There are eight possible types of writing that you may be asked to write. A formal letter; An informal letter; An article; A lively essay (like an article); A review; A report; A leaflet and A speech. You will only be asked to write two in the exam but make sure you are confident with the layout and structure of all of them. Layout/ Structure: Formal Informal
For every task follow this 6 step process: 1. Read the question carefully. 2. Identify TAP. 3. Plan your initial ideas and then add detail to your plan to ensure your ideas are developed (if there are bullet points, use them!). 4. Remind yourself of the TYPE, AUDIENCE and PURPOSE. 5. Write your answer - remember to use the correct layout and follow the structure below. 6. Check your answer (refer to the checklist). Remember timings. Spend 30 minutes (only) per question! Follow this structure for your piece of writing: 1. Introduction. Brief. 2 sentences max. Emphasis on stylistic devices. Showcase ability. 2. First Developed and Detailed section. 3. Second Developed and Detailed section. 4. Third Developed and Detailed section. 5. Conclusion. Brief. 2 sentences max. Emphasis on stylistic devices. Showcase ability.
Follow this structure for each of your sections: 1. Topic sentence starting with an adverbial. 2. Add detail and make sure your ideas are developed. Check that everything relates back to topic sentence = coherent. Stylistic devices. Explain. Inform. Give ideas. Move on to next section, only if: Formality is correct. Ideas are developed in detail. You ve used a Rhetorical question, facts, statistics and emotive language. Structurally, you ve used a 1 word or 1 sentence paragraph for effect. You will be assessed on the following criteria: There is more credit for AO5 Communication and Organisation. BAND AO5 COMMUNICATION AND ORGANISATION AO6 VOCABULARY, SENTENCE STRUCTURE, SPELLING AND PUNCTUATION 1 Show a basic awareness of the purpose and format of the task. Show a basic awareness of the reader / intended Make basic attempts to adapt register to purpose / Include some relevant content despite uneven coverage of the topic. Provide basic and brief content. Show a simple sequencing of ideas. Use a limited range of sentence structures. Control sentence construction in a basic way. Attempt to use punctuation. Spell with some accuracy. Control tense and agreement in a limited way. Use a limited range of vocabulary. Sometimes use paragraphs to show obvious divisions. Show some basic clarity but communication of meaning is limited. 2 Show limited awareness of the purpose and format of the task. Show limited awareness of the reader / intended Make a limited attempt to adapt register to purpose / Include limited reasons in support of opinions and ideas. Show a limited development of ideas. Show a limited sequencing of ideas into paragraphs (structure /direction may be uncertain). Use a limited variety of sentence structures. Control sentence construction in a limited way. Show a limited control of punctuation. Spell with limited accuracy. Control tense and agreement in a limited way. Use a limited range of vocabulary. Show limited communication that has limited clarity and fluency.
3 Show some awareness of the purpose and format of the task. Show some awareness of the reader / intended Make a clear attempt to adapt register to purpose / Include some reasons in support of opinions and ideas. Show some development of ideas. Show some sequencing of ideas into paragraphs (structure / direction may be uncertain). Use some variety of sentence structures. Use some control of sentence construction. Use some control of a range of punctuation. Spell some words accurately. Control tense and agreement generally securely. Use some range of vocabulary. Show some communication that has some clarity and fluency. 4 Show a mostly clear understanding of the purpose and format of the task. Show a mostly clear awareness of the reader / intended Mostly use an appropriate register adapted to purpose / Develop content and provide mostly appropriate reasons in support of opinions / ideas. Organise ideas into mostly coherent arguments. Provide some shape and structure in the writing. Use a variety of sentence structures, most of the time. Use sentence construction securely, most of the time. Use a range of punctuation mostly accurately. Spell accurately, including irregular words, most of the time. Control tense and agreement most of the time. Use vocabulary that is beginning to be developed. Use paragraphs to give sequence and organisation. Mostly communicate with clarity and fluency. 5 Show a clear understanding of the purpose and format of the task. Show a clear awareness of the reader / intended Use an appropriate register adapted to purpose / Develop content and provide appropriate reasons in support of opinions / ideas. Organise ideas into coherent arguments. Provide some shape and structure in the writing. Use a variety of sentence structures. Use sentence construction securely. Use a range of punctuation accurately. Spell accurately, including irregular words. Control tense and agreement. Use vocabulary that is developed with some precision. Use paragraphs to give sequence and organisation. Communicate with clarity and fluency. 6 Show a consistent understanding of the purpose and format of the task. Show a secure awareness of the reader/intended Use a register that is appropriate and securely adapted to purpose / Develop content that is secure and detailed. Organise and coherently develop ideas with supporting detail. Securely shape and structure writing. Use a variety of sentence structure to achieve particular effects. Use sentence construction securely and appropriately. Use a range of punctuation accurately. Spell accurately, including irregular words. Control tense and agreement securely. Use vocabulary that is ambitious and used with precision. Use paragraphs securely to sequence and organise. Communicate securely with clarity and fluency.
7 Show a consistent understanding of the purpose and format of the task. Show a secure awareness of the reader/intended Use a register that is appropriate and effectively adapted to purpose / Develop content that is effective, well-judged and detailed. Organise and coherently develop ideas with effective supporting detail. Effectively shape and structure writing. Use a variety of sentence structure appropriately to achieve particular effects. Use sentence construction securely and appropriately. Use a range of punctuation accurately and effectively. Spell accurately, including irregular words. Control tense and agreement securely. Use a wide range of vocabulary that is ambitious and used with precision. Use paragraphs effectively to sequence and organise. Communicate effectively with clarity, fluency and some ambition. 8 Show a confident understanding of the purpose and format of the task. Show a confident awareness of the reader / intended Use a purposeful register that is confidently adapted to purpose / Develop content that is ambitious, confident and purposeful. Use an appropriate and effective variation of sentence structures with confidence. Virtually all sentence construction is controlled and accurate. Use a range of effective punctuation with confidence and accuracy. Spell virtually all words, including complex irregular words, correctly. Provide ideas that are convincingly developed and supported by a range of purposeful detail. Show confidence in the shape and structure of writing. Use paragraphs purposefully to sequence and organise. Communicate effectively with ambition and purpose. Control tense and agreement with confidence. Use a wide range of appropriate, ambitious vocabulary, with confidence, to create effect or convey precise meaning. 9 Show sophisticated understanding of the purpose and format of the task. Show a purposeful and confident awareness of the reader / intended Use an appropriate and pertinent variation of sentence structures with sophistication. All sentence construction is controlled, accurate and used in a sophisticated way. Use a sophisticated register that is confidently adapted to purpose / Develop content that is ambitious, pertinent and sophisticated. Provide ideas that are convincingly developed and supported by a range of sophisticated detail. Show a sophistication in the shape and structure of writing. Use paragraphs, in a sophisticated way, to sequence and organise. Communicate effectively with ambition and sophistication. Use a range of effective punctuation with confidence and sophistication. Spell all words, including complex irregular words, correctly. Control tense and agreement with sophistication. Use a sophisticated range of appropriate, pertinent vocabulary, with confidence, to create deliberate effect or convey precise meaning.
Practise Exam questions Have a go at some of these tasks give yourself 30 minutes to write each answer. Letters 1. Write a letter to your local newspaper either criticising or defending dog owners. 2. Imagine you have relatives abroad. You have not been in touch for some time but you would like to visit them. Write a letter which would persuade your relatives to agree to your visit. 3. A local hotel is advertising for part-time staff. Write a letter of application. Articles/Reviews 1. Write an article for a travel magazine that describes the attractions of a place of your choice. 2. A teenage magazine has invited readers to write a lively article about a well-known person they admire or dislike. You have decided to send in a contribution. Write your article. 3. Write a lively article for a newspaper or magazine on the subject of the eating habits of the British. Reports 1. Your town or city has received a grant to improve local facilities. Write a report to the local council suggesting how this money could be spent to improve the community. 2. Your school is holding a charity event. Write a report for your head teacher outlining worthwhile charities that should benefit from your fund-raising. Leaflets 1. Write a leaflet for elderly people offering advice about safety in the home. 2. Write a leaflet for parents offering advice about recycling in the home. Speeches 1. A debate is being held in your class on lowering the age you can vote. You have to make a speech either for or against. Write what you would say. 2. Write a speech for your fellow students in favour of raising the age limit for driving to 21.
Things to check your work for: Have you used the correct tone and style for the audience and purpose? Have you used a variety of connectives to begin your paragraphs/ sentences? Yes / No: Have you used a variety of sentence types for effect? Have you used a variety of accurate punctuation? Have you varied the length of your paragraphs for effect? Have you tried to use ambitious and appropriate words? Have you checked your spellings carefully?