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Year 10 iGCSE English Language writing
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Revision for iGCSE Language writing section.
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- 1. To be able to prepare for the Language Writing Exam. Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 2. Language Technique Bingo. The question was ‘Persuade your Headteacher to invest in Sport’ Pick 6 and write the numbers down. Starts with an exclamation. Starts with a topic word followed by a colon. Starts with an ly adverb Starts with an imperative verb A complex sentence that starts with UNLESS, ALTHOUGH, DESPITE, THOUGH or UNTIL Starts with a question Starts with 3 single word sentences Starts with a conjunction /discourse markerStarts with a fragmented sentence
- 3. Facts about the paper How much should I write? This will vary from student and depends on your writing but you should aim for a page and a half. What kind of tasks will I be asked to complete? Who will the audience be? Do I need to write formally? The audience will vary but you should write in a formal style, showing off your impressive use of language.
- 4. Facts about the paper What kind of texts will I be asked to write? • A letter to an individual or a newspaper • An article for a newspaper or magazine • A text for a leaflet • The text for a speech • An essay It will vary but it could be: What kind of layout should I use? The examiners care much more about language than layout. Stick this table into your books to refer to:
- 5. Facts about the paper What do I get marks for? Section 2 is out of 45 marks
- 6. Section B: Choice of TWO questions. (ONLY ANSWER 1) Advised to spend 45minutes on this section. (This gives you 1hr on questions 4 & 5 and 30minutes on 1-2) A provocative or controversial statement designed to prompt you to write a response offering your own opinion and viewpoint. A question that clearly lays out your purpose and form.
- 7. How do I get started? Which one of these is best? Powerful Questions Asking the reader to imagine they are there Anecdotes or stories Facts or shocking statements Do we value community cohesion as a society? Do we provide opportunities for communities to come together and acknowledge one and others customs without staring blindly at a television set? OR Are we becoming a lazy, indolent breed – too consumed in technology to actually explore life in real time? Picture the scene: people of all ages, races and religions, dancing together and enjoy one another’s company. The old sharing their stories from different cultures, and the young realising the surprising similarities. No technology warping the truth, no editing and manipulating. Just real life. ‘Why would I pay all that money when I can just see it on the TV’ – something I hear a lot! I know I have been inclined to a bit of indolent television consumption in my time, but I was also incredibly lucky to have been born pre-generation X. My parents took me away every summer to beautiful and fascinating countries, allowing me to explore my passion for history and culture. Feeling the heat on my skin, smelling the aroma of exotic foods – this is something that TV most certainly can not provide you. Increased television viewing also translates into increased snacking. The American Journal of Health Behavior states there is a link between the amount of time an adult watches television per day and obesity. The news regarding children and weight gain as an effect of watching television is alarming.
- 8. Whichever one you choose for the opening you should incorporate the others for your later paragraphs. No need to travel when you can see it all on the tv. Powerful Questions An adverb and comma starter: • Arguably, • Realistically, • Honestly, • Surely, Anecdote Picture the scene: Imagine it: Consider this: Facts or shocking Statements- with emotive language A complex sentence that starts with UNLESS, ALTHOUGH, DESPITE, THOUGH or UNTIL
- 9. Plan your ideas to this questions now. Using one of the techniques we have looked at, write your opening paragraph to this question.
- 10. To be able to explore persuasive techniques for the Language Writing Exam. Argumentative Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 11. Argumentative Writing: Term Definition Argue Persuade Advise Argumentative tasks may require you to write in order to argue, persuade or advise or for a combination of these purposes. You will be expected to pay particular attention to the structure and organisation of your ideas and to writer in a logical and balanced register, in general by using formal vocabulary. EXAMINER’S TIP: • Argumentative writing is where the examiner is asking you to put forward and to justify your views for or against a particular point of view or proposal. • You writing should be carefully planned. • You should support your opinions with facts or examples wherever possible. • A clear introduction and a forceful conclusion will help to convince the examiner to agree with your ideas. • If you are given a specific audience for your writing, use vocabulary and register that are appropriate to it.
- 12. Persuasive Techniques: • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes Have a go at listing all the persuasive devices you can think of. There are lots of different acronyms you can use to help you remember: Hint: THEIR OFFERS Hint: A FOREST
- 13. Your Turn: • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes ‘PLANET EARTH IS DOOMED’ – What do you think?
- 14. To be able to develop our structure for the Language Writing Exam. Argumentative Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register. Starter- Pick out the persuasive techniques in the following piece of writing: The government have promised to make sure that everyone in the country will have access to high-speed broadband by 2016. Will they achieve it? It’s a very impressive promise. However, good internet access is one of the rights of modern society, proven to improve the quality of life. And looking after the quality of our lives – yours and mine – is one of the government’s responsibilities. At the last count, 77% of homes in the UK had broadband access. Of these, over 60% have high-speed connections. However, the majority are still in densely-populated areas such as towns and cities. Over a third of rural households are still without access to high-speed broadband.
- 15. Planning Out Our Points: • Focus your answer by asking yourself questions such as: - Why should anyone think the earth is doomed? - How far is it true? - What sort of things could be destroying the planet? - Who is to blame? - What evidence have I got that this statement is true? - Is there anything that can be done? - Do you agree fully with this statement? - Do you disagree with this statement? - Are you neutral to this statement and going to stay balances? ‘PLANET EARTH IS DOOMED’ – What do you think? In your groups, you are going to discuss your answers to these questions and put them onto your sugar paper.
- 16. Planning is important in the exam – you want to spend time getting your thoughts together to avoid tangents. I’d always plan for 6 main paragraphs – you could plan for more if you like but you only have 45 minutes to write. ‘PLANET EARTH IS DOOMED’ – What do you think? Remember to pick a view and be strong with it.
- 17. Writing your opening: Powerful Questions Asking the reader to imagine they are there Anecdotes or stories Facts or shocking statements Using one of these techniques, write your opening to your answer. Implicitly present your view on the question in your opening through your language choices.
- 18. To be able to develop our structure for the Language Writing Exam. Argumentative Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 19. P.E.E.E.P • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes
- 20. P.E.E.E.P • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes • P – POSITION – Implicitly tell your audience what you think • E – EXPLAIN – Explain why you think this • E – EXAMPLE – Give an example – perhaps a personal story or experience which supports what you think (Position) and why you think it (Explain) • E – EXPAND – Another reason that supports what you think, or possibly a counter argument – provided you explain why the counter argument is less accurate to your own argument • P – POSITION – Conclude your point by reiterating your original position – for example ‘That is why I genuinely believe …’
- 21. ‘The Earth Is Doomed’ Write a speech arguing either for or against this statement. This is worth 45 marks – you should spend 45minutes writing (5 of those for planning) • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation
- 22. To be able to develop our ability to change perspectives for the Language Writing Exam. Argumentative Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register. Thinking Point: what do you see in this picture? A man playing the saxophone? A woman’s face? Section B could be about arguing and persuading people that your perspective is the right one.
- 23. Task: Picture the scene; a young boy fighting for his life inside a ring while a baying crowd watch on. 1. What is the punctuation mistake in this sentence? 2. What does the word ‘baying’ mean? 1. It should be a colon. WHY? Semi colon separate independent clauses or are used to separate items in longer lists. Picture the scene is not an independent clause – alone it makes no sense. 2. Baying means to shout or call, shriek, bellow or snarl. Often used to describe the howling of dogs so when a crowd is described like this it makes them sound animalistic and inhuman.
- 24. Now, spot the punctuation error in these sentences and work out the meaning of the underlined word. Gerald McCellan; a young athlete with an exciting and lucrative career ahead of him. Arguably, greater safety measures might be a good idea: an outright ban is disproportionate. Surely, we have evolved beyond beating each other up for fun. Is this really still a viable sport in 2016.
- 25. “Boxing is a sick, vile activity which has no place in the modern world.” Write an article for a national newspaper which argues for or against this statement. Let’s discuss some ideas first – what is your opinion?
- 26. Planning is important in the exam – you want to spend time getting your thoughts together to avoid tangents. I’d always plan for 6 main paragraphs – you could plan for more if you like but you only have 45 minutes to write. You have 15 minutes to work on your plan. Remember to pick a view and be strong with it.
- 27. So your plan should now look something like this…… Boxing is vile and has no place in the modern world Is it reasonable to ask sportsmen to risk their lives for entertainment? Surely, we have evolved beyond beating each other up for fun. Is this really a sport? Gerald McCellan: a young athlete with an exciting and lucrative career ahead of him. Picture the scene: your son/daughter is inside a ring fighting for their life, panting and sweating, being beaten up to entertain a baying crowd. Last year more people were hurt playing rugby than were hurt in boxing; 217 people died falling off a horse! Although some may argue that some sportsmen are happy to embrace this risk and it is their choice, it still raises questions about why we want to watch this happening.
- 28. “Boxing is a sick, vile activity which has no place in the modern world.” Write an article for a national newspaper which argues for or against this statement. This is worth 45 marks – you should spend 45minutes writing (5 of those for planning) • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation
- 29. Plenary:
- 30. To be able to explore how to write to inform for the Language Writing Exam. Informative Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 31. Effective Information Writing: When writing to inform, you should concentrate on: • Choosing information to suit your purpose • Organising your ideas into clear paragraphs • Writing an effective opening and ending • Include facts and opinions • Creating the right tone for your audience and purpose EXAMINER’S TIP: An information text does not need to be dry or dull; it can be more than a list of facts and figures. Try including some personal response (for example, a well- chosen anecdote, example or comments). This will raise your grade as your writing will immediately be more interesting. REMEMEBER – you don’t need to be an expert in your chosen subject, but it helps if you sound like one! Make up some survey results, include some figures and numbers – this gives your writing more credibility.
- 32. Write a report for a teen magazine in inform readers about a topic you’re interested in. Form = A report Audience = Teenagers Purpose = To inform Running Personal achievements Taking part in competitions Fitness levels Facts and figures, statisticsEquipment needed Health benefits
- 33. Developing the structure: Plan Intro: why I have chosen this topic - Background information – why I like it, when I started Para 2: what running involves - Time commitment, equipment needed, how to start Para 3: making progress - Health benefits, how to make progress, how running improves fitness (stats/figures) Para 4: taking it further - Getting into club running, training for races, competitions Conclusion: passing the baton - Why starting running changes my life, why I recommend it to others. Create a more detailed plan for your topic. Include your main ideas for each paragraph with a few points of information you will cover within each paragraph.
- 34. Example paragraph: It is really important to take it easy when you first start running. For instance, deciding on running every day is not a good idea and can lead to injury, as your muscles will not have the chance to recover and get stronger between runs. Think ‘time on your feet’ rather than ‘distance covered’ – running for fifteen minutes without stopping, at a steady pace, is far more beneficial than aiming to run for four miles if you have never run before. Lots of elite runners began their careers by adopting the ‘10% rule’. For example, if you are starting from a position of never having run before, aiming to run three times a week for fifteen minutes each time is a fantastic goal in itself! Keeping that up for two weeks and then adding two minutes to each fifteen minute run in the third week is a sensible target. You body needs time to adapt and listen to the new messages you are giving it. EXAMINER’S TIP: • An information text needs to be detailed. • Direct address makes the information personal and engaging • The occasional use of exclamation marks help create an appropriately friendly tone. • Sentence control also impresses the examiner. Use a range of punctuation and sentence variety to add depth to your writing.
- 35. Write a report for a teen magazine in inform readers about a topic you’re interested in. Plan Intro: Create a vivid opening - Powerful Questions/anecdote/rhetorical question/create an image… Para 2: Para 3: Para 4: Conclusion: EXAMINER’S TIP: • An information text needs to be detailed. • Direct address makes the information personal and engaging • The occasional use of exclamation marks help create an appropriately friendly tone. • Sentence control also impresses the examiner. Use a range of punctuation and sentence variety to add depth to your writing.
- 36. Write a report for a teen magazine in inform readers about a topic you’re interested in. This is worth 45 marks – you should spend 45minutes writing (5 of those for planning) • Tripling • Humour • Exaggeration • Imperative • Repetition • Opinion • Fact • Figures/Statistics • Emotive Language • Rhetorical Questions • Stories / Anecdotes AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation
- 37. Plenary:
- 38. To be able to develop our informative style for the Language Writing Exam. Informative Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register. Write down 5 things you might use in an informative piece of writing: 1. 2. 3. 4. 5.
- 39. Task: Write an article for a year 7 student brochure informing students about their first term at your school, from the perspective of an older student. Form = An article Audience = Year 7s Purpose = To inform Plan Intro: Create a vivid opening - Powerful Questions/anecdote/rhetorical question/create an image… Para 2: Para 3: Para 4: Conclusion:
- 40. Plenary:
- 41. To be able to explore how to write to advise for the Language Writing Exam. Advice Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 42. Getting the language features and tone right: • Your tone needs to fit your purpose and audience. When writing to advise you are addressing your reader directly, so tone is very important. • You may be asked to write a formal response – a letter or an article for a magazine – or an informal response – a letter to a friend (however, as it is an exam you’ll expect to maintain a certain level of formality). Commands – which tell the reader directly what to do: Make sure you add… Don’t forget to visit… Verbs – like must and should which encourage the reader to act: You must wash… You should exercise… Modal verbs – like can and may or could and might which gives suggestions: You may want to put your planner… You could ask your parents… If…(then)… - sentences show what would happen if you follow the advice: If you make sure you are well prepared, then you are less likely to worry that you won’t perform well… When you first arrive at our school, the best thing to do is to try not to panic. Everyone has been new at some stage. If you can stay calm, then you will be on the way to coping with your new world. See the long corridors as a challenge; see the complex timetable as a puzzle; and see the students and teachers as future friends. Don’t worry if your bag is too heavy or you have no idea what to do next. Think back to how daunting your primary school seemed at first. You soon got used to it and the same will happen here. You may even end up enjoying it!
- 43. Task: Write an article for your school magazine in which you advise the new year 7s about starting secondary school. Informing = facts and figures Advising = Encouraging the reader to do something or to behave in a particular way. Advising newcomers
- 44. To be able to explore how to write to explain for the Language Writing Exam. Explanation Writing AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 45. Presenting Explanations: • When you write to explain, it is vital to give reasons for what happened, or how you feel, or why something is important. • The most effective explanation texts present a situation, then explain the cause(s) of it (why it came about) and the effect(s) it had. • All the way through, an explanation text gives reasons. This is the key part of writing to explain. EXAMINER’S TIP: Students often confuse writing to explain with writing to inform. Remember that writing to explain requires more than just information. Think about feelings and background and reasons as well as the facts. Using the language of explanation: Use casual connectives help present cause and effect ideas– As a result of, this means that, this is because, as a consequence, therefore… Using modal verbs can improve your explanation as it makes your work sound reflective and thoughtful – It might be, the reason could have been, it may be that, perhaps, possibly…
- 46. Task: Write a letter to a friend explaining why a recent holiday was so memorable Recent Holiday Form = A Letter Audience = Friend Purpose = To explain
- 47. To be able to explore how to write to explain for the Language Writing Exam. Writing Revision AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register. Starter What is nuanced vocabulary?
- 48. Using more ambitious, nuanced vocabulary will help make your work more subtle and perceptive. (Nuanced means subtle differences in meaning )
- 49. To be able to explore how to write to explain for the Language Writing Exam. Writing Revision AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation Level 3 • Communicates clearly. • Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader. • Appropriate use of form, tone and register. Level 4 • Communicates successfully. • A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown. • Effective use of form, tone and register. Level 5 • Communication is perceptive and subtle. • Task is sharply focused on purpose and the expectations/requirements of the intended reader. • Sophisticated use of form, tone and register.
- 50. A range of Section B style questions. • You are each going to be given an individual Section B style question card. When you have you card you should start your individual plan to the question. • Some of the questions are persuade, some are argue or explain. For the advise question – you should think about using modal verbs like should, could, may and the conditional ‘if’.
- 51. You have 10 minutes to work on your plan. Draw a planning frame like this in your book if it helps you to create your plan. Remember this paper is about viewpoints and perspectives. The examiner wants to know yours. Read the question and think about your response.
- 52. • Now, all of the people who have an A card need to get together in one group, all of the B’s should get together ….and so on. • Share your plans with your group. Each of you is going to contribute ONE brilliant paragraph to your final group piece of writing. Decide which of your paragraphs is best and what order you are going to put them in now. A range of Section B style questions.
- 53. • Write your completed essay on sugar paper. Everyone should have contributed a section to it. • You will have to stand up and read your completed, article, speech, letter – as a group. A range of Section B style questions.
- 54. Plenary • As a group have you: • Used ambitious vocabulary? • Used a range of sentences? • Used a wide range of punctuation? • Matched your tone and style to purpose? • Used paragraphs that have a logical progression and work together?
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Writing: Exercise 6 (Writing an article)
This is the final exercise of Paper 1 and 2. It can be an article, a report or a review writing. We’ll look at articles here.
You will be given a topic (more like a question to ponder up on) on which you have to write your views and opinions. This can either be a two-sided article (for and against) or a one-sided article (just your opinion). It is up to you to decide.
The topics usually given for this exercise are easy enough that you can come up with points right there in the exam, but it is good if you read upon various issues from around the word (obesity, technological influences, environmental issues, animal welfare, teenager issues etc).
So here’s how to attempt this question:
- Before you start it is a good idea that you come up with a plan . Use the blank space below the question to make your plan, in pencil. In your plan write down the answers to these questions:
- The audience : this will be specified in the question (it is almost always a school magazine). So when you write, keep in mind that you need to write to that audience. Your language, tone and vocabulary should reflect this.
- Is my article going to be two-sided or one-sided? If you know a lot about the topic and can weigh up the pros and cons, then go for two-sided. If you’re not too knowledgeable about it, stick to one-sided.
- How do I introduce the topic? Start off by saying what the topic is and how important the topic is in today’s world. Why it is such a problem? Or is it a problem?
- What’s in the body ? Write down three points . (If it’s two-sided write two pros and two cons) . You will develop your body based on these points. A few points will be given in your question paper, and you can use those!
- How will I conclude the article? You need to sum up your points and give your final opinion (even if it’s two-sided, give your final opinion on the matter).
- Organise . By now, you’ve pretty much come up with the contents of your article. Now organise your points into paragraphs.
- One-sided Article: Paragraph 1: Introduction
- Paragraph 2: First point with justification (or counter-argument)
- Paragraph 3: Second point with justification (or counter-argument)
- Paragraph 4: Opposing point which you contradict (here, you state a point said by people who have a different opinion from yours and explain why they are wrong. This is called argument and counter-argument )
- Paragraph 5: Conclusion- summary, (solution?), repeat your opinion
- Two-sided Article: Paragraph 1: Introduction
- Paragraph 2: Advantages/’For’
- Paragraph 3: Disadvantages/’Against’
- Paragraph 4: Conclusion- Summary and final opinion
- Write . Use a variety of connecting words and argumentative phrases . Examples:
- Expressing opinions: I agree/ disagree with the above statement that
- In my opinion
- I believe that
- I am in favour of
- I am against the idea of
- It seems to me that
- I sympathize with
- Presenting and contrasting opinions: The main argument in favour/ against is
- It is often said that
- First of all I should like to consider
- Apart from that
- Even though
- Furthermore
- In addition
- Nevertheless
- Despite the fact that/ In spite of
- On the other hand
- On the contrary
- What is more
- What matters most in this case is
- It is a fact that
- There is no doubt that
- Reasoning: Because of
- As a result of
- Consequently
- On account of
- Concluding: To sum up
- To conclude
- It can be concluded that
- Thus, I am of the opinion that
- Argumentative verbs (use these instead of say/tell ):
Here’s an example of a one-sided article . This is one-sided because, even though it weighs up both ‘for’ and ‘against’ points, in each paragraph it contradicts the ‘for’ points and alludes to the same conclusion that zoos should be abolished. This is called the argument/counter-argument format.
- Use your own points , words and phrases as far as possible. The more original your content is, the better.
- Give a suitable title
- Keep to the word limit 150-200 words. Exceeding a little over 200 is not a problem.
- Always have an introduction and conclusion
- Always organise your points into paragraphs . One para for each point (one-sided) or all advantages in one para and disadvantages in another para (two-sided) is the ideal format.
- A final opinion has to be given.
- Punctuation, spelling and grammar is very important. Check your writing once you’re done.
Time Management
For the core paper 1 take 20 minutes for this exercise
For the extended paper 2, 30 minutes should suffice to answer this question. Spend 10 minutes to come up with a plan, 15 minutes to organise and write your article. Use the 5 minutes left to read over your article, make changes and correct spelling, grammar and punctuation errors.
Notes submitted by Lintha
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42 thoughts on “ Writing: Exercise 6 (Writing an article) ”
Hi, this post was really helpful, but I have a question. Is it ok to take a stand (for or against) in magazine article writing? It is not a persuasive writing.
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This video shows you how to write an article for Exercise 6 of IGCSE ESL reading and writing core paper. The task is to write an article for a school magazine article about becoming vegetarian.
- Exercise 1 & 2 (Extended)
- Exercise 3 & 4 (Extended)
- Exercise 5 & 6 (Extended)
- Listening Questions 1-5
- Listening Exercise 3 & 4
- Listening 5 (Extended)
- Videos (Extended)
- Speaking Test
- Exercise 1 Extended Video introduction
- Exercise 1 Keeping Bees in the City
- Exercise 1 Living for 200 years
- Exercise 1 Walking to the North Pole
- Exercise 2 Cheating in Exams
- Exercise 2 Different Collectors
- Exercise 2 Different Shops
- Exercise 2 Different Summer Camps
- Exercise 2 Different Writers
- Exercise 2 Extended Video introduction
- Exercise 2 Pizza Companies
Exercise 3 - Make brief notes related to a piece of text.
- Exercise 3 Being Bilingual
- Exercise 3 Extended Video introduction
- Exercise 3 Finding time to do things
- Exercise 3 Frozen Caveman
- Exercise 3 Kite Surfing
- Exercise 3 Life in 2069
- Exercise 3 World’s Sporting Champions
- Exercise 3 Young Mountaineer
- Exercise 4 Allergies
- Exercise 4 Citizen Scientists
- Exercise 4 Cooking
- Exercise 4 Family Meal Time
- Exercise 4 Medical Gadgets
- Exercise 4 Reducing Noise Pollution
- Exercise 4 Shipwrecked
- Exercise 4 Travel Writing
- Video Gaming in the Olympic Games
Exercise 5 - Write an informal email.
- Bonfire Night
- Exercise 5 Birthday Party
- Exercise 5 Cousin Visiting (Description)
- Exercise 5 Favourite Film
- Exercise 5 Going for an Interview (Advice)
- Exercise 5 Going on Holiday
- Exercise 5 Interesting Meeting
- Exercise 5 New Attraction
- Exercise 5 Restaurant Visit (Narrative)
- Exercise 5 Returning Home
Exercise 6 - Write a report, review or article.
- Animal Sanctuary
- Becoming Vegetarian Article
- Ed Sheeran Concert Review
- Exam Advice Article
- Exercise 6 Career’s Talk Report
- Exercise 6 Dangerous Shopping Book Review
- Exercise 6 Eating Out in Berlin Travel Report
- Exercise 6 Important Developments Article
- Exercise 6 Living in Different Places
- Exercise 6 Recycling Centre Report
- Exercise 6 Subject Choices Article
- Exercise 6 Thai Restaurant Review
- Mission Impossible – Fallout Review
- Online Gaming Article
- Smartphone Review
- Snack Machine Article
- Sports Lessons Article
- Work Experience Day Report
- Working in the Summer Holidays Report
- Questions 1-4 Test 1
- Questions 1-4 Test 2
- Questions 1-4 Test 3
Exercise 2 - (Question 5) Gap-filled exercises
- Ancient Structures
- Halloween Disco
- Portable Fridge
Exercise 3 - Matching
- City or Countryside
- Writing a Blog
Exercise 4 - Multiple Choice
- International Space Station
Exercise 5 - Gap Fill Part A
- Future of Shipping
- Photographing endangered species
- Seashells Part A
Exercise 5 - Gap Fill Part B
- Seashells Part B
- Ships with No Crew
- Taking photos
Here are videos to help you with the reading and wrting sections.
- Exercise 4 How to write a Summary (Extended)
- Exercise 5 How to write an Informal Advice Email
- Exercise 5 How to write an Informal Descriptive Email
- Exercise 5 How to write an Informal Narrative Email
- Exercise 6 Becoming Vegetarian
- Exercise 6 How to write a Film Review
- Exercise 6 How to write a report
- Exercise 6 How to write a review
- Exercise 6 How to write an Event Report
- How to write a school magazine article
- Report Writing with Subheadings
Speaking Test Examples:
- Changes in the weather
- Following Trends
- What makes a good life?
- Try something new for 30 days
- Mermaiding Listening Exercise
- London Travel Guide
- Working for the BBC Listening Exercise
- Makeup Artist Listening Exercise
- BBC Controller Listening Exercise
- Riding a Motorbike Listening Exercise
- Great Ship Adventure Listening Exercise
- Prepositions before Verbs
- Prepositions before Nouns
- Adjective Suffixes
- Education and Learning Exercises
- Geography Exercises
- Work Exercises
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How to Write an Article - IGCSE English
What is an article.
An article is a piece of writing intended for a wider audience. An article is usually written for magazines, journals and newspapers. The subjects range from public interest to current events to the writer's personal interests.
This question mostly appears in Paper 1 of your English Language and Literature question paper and in Paper 1 or 2 of your English as a Second Language question papers and for Cambridge IGCSE Lower Secondary .
How to Attempt the Question
You will be given a reading booklet insert containing the passage for the article writing. Read through the passage carefully. The adjacent question will be provided in the question paper booklet.
You would have to choose relevant points from the passage after having a thorough understanding of the question.
Now, convert the passage's selected points into your own words. After that, you can start putting the points together in a cohesive manner in the form of an article.
Let’s take a look at an example on how to convert the selected points from the passage into your own words.
“Many parents will make the argument that they watched hours of TV every day while growing up and They turned out fine, but content and access have changed. Kids today can potentially see whatever they want, whenever they want, and can stumble on inappropriate content accidentally, unlike those in previous generations.”
Parents nowadays argue that they used to watch TV for many hours each day when they were young and are doing well now. But the world has changed now there are different contents on the internet and television available 24/7. Children could see whatever they desire at any place and time and could potentially stumble upon inappropriate content by mistake.
- The title, introduction, body, and conclusion are the four main sections of an article. Let's take a look at how to tackle the four main sections effectively:
- Title : It is important to choose an appropriate title for your article. The title chosen should be relevant and include the main concept of your article.
Consider a situation where you would have to write about the pros and cons of switching into an e-vehicle. The potential titles can be:
“Are E-vehicles a better choice?” or “Electric Vehicles - The new way of life”
- Introduction : An effective introduction should begin with a query that entices the reader's interest. It should tempt them to continue reading. Then you can offer a short overview of the main topic to be discussed.
For example you can begin your introduction like:
“Do you think electric vehicles are safe? Electric vehicles are becoming more mainstream, and you’re likely not alone in wondering whether an electric car is right for you. There are concerns raised about the environment. But does it have the capacity to cater the needs of a common man with average wage? Let us see the advantages and disadvantages of both of these types of vehicles.”
- Body : The body should compose of one or two paragraphs, The converted points should be included here. Begin the first paragraph with adverbial time phrases such as now, recently, in the past, ten years ago, and so on. After that, state your main point and substantiate it with evidence. When starting your second paragraph create a contrast with a different point of view compared to the first paragraph if the nature of the question is argumentative. Use joining points such as however, on the other hand, nevertheless, and so on to begin the second paragraph.
Here’s a model for how your body paragraph should look like:
“Recently, people are switching to electric vehicles due to many reasons such as cost cutting, environmental factors, the growing scarcity and high rates of fuels, maintenance and so on. Even though e-vehicles cost more compared to conventional gas vehicles they are a long term investment. There are studies showing the maintenance of an e-vehicle is less compared to a gas vehicle. There is no need for gas, no oil changes, no smog tests, and fewer moving parts to break or wear out. Automotive giants such as Volvo are voicing their commitment to converting to electric car-only production in the very near future; and even luxury electric vehicles like Tesla are offering more affordable options to the consumer, altering public perception of electric cars as something only approachable by the elite.”
- Conclusion : When writing your conclusion always avoid summarising the points made in the introduction and body paragraphs. Conclusion can be your opinion on the matter, or you can begin or end with a rhetorical question to give the reader something to think about.
This is a model of how you can conclude your article:
“Personally speaking I'd rather have a hybrid any day, if you're stuck somewhere without access to electric charging, a traditional mode will come in handy, and once the crisis situation is averted you can switch to charging your vehicle. There are discussions on this happening all over the world. Some people support the revolution and are open to reform, while others are adamant in their ever so convenient way. What are your thoughts on this? Will we achieve 100% electric car usage by 2050”
Here’s the complete Article:
Q1) Are e-vehicles better for our environment?
- Yes, I think it can help reduce pollution.
- Not really, the cost and storage can be a major issue..
Write an article for your school magazine putting forwards your views and arguments.
Are E-Vehicles a better choice?
Recently, people are switching to electric vehicles due to many reasons such as cost cutting, environmental factors, the growing scarcity and high rates of fuels, maintenance and so on. Even though e-vehicles cost more compared to conventional gas vehicles they are a long term investment. There are studies showing the maintenance of an e-vehicle is less compared to a gas vehicle. There is no need for gas, no oil changes, no smog tests, and fewer moving parts to break or wear out. Automotive giants such as Volvo are voicing their commitment to converting to electric car-only production in the very near future; and even luxury electric vehicles like Tesla are offering more affordable options to the consumer, altering public perception of electric cars as something only approachable by the elite.
However, gas-powered cars remain relevant even as the EV revolution comes in full swing. Automakers can make proclamations about the robust future of EVs as much as they desire, but there are more than 100 years of history behind gas-powered cars. Which not even the biggest auto brands in the world, can just sweep under the rug. Electric cars offer advantages in a handful of ways, but they still have a long way to go to prove to the people that they’re better than gas-powered cars. The problem with electric cars, at least compared to their gas-powered counterparts, is that they're less likely to sustain that quickness because of the lack of a transmission to channel that power to higher notches. Gas-powered cars, on the other hand, don't have that problem.
Personally speaking I’d rather have a hybrid vehicle any day, if you're stuck somewhere without access to electric charging, a traditional mode will come in handy, and once the crisis situation is averted you can switch to charging your vehicle. There are discussions on this happening all over the world. Some people support the revolution and are open to reform, while others are adamant in their ever so convenient way. What are your thoughts on this? Will we achieve 100% electric car usage by 2050.
Are you having trouble understanding these concepts? Do you want assistance from a subject matter expert? Here, at Vidyalai we help your child achieve the grade they aspire for. Our SMEs are trained and experienced tutors who will provide you with each and every help when required. We are just a click away. Request your first lesson now. . We guarantee 100% satisfaction on your first session, if you are not satisfied,the session will be absolutely free.
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IGCSE First Language: Articles
Subject: English
Age range: 14-16
Resource type: Worksheet/Activity
With over seven years of teaching experience, I have learned how to access all levels of learners. As an OFSTED rated "Outstanding" teacher and creator, I hope you find work here that will engage and inspire, challenge and encourage, but most of all, allow you to have fun.
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School Magazine Articles Source: Alison Digger’s I GCSE as a Second Language: Focus on Writing
School Magazine Articles Source: Alison Digger’s I GCSE as a Second Language: Focus on Writing. Writing tips for content, organization, and question types for the IGCSE Second Language Exam. Format of a school magazine article. Title Make it interesting and Capitalize the Title!
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School Magazine ArticlesSource: Alison Digger’sI GCSE as a Second Language: Focus on Writing Writing tips for content,organization, and question types for the IGCSE Second Language Exam
Format of a school magazine article • Title • Make it interesting and Capitalize the Title! • Which is more interesting: How to Prepare for Exams ORExam Nerves Cure • Contrast Opposite Images: • SummerHolidays Loom • Play with Punctuation: • TV:The Teenager’s Viewpoint • TV—A Teenage View
Format of a school magazine article • Introduction: Create interest and make it personal! • Start one of three ways: • Question: Are you one of the many students with exam nerves? • Quotation: Alec Bourne once said, “It is possible to store the mind with a million facts and still be entirely uneducated.” • Broad Statement: Many students are self-confessed couch potatoes! • Let’s try to come up with (many) topics for these Introductory Sentences • Are you so busy working that you have no time for sport? • Are you dreading the thought of the long, boring holiday? • Are you fed up with all the arguments you have heard against television?
After your intro sentence, you need to move into the topic and focus your paper. This sentence should help set the tone for the paper (formal/informal). Let’s match the introductory sentences to the transition sentences and decide the article’stopic Transition Sentence • You need not spend the entire evening in the bathroom. • But should we take the risk? • Two studies highlight the issues at stake and the changing role of today’s women. • Nowadays stress seems to be the one word that’s on everybody’s mind. • There’s nothing to beat a canal holiday to take you closer to nature. Introduction • Look, no stress!! Don’t we all wish we could say this every day of our lives—and mean it? • Looking dull and stressed? Well don’t worry. • Want to experience the joys of the countryside? • There is no law that prohibits driving while fatigued, • What does the term ‘working woman’ evoke? Are women’s attitudes changing, Is feminism outdated? Health/beauty Road safety Two studies stress holidays
Example of IntroductionWrite an article for your school magazine about a school trip you went on recently Let’s discuss the different parts of this introduction and why it is good Year 11 Trip to Manton Theme Park After a month of boring revision, followed by another moth of tough exams, I can say that most of us needed a good day out. We were lucky because the weather on that day was really hot and sunny. After a very long and sticky coach journey, 32 excited pupils and four anxious teachers finally arrived at the theme park.
Format of a school magazine article • The ending has three purposes • To summarize the article • To express your own opinion • To leave the reader with something to think about • Connect the ending to the introduction by • Using the same tone • Making it direct and personal, so you involve the reader again
Example of EndingWrite an article for your school magazine about a school trip you went on recently Let’s discuss how the ending connects to the introduction and leaves the reader satisfied. After half an hour, the coach left for London with 32 exhausted pupils and four relieved teachers, after a really good day out.
Contentof a school magazine article • Many types of exam questions • Giving your view or opinion/putting forward arguments for and against • Dealing with problems and solutions • Giving advice/making suggestions • Narrative—an account Example: Write an article for your school magazine about the effects of tourism on your country, putting forward your ideas and arguments We are going to use the views and arguments composition (notes)—the content of body paragraphs change based on the genre of writing
Content of a school magazine article • First Body Paragraph: general introduction explaining the importance of the subject. Include the following • Time Fixers • Nowadays/these days/until now/in the past/twenty years ago/in the last five years • Generalizations • Nearly all/many/a large number of/several
Content of a school magazine article • Second Body Paragraph: Address one side of the issue (an effect) • Views and arguments phrases • One of the main arguments in favor of….is that • Some people (would) argue that… • It is a fact that… • Joining Points—addition • Furthermore/Moreover/What is more/Besides • Support Phrases • Which/this/which means that/this means that/as a result/consequently
Content of a school magazine article • Third Body Paragraph: Address the other side of the issue (an effect) • Joining Points—contrast • On the other hand/However/Nevertheless • Views and arguments phrases • One of the main arguments against….is that • It can be argued that… • It has been said that… • Joining Points—addition • Furthermore/Moreover/What is more/Besides • Support Phrases • Which/this/which means that/this means that/as a result/consequently
Let’s look at an example of this form of argumentative writing
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