadgets in lessons. Write a letter to the headteacher giving your views.

In your letter you should:

• evaluate the ideas, opinions and attitudes in both texts
• give your own views about the possible effects on learners and teachers of allowing fidget gadgets to be
used in lessons.

Base your letter on what you have read in both texts, but be careful to use your own words.

Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the quality of your
writing.

FORM -
AUDIENCE -
PURPOSE -
PERSPECTIVE -
Practice Text
As you read 1st reading
the text, try
and follow What is the purpose?

the point of
view being
given.
What is implied or suggested?
Can you infer?
What are the
opinions or
attitudes of
the writer? Which views are expressed
explicitly?
How do you
know?
Reasons for fidgeting benefits Disadvantages
Stress Calm you Memory and comprehension is
sometimes badly affected
Focus issues Energises a person Distracting for others
Coping mechanism Helps with concentration Teenagers misuse it/don’t use it
responsibly therefore the benefits
are lost
boredom Psychological stimulation Does not lead to destigmatizing
Weight loss No concrete evidence that these
gadgets a truly effective
Reduces disruptive fidgeting
Increases memory capacity
Relief from boredom
Boosts creativity

Connectives:
Contradictory point - However, although, even though, on the other hand, alternatively, ,
contradictory to ….
Additional point - Additionally, moreover, furthermore, further still…
Conclusive - Therefore, thus, hence….
 Plan You could use the:
• Sandwich approach
Or

It!
• The layered approached

Intro – state your view from the start

Body –

P2: present view 1 with supporting evidence

P3: present view 2 with supporting evidence PIPS
P4: Present your view with supporting evidence

Conclusion – end with a summary of your main points,

reiterate your view and give them a choice and try to use
a triple or imperative to make a impactful ending.
Dear Mr Ibrahim,
This letter is to discuss the recent debate upon fidget spinners.
There seems to be two schools of thought: one group believes that
these fidget gadgets have created more distractions than reduce them;
while others have seen increased concentration and focus in students
because of them.

Fidget spinners……

Connectives:
Contradictory point - However, although, even though, on the other hand,
alternatively, , contradictory to ….
Additional point - Additionally, moreover, furthermore, further still…
Conclusive - Therefore, thus, hence….
Remembering key
information:
Letter  Formal
 Consideration of recipient
 Consideration of relationship
 Appropriate beginning and ending.
 Begin with Dear sir/madam unless you know the name.
 Opening sentence is precise and to the point.
 Ending: If you used someone’s name, end with ‘Yours sincerely,’
 If you didn't use their name, you used ‘Sir/Madam’ instead, so end with ‘Yours faithfully,’
Speech  Shows the speaker’s feelings
 Advise and appeal to the listening audience
 Relatively formal
 A mixture of fact and opinion
 1st person
 Emotive
 Rhetorical devices
 Use of inclusive pronouns e.g. we and us
Article  Headline and sub-headings
 Emotive language if appropriate
 Very factual and formal
 A mixture of fact and opinion
 Expert opinion
 3rd person
 5 W’s & H in the opening paragraph. The rest of the article gives more information and
elaboration.
• opening – engaging the reader, or outlining the main point of the article
• middle – a series of paragraphs that go into more detail
• end – a concluding paragraph that draws the points together
Achieving
formality
Here are a list of things you can do to make your writing
more formal:

 Polite tone
 No colloquial (chatty) language
 Ambitious vocabulary
 Use connectives; therefore, consequently etc
 No slang
 Address the person by their surname or full name
 No contractions (can’t, won’t, don’t, etc.)