Year 10 iGCSE English Language writing

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.

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

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.

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:

What do I get marks for?
Section 2 is out of 45 marks

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.

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.

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

Plan your ideas to this questions now.
Using one of the techniques we have looked at, write your opening paragraph to this question.

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
• Shows a clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
• A secure realisation of the writing task according to the writer’s
purpose and the expectations/requirements of the intended reader is
shown.
• Task is sharply focused on purpose and the expectations/requirements

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.

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

Your Turn:
• Tripling
• Humour
• Exaggeration
• Imperative
• Repetition
• Opinion
• Fact
‘PLANET EARTH IS DOOMED’ –
What do you think?

To be able to develop our structure for the Language Writing Exam.
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
• Shows a clear sense of purpose and understanding of the expectations/requirements of the intended reader.
• A secure realisation of the writing task according to the writer’s purpose and the expectations/requirements of the intended reader is shown.
• Task is sharply focused on purpose and the expectations/requirements of the intended reader.
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.

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.

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.

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.

To be able to develop our structure for the Language Writing Exam.
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
• Shows a clear sense of purpose and understanding of the expectations/requirements
• A secure realisation of the writing task according to the writer’s purpose and the
expectations/requirements of the intended reader is shown.
• Task is sharply focused on purpose and the expectations/requirements of the
intended reader.

P.E.E.E.P
• Tripling
• Humour
• Exaggeration
• Imperative
• Repetition
• Opinion
• Fact

P.E.E.E.P
• Tripling
• Humour
• Exaggeration
• Imperative
• Repetition
• Opinion
• Fact
• 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 …’

‘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
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

To be able to develop our ability to change perspectives for the
Language Writing Exam.
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
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.

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.

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.

“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?

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.

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.

“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.
• Tripling
• Humour
• Exaggeration
• Imperative
• Repetition
• Opinion
• Fact
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

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

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.

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

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.

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.

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.

Write a report for a teen magazine
in inform readers about a topic
you’re interested in.
• Tripling
• Humour
• Exaggeration
• Imperative
• Repetition
• Opinion
• Fact
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

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
Write down 5 things you might use in an informative piece of writing:
1.
2.
3.
4.
5.

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:

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

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!

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

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

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…

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

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.
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.
Level
5
• Communication is perceptive and subtle.
Starter
What is
nuanced
vocabulary?

Using more ambitious, nuanced vocabulary will help make your work more subtle and
perceptive. (Nuanced means subtle differences in meaning )

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

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’.

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.

• 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.

• 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.

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?

Year 10 iGCSE English Language writing

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