Paper 2 Section A: Introductions

Here is a great example of an introduction for a Different Cultures and Traditions essay courtesy of Danii and Lauren.

Compare the methods the poets use to get their point across in ‘Half-caste’ and in one other poem.

Both poems ‘Half-caste’ and ‘Unrelated Incidents’ use non standard English to get their point across. The poems are similar as the characters from both poems feel as though they are being discriminated against. The poem Half-Caste is about a mixed race man trying to prove the point that he is no less of a person just because he belongs to two cultures. Unrelated Incidents however, explores how a man is being discriminated against because he does not have the ‘BBC accent’. Leonard is trying to prove the point that although he has a different accent it does not mean he cannot do the job.

Miss Knowles’ formula for writing an introduction (Paper 2 Section A):

• Begin with ‘Both…’ and make a link between the poems in relation to the question. This shows the examiner that you are comparing from the word go and also shows why you’ve picked the poems to answer the question.
• Quickly say what both poems are about in relation to the question (interpretation) and make a link bewteen them.
• Keep your introduction brief and ensure you use key words throughout to maintain a tight focus on the question.

Section B: The importance of planning

For Paper 1 you will have 45 minutes for Section B and for Paper 2 only 30 minutes. However, that does not mean you should rush straight into writing without planning. The best writing will always be a result of careful planning – you should therefore aim to spend between 5 and 10 minutes planning your writing.

• Spend a few minutes planning ideas for what you are going to write/what you are going to include. Often, for Paper 1, the non-fiction/media texts will give you some inspiration.
• Now start thinking about how you are going to structure your writing. What are you going to say first? What will you leave the reader with at the end of your writing? If you are aiming for an A*, they will be looking for ‘concious crafting’. You can’t possibly achieve this without planning the whole structure of your writing before diving in.
• Quickly jot down your own ‘tick list’ of things to remember. For example, if you’re often forgetting to use paragraphs put that in your tick list. This might include things like: using more than just full stops and commas; using a short/one word sentence for effect; using a sentence as a paragraph on it’s own for effect; using hyperbole/rhetorical questions/shock tactics (for writing to persuade); using metaphors/personification/sensory detail (for writing to describe); using a semi-colon etc etc. Identify the kinds of things you need to do for your target grade and make sure you remind yourself to do them.

Remember: your examiner will have hundreds of scripts to read/mark. How are you going to make their day? How are you going to grab their attention/delight them with what you’re writing? Be original.

Writing to Persuade – Some Persuasive Devices

I would always advise that for Paper 1 Section B you select the task that asks you to write to persuade. You can really show off with a range of linguistic devices which is far more tricky with writing to advise or argue. One thing you must remember: NEVER select the combination question.

Why not try and find an example for each of the devices? Then get practising!

Rhetorical Questions – Questions that don’t require an answer

Chatty Style – Speaking to the reader in a friendly way

Contrasts – Demonstrating differences in viewpoint

Criticise the opposite opinion – Destroy the point of view of the opposing argument

Personal Pronouns – Using works like ‘we’, ‘us’ and ‘our’ to make the writing more appealing / create a relationship with the reader

Shock Tactics – Making the reader surprised or horrified

Hyperbole (exaggeration) – Being over-the-top to get a point across

Play on the reader’s guilt – Make the reader feel bad about something

Short sentences/Paragraphs – This helps to make points easy to follow

Quote a reliable source – Support a point(s) with the views of a professional

Emotive words – Words that arouse emotion

Statistics – Numbers which provide convincing information

Clusters of Three – Three phrases or describing words used to emphasise a point

Forceful phrases – Using words like ‘I urge’ or ‘I demand’

Imagery – Creating an image in the reader’s mind

Repetition – Saying the same word or phrase more than once for emphasis

Play on the reader’s sympathy – Make the reader feel sorry for something or someone

Figures of speech – Similes and metaphors adding colour to the writing

Cathcy words or phrases – Words that stick in your mind

Anecdotes – Little stories to illustrate a point

Assessment Objectives for Paper 1/2 Section B

If you missed last lesson, try to translate these into your own words – make a tick list of what the examiners are looking for.

In Section B of Paper 1 and Paper 2 – the Writing section – you are being assessed on your ability to:

AO3 (i) communicate clearly and imaginatively, using and adapting forms for different readers and purposes

AO3 (ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features

AO3 (iii) use a range of sentence structures effectively with accurate punctuation and spelling