AQA Language Part B Writing

WRITING QUESTIONS

QUESTION 5: 16 MARKS (25 MINS)

WRITING TO INFORM/EXPLAIN/DESCRIBE

• This is you now writing fabulous language for effect on the reader (examiner)
• This will relate to the 3 articles in some way so you may be able to use info from them E.g. facts (but don’t copy actual phrases/similes etc.)
• Don’t waste time having a big build-up – go straight in to an interesting part – make sure you have an engaging first line to capture the reader’s attention
• Write vivid words and phrases – similes/metaphors/emotive language/descriptive adverbs & adjectives/rhetorical questions to make interesting to read
• Avoid clichés ‘cold as ice’- make up your own similes
• Think about using the senses (taste, touch, smell, sound & sight)
• Include descriptive detail (not ‘tree’ but ‘oak/apple/sycamore tree’, not a ‘car’ but ‘a Ford Escort/Skoda/Rolls Royce/Bentley etc.
• Use long and short paragraphs and sentences for variety and effect
• Remember: you are marked on SPaG! Don’t lose marks on silly errors
• Think about your punctuation: use a variety including semi-colons
• Check spellings (know difference between their/there/they’re etc.)
• Edit carefully – check capitals/commas & full stops/paragraphs

PLAN QUESTION 5:

It is a good idea to do a quick plan for question 5.

• Think about the purpose (what you are being asked to do) and the audience, and jot down four to five key points on your answer booklet.
• You can then turn these points into descriptive paragraphs full of imagery (see above).

Revise descriptive language writing at home.

• Think of a topic e.g. write about an exciting trip/adventurous activity/favourite day/
• Plan first 5 mins (as above)
• Spend 20 minutes writing including an engaging opening, at least one simile, metaphor, personification, rule of 3, interesting verbs/adverbs & adjectives/fantastic last line
• Check using paragraphs and SPaG

QUESTION 6: 24 MARKS  (35 MINS)

WRITING TO ARGUE/PERSUADE

• Strongly suggested you answer this question first as worth so many marks (30% of exam)
• This is you now writing fabulous language for effect on the reader (examiner)

• This will relate to the 3 articles in some way so you may be able to use info from them Eg facts (but don’t copy actual phrases etc.)

• This has the same mark scheme as question 5 but worth a lot more marks
• Think about who you are writing it for – formal/informal, blog/letter ‘young people’
• Use language appropriate to audience

• Don’t waste time having a big build-up – go straight in to an interesting part – engaging first line to capture the reader’s attention
• Write vivid words and phrases – similes/metaphors/emotive language/descriptive adverbs & adjectives/rhetorical questions
• Avoid clichés ‘cold as ice’- make up your own
• Think about using the senses (taste, touch, smell, sound & sight)
• Include descriptive detail (not ‘tree’ but ‘oak/apple/sycamore tree’, not a ‘car’ but ‘a Ford Escort/Skoda/Rolls Royce/Bentley etc
• Use discourse markers (see list at back)
• Use long and short paragraphs and sentences
• Remember: you are marked on SPaG! Don’t lose marks on silly errors
• Think about your punctuation: use a variety including semi-colons
• Check spellings (know difference between their/there/they’re etc)
• Edit carefully – check capitals/commas & full stops/paragraphs

PLANNING FOR QUESTION 6: writing to argue/persuade.

• It is a good idea to do a quick plan for question 6.
• Think carefully about the topic you are being asked to argue or write persuasively about.
• Think of four points in support of your view. Think of one opposing point, which you can argue against in your writing.
• You can then turn these points into paragraphs.

Revise argumentative & persuasive writing at home.

• Think of a topic eg persuade a teenager to take up sport/parents to campaign for a children’s park/school to stop setting homework
• Plan first 5 mins (as above)
• Spend 30 minutes writing including an engaging opening, at least one simile, metaphor, personification, rule of 3, interesting verbs/adverbs & adjectives/rhetorical question/fantastic last line
• Check using paragraphs and SPaG

 

Discourse Markers

Balancing contrasting points

• on the other hand, while; whereas

Emphasising a contrast

• however, nevertheless, mind you, still, yet; in spite of this

Similarity

• similarly; in the same way

Concession and counter-argument

• concession: it is true; of course; certainly; if; may; stressed do
• counter-argument: however; even so; but; nevertheless; nonetheless; all the same;
• still

Contradicting

• on the contrary

Adding

• moreover (very formal); furthermore (formal); in addition; as well as that:
• on top of that (informal); another thing is; what is more; besides; in any case

Generalising

• on the whole; in general; in all/ most/ many/ some cases; broadly speaking;
• by and large; to a great extent; to some extent-, apart from…; except for

Giving examples

• for instance; for example; e.g.; in particular

 Logical consequence

• therefore (formal); as a result (formal); consequently (formal); so; then
• So is often used as a general-purpose connector, rather like “and”, in spoken narrative.

structuring

• first(ly), first of all, second(ly), third(ly) etc; lastly, finally; to begin with; to start
• with; in the first/ second/ third place; for one thing; for another thing

summing up

• in conclusion; to sum up; briefly; in short