Enlish Language Exams GCSE Argue, Pursade, Advice, Inform, Explain, Describe

• Suit your Writing (what is the purpose? what is the Audience?)
• Use the correct Languge/ Tone
• Communicate ideas clerly and Logically
• Use Varied Vocabulary
• Vary Linguistic Devices
• Use Sentances and Paragraphs
• Use Structural Features (conclution, introduction...)
• Check all Spellings
• Check the use of Punctuation
• Use the correct grammatical Structures

B

• Good understanding of Purpose and audience shown in writing
• Well structured-paragraphs used to aid understanding
• Developed, sophisticated vocabulary

A

• Effective and Consistant writing for purpose and audience
• Carefully structured to aid understanding and impact
• Sentance structure controlled with effective use of sophisticated vocabulary

A*

• Carefully crafted writing for purpose and audience
• Fluent and Controlled
• Range of sophisticated Punctuation and carefully selected vocabulary used to achieve effect

For both sections (writing to inform explain describe and writing to argue pursuade advice) you get 45 minites

3 Steps to success

• PlanSpend 5 minites planning points and order
• Writing Your Response-This should take about 35 minites
• CheckingSpend 5 minitesCheck spellings and make improvements to language, tachniques...

Checking

• Spelling
• Punctuation
• Paragraphs
• Better opening/ Conclution
• Variety of Punctuation/words?

• Use clear Logical Points
• Use Facts opinions, and Examples
• Use Emotive or Humorous Language
• Use Retohical Questions
• Use "we" to associate with the reader
• Use a Counter argument to show you have considered other views

• Formal Language
• Balanced Sentances
• Poeples Opinions (could be made up)
• Examples or Situations
• Range and Variety of Points
• Attack opposite view
• A neat Conclution

• The most Important aspect
• Sometime
• On the other hand
• Firstly
• However
• Nevertheless
• On Balance
• Moreover
• Despite the View That
• You may think
• Research Shows
• The evidence proves
• Another factor to consider is

• The aim is to convince the reader
• Use interesting adjectives and verbs
• Use second Person (you)
• Emotive use of Language and Repitition
• Possibly shock the reader
• Use "we" or "our"
• Use Tercniques like rule of 3 alliteration and short sentances

• Some People think...
• It would be useful to consider...
• In my Experience..
• Common sence dictates...
• History Demonstrates..
• Imaginge what would happen if...
• I have no doubt that...
• I am sure you will agree..
• All reasonable people believe...
• There can only be one conclution...

• Facts and Statisics
• Examples and Anecdotes
• Logically Organised Ideas
• Use Conjunctions (so, therefore, however)
• Adverbs (inevitably, certainly)
• Quotations from important organisations
• Memorable slogans
• Alliteration
• Similies and Metaphores
• Lists of 3
• Repeated sentace structures
• Speak Directly to the Reader (you)

• You should aim to reassure and challenge
• Takes a number of differant forms
• Imperative and model Verbs are often used
• Use a range of vocabulary and Sentance Structures.

• Formal Language
• Establish a relationship with the audience
• Provide Reasons
• Empathise with the readers problem
• Give a range of suggestions
• Use Model Verbs (could, should, might)
• Build the readers confidence
• Adress the Reader personally (you)
• Ise Imperatives and commands (you should, make sure that you..)
• Raise questions and give arnswers
• Use Bullet Pointed Lists
• Use a Clear Conclution

• You might be a le to...
• Have you Thought about...
• I undersatnd that you feel...
• Onbe solution might be...
• I think that you should...
• Be confident about...
• Make sure that you...

• Use Subheadimgs to seperate points (if appropriate for purpose)
• Use questions as sub headings
• Answer questions directly
• Deal with each point in a simple sentance, then elaborate
• Use "you" and "your"
• Use sentance Structures such as "If... then you should..."
• Use good Vocabulary

• The aim is to Tell the reader Something
• Organise Ideas coherently in Linked Paragraphs
• Informative writing can be personal and sometimes tells you something about the reader
• To make it effective it is important, how you express your ideas
• Writing should be lively and interesting

• Express yourself Clearly
• Choose Vocabulary Clearly
• Make work organised and Structured
• Work detailed and points well developed

• Clear Introduction
• Provide Context for what you are writing
• Look at differant aspects of the topic
• Use Detail
• Logical Organisation
• Use of Persoanl Experience
• Present Tense
• Links Between Paragraphs
• Unusual and Interesting Details on the Topic

• There are many kinds of...
• The one i am most interested in is...
• The pleasure I find...
• The excitemnet lies in...
• By far the most interesting aspect is...
• In order to begin you need to...
• Make sure that you...
• Some people enjoy...
• Other kinds of...

• You have to give answers to how? and why?
• Give detail in the explanation
• Ask questions to generate Ideas
• Give Examples
• Use Punctuation
• Mkae writing Interesting and Amusing

• Range of Reasons
• Appropriate Detail
• Examples to support Explanation
• Range of responses to How and Why
• Points expanded and Linked

• Adress the reader in a general way-you, people
• Use simple presant tense
• Use connectives

• Because...
• Another Reason...
• Although...
• The most Important...
• Despite the fact that...
• Later on I ...
• Ad a result...
• Consequently...

• You are trying to paint a picture with words
• Use a range of Techniques
• Structure Ideas Carefully
• Describe the atmosphere
• Use a range of Vocaba dn sentance structure

• effective discription depends on thoughtful and original language
• use similies and metaphores
• keep reader interested using vocabulary

• Wide range of Appropriate detail
• Adjectives and Adverbs
• Colour
• Senses;sight, smell, touch, texture, taste, sound
• Use words to convey feelings and atmosphere
• Metaphor/similie maybe personification
• personal reactions
• variation of sentance length and type
• rich and varied vocabulary