How Do I Improve My Grades In GCSE Writing?

Sally Jones

Description

A clear, concise revision guide to boost your grade, written by a tutor who is familiar with the requirements of the new GCSE examination. It is so simple you can use it for last minute revision.The skills and requirements for the GCSE English language exam are very specific: retrieving information from texts, inference, analysis of language, presentational techniques and comparing texts are some of the skills needed. For writing, students are required to engage the reader and produce a response, which relates to the purpose and audience. This book teaches students how to write using different purposes - to inform, explain, argue, advise, describe, persuade, review and how to make the tone and register of their writing suitable for the audience.It emphasises the P.E.E or P.E.T.E.R technique, so students have a blue print (format) to work from; make POINT, give EVIDENCE, comment on TECHNIQUE, EFFECT and RESPONSE. This helps students to develop analytical skills for non-fiction tasks and responses in English literature papers.The students are also taught to use rhetorical techniques - groups of three, speaking directly to the reader, rhetorical questions, inclusive pronouns as well as stylistic devices like similes, metaphors and high level vocabulary. The aim of this book is:- To help every child gain a grade C in GCSE English.- To outline the requirements of the present GCSE course and to teach students to structure and organise a piece of writing- To teach students to look for key words in a task and to plan a suitable response.- To teach students to use linguistic and stylistic devices.- To show them how to use rhetorical techniques.- To teach P.E.E techniques and to teach the analytical skills required for English language and literature tasks.- To teach good spelling, punctuation and grammar.

Informations

• Publié par: Andrews UK
• Date de parution: 21 mai 2014
• Nombre de lectures: 0
• EAN13: 9781907733963
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Contents

Basic GCSE Language Let’s Write an Argument Writing to Persuade Writing to Advise Writing to Inform Writing to Explain Writing to Describe Writing a Review Writing an Article Understanding NonFiction

1 26 40 58 62 68 72 75 78 89

©Copyright 2014

For Ana-Maria, Vlad, Rahan, Katie, Mahir, Serene, Nisha and Caroline

Written by Sally A Jones, Amanda C Jones, Annalisa Jones Illustrations and photographs by Annalisa Jones

Published by GUINEA PIG EDUCATION

2 Cobs Way, New Haw, Addlestone, Surrey, KT15 3AF. www.guineapigeducation.co.uk

NO part of this publication may be reproduced, stored or copied for commercial purposes and profit without the prior written permission of the publishers.

ISBN: 978-1-907733-81-9

Getting started:

LEARN SOME

GCSE LANGUAGE ON THE NEXT FEW PAGES.

Hi guys,

In this book, I am going to show you how to interpret what the examiner requires in a typical writing task; how to gauge the right tone and the right language; and the techniques you can use to write a well structured response.

What do I mean by this? Well, let’s take a look at a typical writing task that might appear in your GCSE exam: “Write an article for your school magazine, persuading students to join in an extra curricular activity, working with young disabled children.” This may seem a fairly simple question, but it is important that you identify what the examiner wants and what is going to get you those extra marks. Whatformwill your writing take? Will it be a report, an article, a letter or a biography? What will be the purposeof your writing? Well, there are several purposes: you can write to argue, persuade, advise, inform, explain, describe, review or even entertain.

The purpose of our question is to ‘persuade’, therefore, you must use persuasive language to convince your reader, to get him or her on your side and to see your point of view. For example, you could write: “It would look extremely impressive to have this community volunteer work on your C.V.” or “We have no doubt that many students will wholeheartedly support the project.” Both these examples are very persuasive and will convince the reader to support your cause. It is also essential that you identify with the reader, getting him or her to think in a certain way, whilst using, different stylistic techniques. For instance, the following example uses a group of three and alliteration to reinforce the writer’s message: “We are positive that working in the community as a volunteer will be rewarding. We know it will enable you to become a caring, co- operative and compassionate individual.”

To impress the examiner, you must use all those persuasive, rhetorical techniques: groups of three, anecdotes, emotive language and rhetorical questions. You will also need to use pronouns like ‘you’ and ‘we’, that speak directly to the reader and encourage him, or her, to get involved. Therefore, it is extremely important that you use high level vocabulary, including powerful adjectives, verbs and adverbs. Use some repetition, some exaggeration, some linguistic devices, like alliteration. You can also use emotive words: “The group is desperate for your support.” The word ‘desperate’ is extremely emotional; it tugs at your heartstrings, making you want to help.

What else do you need to consider before you start writing? Well, you need to ask, who are my target audience?If you write a blog on the internet for young people, it may be quite informal; you might use some non-standard English or colloquial language. You might write, “Are you up for some volunteer work?” This chatty style of writing is the way you write to friends. However, in your exam, you must always write in standard English, using good grammar and punctuation; this means, if you have to write informally, it is essential that you adapt the tone of your writing to target a teenage audience without using any slang, street talk or text language. Similarly, if you are writing to the head teacher, chairman of the governors or your local MP, you should write in precise and formal language. Remember, you must aim the content and style of your writing at your target audience, making sure, your choice of language and vocabulary suit the age and status of your reader.

I hope that wasn’t too difficult. Carry on reading through this book and work through the activities, so you learn to identify what the examiner wants and what is going to get you those extra marks.

STEP 1

If you are aiming for a C grade or above, take time toREAD this book...

It would bedisastrous if you could not read the longer words. Can you read the worddisastrous?

To practise reading, you can dip into novels, magazines and newspaper articles?

Take time to EXPAND your vocabulary.

Record here a list of words that you stumbled on the first time you saw them...

STEP 2

Next, be aware of the importance of thesetwowords:

AUDIENCE

Make sure you know what kind of people the writing is aimed at. A target audience could be:

‣ teenagers

‣ adult readers of a newspaper

Make a list of some more audiences.

PURPOSE

Make sure you know the PURPOSE of your writing. Is it to argue , persuade , explain , advise , inform , describe , review or entertain ?

To get good grades your writing mustsuit the purposeandtarget audience.There must becluesin the language you use.

Writing can be:

‣ F ORMAL

Formal writing uses standard English. This is the way a newsreader speaks. Use formal language when addressing an adult audience.

‣ I NFORMAL

“It is essential that...”

Informal language uses non-standard English. It uses local dialect, colloquial English or slang.

“That is cool...”

If you have to write an informal piece in your writing task, you must not use colloquial language or slang. Instead you must use standard English, good grammar and punctuation. You must adapt the tone of your writing to target a teenage audience.

STEP 3

To show off your analytical skills, use the:

POINT

EVIDENCE

EXPLANATION

technique. Use this for the ‘understanding non-fiction’ examination tasks and for English literature essays, when you write about novels, Shakespeare plays or poetry. Do not use this technique in your short or long writing assignments.

Or alternatively use:

POINT

EVIDENCE

TECHNIQUE

EFFECT

RESPONSE

P E T E R

Example

The writer uses language to show strong emotion.

An example of this is when the narrator refers to, “..................................................”.

The writer uses figurative language, a metaphor to show ...

This shows that something sinister is going to happen.

The reader experiences a dark atmosphere and sits on the edge of his or her seat wondering what will happen.

To achieve a higher grade you can give a more sophisticated response.