English and Media Department gcse writing Skills Objective: Writing to argue Resources

Writing to persuade

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  Article – The Living Rainforest! (Literacy In Context)
  
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  Example of an advert
  

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  Look at an image or advert e.g. Oxfam or Amnesty International.
  
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  How/why is it persuasive?
  

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  Look at the example of a persuasive leaflet to encourage people to visit The Living Rainforest in Newbury, Berkshire.
  
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  Pair to class discussion about what presentational features help with persuasion e.g.
  

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  text – fonts, size
  
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  images (photos, illustrations, graphs) – size, position, content
  
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  use of colour
  
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  headings/subheadings
  
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  underlining/italising/enboldening
  
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  frames
  
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  bullet points
  

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  Either verbally in pairs, or individually in writing, write an explanation to show how the designers of the text have effectively combined image and text.
  

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  Brainstorm/define an adjective and an adjective phrase.
  

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  Show how The Living Rainforest leaflet depends on using these to explain the centre’s attractions e.g. Living Rainforest, hands-on rainforest experience.
  
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  Pupils pick out as many others as they can find. Share as a class.
  

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  Write three short paragraphs to show how these adjectives and adjective phrases help to get across the main themes of the text, that:
  

1. 
   a visit to The Living Rainforest is an active experience
   
2. 
   this particular conservation centre offers a chance to see first hand some of the remarkable vegetation that is under threat
   
3. 
   the experience is geared to the rules of schools and also people with particular difficulties.
   

The Living Rainforest Bringing the Rainforest to Life The Living Rainforest is mission is to explore the relationship between humanity and the world’s rainforests through education and research. The Living Rainforest provides a hands on rainforest experience to many thousands of visitors. Throughout its work, an emphasis is placed on being engaging, down-to-earth and innovative. A visit to the Living Rainforest is a rare and valuable opportunity to see some of the wonderful plants and wildlife that the world is losing as rainforests disappear. The Living Rainforest is committed to providing an opportunity for as many people as possible to experience an authentic rainforest environment, without having to travel thousands of miles for the privilege.

Our Mission

To walk in a rainforest is to experience a different world. Every year, thousands of visitors are delighted by the sights, sounds and smells of a living rainforest environment – without even leaving England. Over 10,000 school children visit The Living Rainforest each year. School tours are linked to the National Curriculum. Special workshops aim to enhance and expand the visitor experience. Day, night and school tours give different perspectives on the rainforest world. Please call (01635) 202444 for a programme of events geared for all ages. In 1998 the National Lottery Charities Board granted over £108,000 for a Special Needs Education Project to improve access and learning opportunities at the rainforest. Come and see the difference this money is making, particularly for people with physical, mental and sensory difficulties.

A Living Learning Experience

Writing to advise

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  OHT of different examples of advice texts
  
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  OHT or copies of Bogus Callers and Personal Safety (Literacy in Context)
  
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  Imperatives sheet
  
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  Adverbials table
  
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  Create your own advice leaflet
  

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  OHT of 3 different types of advice – series of instructions, use of facts, friendly tone. Pupils to guess text type.
  
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  Teacher could ask further questions:
  

1. 
   What has the writer used to present advice?
   
2. 
   What hidden advice is given to parents in this text?
   
3. 
   What features of this writing help the readers to feel that the writer is friendly towards them?
   

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  Read ‘Bogus Callers’ as a class. Discuss briefly how the advice has been presented i.e. headings, subheadings, bold text, lists, acrostics, capital letters, images. (N.B. Refer back to presentational devices of persuasive writing.)
  
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  Define imperatives and directives. Imperatives are the form of the verb when, for example, we want to give a command, issue a warning, or make a request. The imperative form is used in directives, sentences which ask/tell someone to do something.
  

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  Give grid of types of imperatives – find as many examples from text.
  

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  Define adverbs and adverbial phrases i.e. words or phrases which usually add information to a sentence. They help us to answer questions such as When? How? Where?
  
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  Put example of a sentence on board:
  

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  Teacher annotates the three types of adverbials.
  
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    When using a taxi: time adverbial (when?)
    
  • 
    sit safely: manner adverbial (how?)
    
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    in the back: place adverbial (where?)
    

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  Give pupils a copy of ‘Personal Safety’ and grid. They must pick out adverbial phrases from the text.
  

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  Define term. Conditional sentences are sentences in which one thing depends on another. The conditional clause in the sentence will usually begin with if or unless. (N.B. Conditional clauses are adverbs because they add information to the sentence – the condition under which something can or cannot happen.
  
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  Give them an example to start them off e.g. If someone calls to read the meter, ask to see some identification.
  
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  Ask pupils to find the rest in the text either by underlining or jotting down.
  

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  Write their own advice leaflet about how to survive your first day of work experience making use of the appropriate language features and presentational devices. Pupils should be encouraged to plan carefully and refer back to the tasks completed during the previous lessons. Go through the help sheet provided.
  

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  Aim to use less of everything. Stick to instructions and hold back on the extra squirt.
  
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  Ask yourself whether the sink really needs another clean or whether clothes can be aired rather than washed.
  
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  Cleaning products work better in soft water, so you can use less. If you live in a hard water area, use a softener.
  
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  Do you really need individual cleaners for the different parts of the home?
  
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  Stop buying aerosols, even if they don’t contain CFCs.
  

Read it carefully and consider:

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  Audience
  
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  Purpose
  

Catchy, alliterative title

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  Sub-headings
  
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  Bullet points
  
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  Fonts
  
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  Frames
  

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  Directives/imperatives
  
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  Adverbials
  
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  Conditional sentences
  

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  Brainstorm your ideas
  
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  Put it into a clear, logical structure
  
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  Consider what tone would be appropriate
  

You shouldn’t include pictures or diagrams in your exam – simply draw a box and label it with details of the image you wish to present

Writing to inform

Card Sort Activity (AQA Students Book)

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  Card Sort Activity – each envelope should contain the key terms Inform, explain, describe; their definitions and examples of texts.
  
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  Firstly, pupils need to match the text type to the definition and then attach examples – some of these may appear under more than one text type. You may wish them to record their answers in a grid like the one below: