Writing to inform, explain, describe

Tuesday 23rd November
Learning Objectives:
- To understand the requirements of
Paper 2 Section A
- To develop your writing skills

Paper 2
Section A: Poetry from Different Cultures
Section B: Writing to Inform, Explain, Describe

Summary of criteria
D or lower: inaccurate
C: accurate, plus paragraphs
B: accurate plus a bit interesting
A: accurate, interesting, enjoyable
A*: quirky

What is the examiner looking for in
‘A*- C’ grade candidate?
About a side and a half; no more than two sides
Clear and effective paragraphing; maybe a paragraph for effect
Accurate SPG.
Different sentence styles and different ways of opening sentences. Good students
use short sentences as well as long ones…
More varied punctuation: the colon; the semi-colon…
Some exciting and interesting vocabulary.
Flair; originality; examiners look for ‘your individual voice’
You have your own personal style – use it!

Describe a deserted beach
Describe a journey you have been on
Describe a shopping mall when it is closed…or when it is open
Describe yourself.
Change can be good, bad or a mixture of both.
Write about a time in your life when you experience change of
some kind. Describe what happened and explain how you felt
about change.
Describe questions

Describe a shopping centre when it
is closed and describe it
when it is open.

What should you think
about?
The six (!) senses:
•Sight- what can you see, what objects, colours, movements?
•Sound – what can you hear, how loud, how do you feel?
•Touch – what can feel, different textures, maybe brush against
something?
•Smell – food? People? Comforting, familiar smells?
•Taste – do you eat anything? Does a particular taste come into
your mouth?
•Atmosphere/emotions – what emotions do you feel?

Look at these examples of students’ writing, in
response to the ‘mall’ task…
One is clearly better than the other.
But why?

It is 3 pm on a Saturday afternoon and the shopping
centre is really busy. There are lots of people around.
The place is heaving. Some
people are carrying bags. Others are standing around
chatting or laughing. Most people seem happy but
some people seem fed up.
1 ------------ 2 -------------------- 3 ----------------------- 4 ---------------------5
Very Very
boring interesting

Vocabulary
D – begins to use some variety
of vocabulary to achieve effects
C – uses varied vocabulary to
create effects
B – assured match of style and form
to purpose/audience

Vocabulary
More expressive verb choices
Screamed/muttered/insisted rather than said
Using non-finite forms
Going, saying, doing at the start of sentences
Use of abstract nouns (conscience, ambition, hesitation)
as well as concrete ones
Use of adjectival and adverbial phrases
with an aggressive manner, with his eyes narrowed

Sentences
No…
not those sentences…

Sentence Structures
D – begins to use some variety of
sentence structures to achieve effects
C – uses range of sentence structures
to create effects
B – follows syntactical conventions

Sentence structures
Syntax (order of words or phrases in a sentence)
With his eyes fixed on the leopard, he moved slowly back to the tree.
He moved slowly back to the tree, his eyes fixed on the leopard.
On the mat, sat the cat.
Repetition of structure, clause, phrase or word for effect:
It was there, in front of him, in the dark. (of structure)
The darkness moved within. The darkness of despair, of death. (word)

Paragraphs
D – uses clear paragraphs
C – paragraphs make meanings clear
B – uses paragraphs to aid meanings

Paragraphs
Starts to provide discourse markers
However, Although
Different starters
Verb starters: Barging in from the door…,
Prepositions: In a dark room…,
Adverbials: Clumsily knocking over the lamp…,
Time: Meanwhile… Ten minutes later…

2:You’re not very confident about writing
accurately / being interesting
1: You find it hard to come up with ideas / to
get started / to keep going …
3:You’re not sure how to revise for English
/you lack concentration …
Is this you?

1. Make your sentences shorter: 12 words.
2. Make some much shorter: 3 – 5 words.
3. Use “and” less
4. Join some sentences with “that”, “who”,
“which”
5. Write some 2 part sentences starting with
“As …, …”, “Although …, …”, “When …, …”

1.Choose the right question: description and
letters are most straightforward
2.Do a spider diagram of ideas, then number
them 5-7 for paragraphing
3.Use:
• Vivid description
• Dialogue
• Questions
• Then & now
• For & against

1. Read and write stuff
2. Hide your spelling weaknesses
3. Learn vocabulary (eg “suggest”)

confidence
self-belief
risk
Plus … read

1.Short and long sentences
2.Less “and” and “but”
3.Link with “that”, “who”, “which”
4.Use 2-part sentences:
• As …, …
• Although …, …
• If …, …
• -ing …, …
• -ed …, …

2: Vivid vocabulary:
Think senses
Think metaphors

3: Tone changers:
Questions – statements
– dialogue – statistics

4: Surprise us
(eg pronouns / narrative
disjuncture)

5: Advanced
punctuation:
: ; (,,)

What can you remember
from today?

Past Papers – Paper 2 -
Foundation
http://store.aqa.org.uk/qual/gcse/qp-ms/AQA-3702F2-
W-QP-JUN07.PDF
W-QP-NOV07.PDF
W-QP-NOV07.PDF
W-QP-NOV07.PDF
http://store.aqa.org.uk/qual/gcse/qp-ms/AQA-37022F-
W-QP-JUN09.PDF
http://store.aqa.org.uk/qual/gcse/qp-ms/AQA-3702-
2F-W-QP-NOV09.PDF

Past Papers – Paper 2 -
Higher
http://store.aqa.org.uk/qual/gcse/qp-ms/AQA-3702H1-
W-MS-JUN07.PDF
W-QP-NOV07.PDF
W-QP-JUN08.PDF
2H-W-QP-NOV08.PDF
http://store.aqa.org.uk/qual/gcse/qp-ms/AQA-37022H-
W-QP-JUN09.PDF
2H-W-QP-NOV09.PDF

Writing to inform, explain, describe

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