Success Criteria

• You write a letter.
• Use language to persuade/argue
• Aim to write approximately two sides.
• The total marks for this question is 24 marks.

Writing to argue/persuade

CARS CDS BLT

Puncuation to remember;

Full stops, Commas, Capitals, Semi- Colon, Apostrophes, Inverted Commas.

LUDICROUS, FLABBERGASTED, DISGRACEFUL

Key Spellings:

Look over there (Place), They are = they're- see if it fits in, Their (belonging)

Connectives- And = further, furthermore, additionally, So = thus, hence, therefore But = However.

Commas/Although/Rhetorical Question/ Short Sentences

Colons/Dashes/Semi-Colons

Brackets/Ly sentences/Triples

Commas- It is wrong, However ______/ Firstly, I am _____. However, I

Capitals- Places, Names, Days, Months/ Dash- adds extra information.

Semi- colon; used instead of 'because'/ Colon: Used to introduce a list.

Apostrophes Goes on owner/owners' E.g. The chilren's thoughts.

Apostrophes didn't= did not, I am= I'm, I have= I've, It is= it's

 'Inverted Commas' for slang/ to make words stand out.

• Use language to inform/ explain/ describe.
• Write approximately one page.
• Marks for this question is 16.
• Script/ Blog/ Letter/Article/Email

CARS CDS BLT

MORSE CODE P (Describing Devices)

Higher Level Words for Q6 and Q5:

Nice= pleasant, wonderful, agreeable, charming

Good= Fabulous, tremendous, worthy, virtuous

Bad= horrific, appalling, dreadful, inexcusable

Big= immense, vast, grand, enormous, unlimited

Commas/Although/Rhetorical Question/Short Sentences

Colons/ Dashes/ Semi Colons

Brackets/ Ly words/ Triples.

Metaphor/Onomatopoeia/Repetition/Senses/Emotive Words

Colours/ Oxymoron/ Details/Exaggeration/Personification.

BANNED WORDS- Q5/Q6:

LOADS/DONE/LIKE/DISLIKE/KIDS

Good words- Q5/Q6

Good/Pleasant/Adore/Wonderful/Charming/Fabulous/Tremendous

• Write about the presentation of the sources
• Explain the effect
• Compare the way they look
• Link to GAP.

I C FIBBS CHIBS

Images/ Colour/ Fonts/ Italics/ Bold/ Bullet Points/ Sub h+Headings.

Captions/Hyperlinks/ Images/ Boxes/ Slogans and Logos.

Highlighted = Most Important

Red = Danger, anger, love, hate, fear

Black = Evil,dark,hatred,fear

Green= recycling, protecting, environment, nature.

Yellow/orange = happiness,lively colour.

Some starting sentences:

Source one has ______ Whereas source two has ______

Both sources have ______ these _____

The logo makes the reader think ____

This suggests _____/ The image suggests ____/ This emphasises _____

This creates a friendly tone.

Start by explaining the images:

How many? Size? Location? Who is in the image? Facial Expressions? Suggesting what emotions?

Why? Effect upon the reader? What Objects? Why? Effect? What does it suggest? Background? Suggest? Type of image- Cartoon for humour? Photograph to show reality and serious tone?

• Language Features
• Inform/Describe

Point identifying what language device is used

Evidence: "quote the device"

Explain: the effect upon the reader

Zoom in on  what key words suggest.

Zoom Out: Link it to the text.

Devices:

ACE FOREST STRIPE (Persuading)

MORSE CODE P (Describing)

Alliteration/ Colloquial Language/ Exaggeration

Facts/Opinions/Rhetorical Question/Emotive Language/Short Sentences/ Three in a row

Sarcastic tone/Technical Language / Repetition/Imperatives/Personal Pronouns/Ellipsis

Metaphors/Onomatopoeia/Repetition/Similes/ Emotive Words

Colours/Oxymorons/Description/Exaggeration/Personification.

Starting Sentences:

The writer uses/ The word ' ' suggests/ The phrase ' ' suggests/ To persuade, the writer uses/ To describe, the writer uses.

The effect upon the reader/ This makes the reader think of/ This makes the reader feel/ This highlights that/ Further, It implies.

• Read the source and place the main points or ideas of the source into your own words.
• Embed short quoted into your answers
• Explain the inference (hidden meaning) of the quotations or source e.g. 'This suggests.../ This implies.../ This shows...
• Refer to the GAP: Genre (type of text) Audience (Who it is aimed at) and purpose (Explain, inform, describe, argue/persuade)
• Maake 5-6 Paragraphs for Q2.
• Make 2 points with quotes for Q1b (Much shorter ansqwe than Q2.

Starting sentences Q2 and Q1b:

The source is about___/ The writer's view is that___/ The writer is arguing that___/ The reader discovers that ___/ The issue discussed is ___/ This souce is persuadiing the reader___

• The travel writing is describing___/ The article is explaining how___/ The reader is told that___/The article is aimed at___/ The leaflet is informing the reader about___/ This suggests/ This implies/ This shows/This creates the impression.