level 5 to 6+ writing paper booster · web view- how different sections of texts are...

Level 5 to 6+ Writing Paper Booster Programme

A suite of lesson plans, with resources, organised around the writing marking strands: Composition and Effect (CE), Text structure and organisation (TSO), and Sentence structure and punctuation (SSP).

Important Note:The TSO lessons need to be taught before the CE since pupils return to a piece of work planned during the TSO sequence.

Text structure and organisation

ObjectivesLesson one: planning an argumentLesson two: connectives as signpostsLesson three: opening an argument

Composition and Effect

ObjectivesLesson one: levels of formalityLesson two: persuasive devices

Sentence structure and punctuation

ObjectivesLesson one: complex sentences – non-finiteLesson two: complex sentences - adverbials

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Writing: Text Structure & Organisation (TSO) – writing to argue

Mark schemeFirst bullet: coherence- how the whole text hangs together, including order and sequence, and structural features such as openings and closingsSecond bullet: cohesion- how different sections of texts are organised, including grouping of material, connecting and elaborating within paragraphs/sections

Lesson One

ObjectiveUnderstand how to plan an argument and secure this skill through practice

ResourcesNumbers 1 to 10 written large on pieces of scrap paper and spaced along one classroom wallHandout/slide Complete the planning grid…

StarterTell students that 1 = strongly agree and 10 = strongly disagree. Then ask groups of 6-8 to stand in front of the number that best reflects their opinion. The statement for them to consider is: Capital punishment should be reintroduced in the UK. Whilst pupils are standing, ask some to explain their reasoning. Use the ‘no hands’ rule so that all must prepare to share their thoughts in this way.

IntroductionRefer students to ‘Complete the planning grid…’ handout/slide and explain the concept of counter-argument as a chance to have the last word in each paragraph. Model this by competing the first counter-argument section on the planning grid.

DevelopmentStudents, in pairs, complete the planning grid.

PlenaryStudents first attempt at an argument plan was scaffolded in that the argument was provided. Challenge them now, in just 5 mins, to write a three paragraph plan for an argument entitled: School uniform should be banned. Remind them of the central learning point – that each paragraph, ie left side of the plan, must begin with the opposition’s point so that it can be demolished through the counter-argument.

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Complete the planning grid with no more than 12 words per box

For Capital Punishment Against Capital Punishment

People who take a life should give theirs

Prisons are over-crowded

Tax payers should not have to pay to keep worthless people alive

The families of victims deserve justice

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Lesson Two

ObjectiveClearly signpost an argument for the reader by using a range of connectivesUnderstand how to write a coherent and convincing paragraph of argument

ResourcesSet of connectives, one per table/group of 4/5Sample paragraph handout – 1 eachCompleted planning grid from TSO lesson 1Model text – Don’t Talk to me Now (argument against driving and using a mobile)

StarterAsk students to categorise the connectives they are given as cards and to prepare to explain one or two categories to the rest of the class. (eg. ‘all of these words are linked with time’)

IntroductionExplain that certain connectives are vital when writing to argue. In particular, a connective is needed to show the reader that the argument is about to attacked through the counter-argument. Read Don’t Talk to me Now to the class and then annotate the second paragraph with a slash between argument and counter-argument and circle the linking phrase: This argument is brainless. Ask students to annotate the final paragraph in precisely the same way.

Next, ask them to select other connectives that could be used instead of ‘However’ (For L6+, a range of connectives is key) Word-bank these.

Referring again to the model text, ask students about the length of the counter-argument compared with the argument and then to account for the fact that it tends to be longer. Point out that to develop a counter-argument so that it is really convincing, a different type of connective is needed. Encourage students to select from their cards ‘addition’ connectives like ‘moreover’.

DevelopmentStudents should now write one perfect paragraph of argument using the sample paragraph template. They should choose a paragraph from their plans on capital punishment.

PlenaryStudents should swap paragraphs and ensure all of the features are in place. Then ask them to choose whose they will share with the class and to read it using two voices – the second for the connectives so that these stand out.

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(Connective Cards for Categorising)For example Therefore So Consequently As a result

In contrast Similarly For instance On the other hand First(ly)

Second(ly) Last(ly) Finally To begin with At the outset

But Still However Nevertheless Yet

On the contrary In spite of this In other words Rather Moreover

Furthermore What is more In addition …also.. Naturally

Of course Certainly Strangely enough Oddly enough Luckily

Admittedly (Un)fortunately Undoubtedly Finally In conclusion

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How to Structure an Argument within a Paragraph

Argument

ContrastConnective

CounterArgument

AdditionConnective

CounterArgumentExtended

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Don’t Talk to Me Now

How many different things can you do at once? One American president supposedly couldn’t walk and chew gum at the same time, but we all have our limits. Psychologists agree that the brain is not incapable of doing two things at once, but you won’t do them as well together as you would separately.

So why do people think it’s safe to conduct a telephone conversation while driving a car? Great play has been made of the idea that ‘hands free’ phones allow drivers to safely use a mobile phone. This argument is brainless because it ignores the fact that it is not just your hands that are involved in these activities – you use your brain as well. What is needed is a ‘brain-free’ phone – though to judge from some of the inanities I have overheard, this may not be entirely unrealistic.

Another ‘point’ frequently made by phoning fanatics is that it can be no more distracting to drivers than listening to the radio or talking to a passenger. However, listening to the radio doesn’t require me to talk when I need to attend to a road hazard. And most car passengers will keep quiet when they see the driver needs to concentrate. The caller on the other end of the phone might, however, make demands of the driver at the critical moment….

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Lesson Three

ObjectiveDevelop a range of opening strategies for an argument text

ResourcesDon’t talk to me now OHP/slide

StarterAsk students to imagine that the argument they planned on school uniform is one they will eventually put to the school’s governing body by way of a formal letter to the Chair. Leaving aside the detail of the argument, ask pairs to come up with two of three strategies they could use in the opening paragraph to ensure that their argument is read by the chair, and taken seriously. Record feedback on flipchart.

IntroductionReturn to Don’t to talk me now and annotate the strategies used by the writer of the argument to engage the reader. (eg reference to psychologists make the writer sound like an authority, subject deliberately withheld to intrigue, humour disarms, direct address to the reader etc).

Next, reflect on which of these strategies could be used in letter to the chair of governors. Provide students with three key ingredients to an effective opening to an argument:

1. Make it clear what you think from the start, without giving the reasons why.

2. Establish your credibility. (an expert, somebody with real experience etc)

3. Get the reader on your side. (direct address, subtle flattery, politeness etc)

DevelopmentIndividually, pupils should compose an opening to the letter to the Chair.

PlenaryPupils should annotate each others’ work with numbers 1, 2 and 3 – the key features outlined above. If they can identify any other strategies used by their partner to engage, these should also be annotated ready for sharing with the class.

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Writing: Composition and effect (CE)

Mark schemeFirst bullet: adaptation to purpose, form and readerSecond bullet: viewpoint- establishing and maintaining the position/stance of author, narrator, character and othersThird bullet: style- rhetorical effect, choice of language and technical or literary devices

Lesson One

ResourcesSample Longer writing task slide/OHPSample response slide and handouts, one each

ObjectiveTo manage levels of formality according to audience

StarterIn pairs or small groups, pupils should note all of the texts they have written this week – eg text messages, note to mum, history essay.

Introduce the notion of a formality continuum: 1 = highly informal, 6 = highly formal and ask students to position the texts they have produced this week on the continuum. Take feedback and alert students to the dangers of informality when it becomes a habit (because we do so much of this kind of writing.)

Ask them to decide on the level of formality needed in the texts below, using the six point scale:

A letter to an older relative, eg uncleA letter to the local newspaperA review of a PS2 game in a games magazineA local newspaper article about a school incidentA leaflet offering advice on post 16 optionsA speech at a public meeting

IntroductionRefer pupils to the sample Longer writing task and ask them, on the 1 to 6 scale, how formal this text should be, and why.

Next, model how to edit the first paragraph of the sample response to that it is consistently formal.

Development

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Pupils should continue this process individually until they get to the end of the text.

PlenaryPupils should prepare to explain two edits to the rest of the class. It should then be possible to create a ‘Features of formality’ list/poster, either as a class or as an extension task.

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Sample Longer Writing Task

Music festival for all the family

You are employed by the local council to organise a music festival which takes place every year.

You receive this note from the council:

Family festival

These were the comments we received after last year’s festival:

‘I live nearby and the traffic, noise and litter were terrible.’

‘The music was good but there weren’t enough facilities like food stores.’

‘There needs to be a wider range of attractions for teenagers and children.’

Please provide an explanation of why things went wrong last year, including how you plan to overcome these problems and any other ideas you have to improve this year’s event.

Write a detailed explanation for the local council of why things went wrong last year and plans for this year.

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Sample Response

Last year’s festival was awesome but there are a few things we

can do to make it even better this year so that there are no moans

from locals.

Firstly, there were complaints about noise, litter and traffic. The

lack of parking was a problem. Although parking was planned, we

didn’t expect so much traffic so there weren’t enough spaces and

quite a few roads were blocked. This ended up causing problems

for the emergency services when a woman was taken ill. To

prevent this happening again, we’ve organised a ‘park and ride’

service and we’re recommending a new route to the festival in

case we get even more visitors this year.

You’re never going to get rid of noise and litter at a festival, but we

can improve things a bit. Last year, there weren’t enough litter

bins, especially near the food areas, and they weren’t emptied

often enough. This year, we’ll site more bins, employ people to

empty them regularly and make sure the site is properly cleaned

after the event. We’ll also put the stage further back so that there’s

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not so much noise for locals. If the roads are quieter with the park

and ride, this should also lessen noise.

The lack of facilities such as food stalls is one we’re looked at

closely. It has to be said, there weren’t enough caterers last year.

Many people complained that food was limited to burgers, fizzy

drinks etc. This year, we’ve improved things no end by organising

some local cafes and restaurants to come in providing much more

choice.

Finally, there are more attractions for teenagers planned this year.

We’ve got face-painting, puppets, clowning to name a few. Another

new facility is a crèche where tired parents can leave their kids to

play safely. Teenagers will also get more out of the festival this

year – we’ve got some great bands lined up, as well as workshops

where people can try out unusual instruments etc.

I hope this reassures you that everything has been put in place,

that the problems have been sorted and that we can look forward

to a great success next year.

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Lesson Two

ResourcesDoes Tony have any idea… article as handout, one eachRevise the persuasive toolkit handout

ObjectiveTo identify and make effective use of a range of persuasive devices.

StarterSmall groups should brainstorm all of the persuasive devices they are able to recall. Promote active listening by asking for just one device per group at a time until all groups have ‘passed’.

IntroductionRead, a second time if the relevant reading lesson has taken place, the anti-Iraq war article. Then ask students to complete the ‘revise the persuasive toolkit’ template by quoting an example of each device in the relevant cell.

DevelopmentRefer pupils back to the paragraph of argument they wrote to the Chair of governors about school uniform. Ask them to strengthen this by using at least two persuasive devises within the counter-argument.

PlenaryGo through the persuasive device checklist and investigate how broad the range of devices used by the class has been by asking for examples for each. Challenge them to make use of a wider range in the future – and in the SAT if appropriate to the task.

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‘Does Tony have any idea what the flies are like that feed off the dead?’

On the road to Basra, ITV was filming wild dogs as they tore at the corpses of the Iraqi dead. Every few seconds a ravenous beast would rip off a decaying arm and make off with it over the desert in front of us, dead fingers trailing through the sand.

That of course was in 1991. The ‘highway of death’ they called it. Today, when I listen to the threats of George Bush against Iraq and the shrill moralistic warnings of Tony Blair, I wonder what they know of this terrible reality. Does George, who declined to serve his country in Vietnam, have any idea what these corpses smell like? Does Tony have the slightest conception of what the flies are like, the big bluebottles that feed on the dead of the Middle East, and then come to settle on our faces and notepads?

Soldiers know. I remember one British officer asking to use the BBC’s satellite phone just after the liberation of Kuwait in 1991. He was talking to his family in England and I watched him carefully. ‘I have seen some terrible things,’ he said. And then he broke down, weeping and shaking and holding the phone dangling in his hand over the transmission set. Did his family have the slightest idea what he was talking about? They would not have understood by watching television.

Thus can we face the prospect of war. Our glorious, patriotic population – albeit only about 20% in support of this particular Iraqi folly – has been protected from the realities of violent death.

I remember once a man in Iran, a piece of steel in his forehead, howling like an animal – which is, of course, what we all are – before he died; and the Palestinian boy who simply collapsed in front of me when an Israeli soldier shot him dead, coldly, murderously, for throwing a stone; and the Israeli with a chair

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leg sticking out of her stomach outside the Sbarro pizzeria in Jerusalem after a Palestinian bomber had decided to execute the families inside; and the heaps of Iraqi dead at the Battle of Dezful in the Iran-Iraq war – the stench of their bodies wafted through our helicopter until the mullahs aboard were sickened; and the young man showing me the thick black trail of his daughter’s blood outside Algiers where armed ‘Islamists’ had cut her throat.

But George Bush and Tony Blair and Dick Cheney and Jack Straw and all the other little warriors who are bamboozling us into war will not have to think of these vile images. For them it’s about surgical strikes, collateral damage and all the other examples of war’s linguistic mendacity. We are going to have a just war, we are going to liberate the people or Iraq – some of whom we will obviously kill – and we are going to give them democracy and protect their oil wealth and stage war crimes trials and we are going to be ever so moral and we are going to watch our defence ‘experts’ on TV with their bloodless sandpits and their awesome knowledge of weapons which rip off heads.

Come to think of it, I recall the head of an Albanian refugee, chopped neatly off when the Americans, ever so accidentally, bombed a refugee convoy in Kosovo in 1999 which they thought was a Serb military unit. His head lay in the long grass, bearded, eyes open, severed as if by a Tudor executioner. Months later I learned his name and talked to the girl who was hit by the severed head during the US air strike and who laid the head reverently in the grass where I found it. Nato, of course, did not apologise to the family. Nor to the girl. No one says sorry after war. No one acknowledges the truth of it. No one shows you what we see. Which is how our leaders and our betters persuade us – still – to go to war.

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Revising the Persuasive Toolkit

Persuasive Device Example

1. Rhetorical Questions

2. Emotive Language

3. Sound Patterns

4. Figurative language

5. The ‘rule of three’

6. Repetition

7. Hyperbole

8. Short, emphatic sentences

9. Contrast

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Writing: Sentence structure and punctuation (SSP)

Mark schemeFirst bullet: variety, clarity and accuracy of sentence structuresSecond bullet: variety and accuracy of punctuation

Lesson One

ObjectiveImprove writing style by using non-finite subordinate clauses to add detail, interestand variety.

ResourcesBuilding complex sentences handout

StarterProvide the class with a main clause: The athlete spent hours in the gym. Then provide them with a non-finite subordinate clause: struggling to regain fitness. Tell them that they must now create three new complex sentences by inserting the subordinate clause into the main clause in three different places.

Either point out or ask pupils to explain the important role of the comma in separating the subordinate clause from the main. Also emphasise the mobility of this kind of subordinate clause and the fact that it makes for a variety of sentence structures.

IntroductionShow pupils how to tackle the ‘Building Complex sentences’ exercise by completing the first example. Try to find a humorous example.

DevelopmentPupils complete the exercise individually and share responses. Tell them that this type of complex sentence is particularly useful when writing to describe because of the way it enables details to be included. Ask them to write a single paragraph description of the view outside the classroom window, using at least three non-finite complex sentences. Model an opening sentence: eg. Forming a bleak backdrop, the distant chimneys belch out grey smoke.

PlenaryAsk for examples in pupils’ work of non-finite subordinate clauses beginning sentences, of embedded examples and of those used to add detail at the end of a sentence. Hear a paragraph that employs the full range effectively.

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Building Complex Sentences 1

Use a non-finite verb to join a subordinate clause to these sentences.

1. …………………. , Pat ran down the grassy hill.2. Sam,………………………. , slowly licked her

ice cream.3. …………………….. , Rob pulled the fish to the

bank.4. Jeremy, ……………., made a great fuss about

nothing.5. …………………… , Barbara knelt next to the

kitten.6. Derek, …………… , carefully sipped his drink.7. ………………………. , the wolves attacked.8. Uncle Chris, ……………, rolled up his trousers.9. ……………….. , Betty peered through the

hedge.10. P.C. Gerald, ………………. , continued on his beat.

struggling laughing sobbing bursting amazed crossing waiting digging

slipping sniffing walking running stumbling eating

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Lesson Two

ObjectiveUse complex sentences to increase the precision and style of formal writing

ResourcesBuilding complex sentences 2 handout, one eachLetter of complaint outline, one each

StarterAsk pupils to complete the Building Complex Sentences 2 exercise

IntroductionPoint out that this type of complex sentence, where the subordinate clause is an adverbial, can lend a sense of authority and precision to formal writing. Explain that the class will produce a letter of complaint – the content is provided so that the focus can be on sentence construction. Each paragraph must contain a complex sentence. Each paragraph must also end with a simple sentence. Model this before giving out the handout:

Despite making numerous phone calls to your help desk, I am still unable to connect to the internet. Given that I have paid a month’s subscription already, this is deeply frustrating. My direct debit is now cancelled.

Point out that a final simple sentence can make for a sharp, clear close to a paragraph – and that the complex sentences add authority and clarity to the writing.

DevelopmentUsing the letter of complaint outline and concentrating on sentence construction, pupils should write the letter of complaint.

PlenaryChoose the most effective paragraph from partner’s writing and prepare to explain reasoning for this to the rest of the class.

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Building Complex Sentences 2

1. Although…….., Mrs Taylor ………..

2. After…….., the cat

3. Although……., my best friend……..

4. Despite…….., the dolphin……..

5. Whenever…….., I ……….

6. Wherever………, they………….

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Letter of Complaint Outline

It is with intense frustration that I write to outline the series of problems that I have had with the vehicle that I bought from you, in good faith, last month. I expect no less than a full refund.

Paragraph One – states what the salesperson told you about the car.

Paragraph Two – outlines the series of problems you have had.

Paragraph Three - describes the reaction of members of your family

Paragraph Four – explains the action you will take if there is no refund

Yours sincerely

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level 5 to 6+ writing paper booster · web view- how different sections of texts are...

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