Directed Writing (Paper 2 Section A)

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课程笔记

Overview of Directed Writing (Paper 2 Section A)

Section A is called Directed Writing and contains one question split into two parts: 1(a) and 1(b).
Question 1(a) is a structured question worth 5 marks; Question 1(b) is a longer discursive, argumentative or persuasive piece worth 35 marks.
Both parts are based on one or two reading texts totalling 550–650 words.
For 1(b), up to 10 marks are for reading skills and up to 25 marks for writing skills.
The total time for Section A is about 35 minutes, but you should spend roughly 5–10 minutes on 1(a) and 45–50 minutes on 1(b).

Question 1(a): What the Question is Asking

You will be asked to evaluate a specific focus in an extract from Text A or Text B, using your own words and giving details from the text to justify your answer.
The question tests R3 (analyse, evaluate and develop facts, ideas and opinions) and R4 (understand how writers achieve effects and influence readers).
Analyse means to examine a specific focus in detail; evaluate means to make a judgement.
You must highlight the command words (e.g. 'evaluate'), the focus (e.g. 'Jaz's attitude to work') and any other instructions (e.g. 'Give details from the text').
Only use the extract given in the question — you are not expected to use the whole text.

Question 1(a): Steps to Success

Read the question carefully and highlight the command words, the focus and any other instructions.
Scan the extract and highlight evidence that answers the question.
Identify what the writer or subject feels about the focus — do not simply list quotes.
Use the key words from the question in your answer, e.g. 'Jaz's attitude to work is that they are very competitive'.
Support each point with specific details from the extract and state how the detail supports your point.
Aim to make 3–4 distinct points and keep your answer concise — no introduction or conclusion is needed.

Question 1(a): Evaluation Skills

Evaluation requires you to move beyond understanding and analysis to make a justified, well-reasoned judgement.
Strong evaluation shows awareness of bias, purpose and audience, and uses evidence to support balanced reasoning.
Your personal judgement must be based on the passage, not your own external knowledge.
When selecting evidence, be selective, contextual and reasoned — explain the significance of each point, not just what it shows.
Consider how language choices, tone, structure and evidence affect the text's reliability or success.
A text is more objective when it presents balanced information, uses a neutral tone and offers credible evidence.

Question 1(a): Exam Tips

Read the command words and the question carefully to demonstrate a thorough understanding of the task.
The highest level of the mark scheme rewards candidates who demonstrate clear understanding of the writer/subject's attitude with relevant support from the text.
Do not summarise — this is not a summary task.
Do not repeat the same point — give a range of different points.
Use your own words — for example, label the subject's actions with an adjective not in the text, such as 'ruthless'.
Look for adjectives, adverbs or emotive verbs that give clues about the writer/subject's attitude.

Question 1(b): What the Question is Asking

You will be given a scenario based on the themes of the reading text(s), and told the context, the format and the audience.
You must write in one of four formats: speech, letter, article or report.
The word count is 250–350 words.
You should always carry out a GAP analysis (Genre, Audience, Purpose) — what am I writing, who for, and why?
You are assessed on your ability to use, evaluate and develop the information and ideas in the reading text(s), not on quoting directly.
Your arguments and point of view must be based on the reading passages you are given.

Question 1(b): Language, Audience and Purpose

Your audience will be the intended recipients; you are assessed on your ability to adapt your language and tone to suit them.
A parent will have different concerns to a student; a local MP needs convincing with facts and evidence; readers of a local newspaper are more persuaded by emotive language.
A letter to a headteacher or someone in authority requires formal, respectful language which is not aggressive or inappropriate.
Teenagers would need something to relate to, so personal anecdotes work well.
Addressing your audience directly and using inclusive language ('we', 'us', 'fellow students') is a convincing technique.
You should always write in Standard English, but the level of formality depends on the task.

Question 1(b): Persuasive Techniques (DAN FOREST PIE)

DAN FOREST PIE is a useful acronym for key language techniques: Direct address, Audience, Not only but also, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, Triplets.
Personal and inclusive pronouns ('I', 'you', 'we', 'us'), Imperatives (command verbs) and Exaggeration (hyperbole) are also effective.
You could also use flattery, alliteration, antithesis and double adjectives.
For writing to explain, provide reasons, examples, facts and statistics, use present-tense verbs and appropriate connectives.
For writing to argue or persuade, write in the first person, use personal and inclusive pronouns, present opinions as facts, and use emotive language and rhetorical questions.
Be persuasive and passionate but not aggressive — readers do not respond well to an aggressive tone.
You can present both sides of an argument, but decide on your position and maintain it throughout.

Question 1(b): Steps to Success and Planning

Read the task carefully and highlight what you are writing, who you are writing for, why you are writing, and the focus of each bullet point.
Read the text(s) and highlight evidence or information relevant to each bullet point.
Plan your response by turning what you have highlighted into bullet points, summarising the information or idea in your own words.
Make your point of view clear in your introduction — state what you are writing about, why, and what your opinion is.
Start each paragraph with an appropriate connective and topic sentence, then develop each paragraph in detail.
Leave five minutes at the end to re-read your writing and correct obvious mistakes.
Use the Persuasive plan (THINK, FEEL, DO): analyse the question, write three words summing up how you feel, and create a quick table of 5–6 arguments labelled E (emotional), L (logical) or A (authoritative).

Question 1(b): How to Write a Speech

Address the audience directly throughout and engage them in your introduction by outlining the topic and using a rhetorical question.
Structure your speech logically, building your arguments persuasively with persuasive language features.
Include an objection to the argument in a separate paragraph to offer a balanced view.
Use inclusive pronouns ('we', 'us', 'our') to involve your audience.
Finish by circling back to your original argument, calling your audience to action if appropriate.
Use an anecdote to offer an example which proves your argument, and offer more research or studies based on the reading texts.
End with an emotive plea, perhaps using a triplet in a single sentence.

Question 1(b): How to Write a Letter

An informal letter is written to someone you know well; start with 'Dear' and the person's first name, use a warm opening, and sign off informally (e.g. 'Best wishes,').
Even in an informal letter, do not use abbreviations or slang such as 'OMG!' — this is an exam.
A formal letter is written to somebody in authority; include a date and use the correct salutation.
If you do not know the name of the person, use 'Dear Sir/Madam' and end with 'Yours faithfully,'; if you are given the name, start with 'Dear [name]' and end with 'Yours sincerely,'.
Your introduction should state what you are writing about, why you are writing and what your opinion is.
Use topic sentences to begin each paragraph, develop that point in detail, and do not include multiple different arguments in one paragraph.
Do not spend too much time on layout or making up addresses — it is more important to adapt your style, language and tone to the audience and purpose.

Question 1(b): How to Write an Article and a Report

An article should have a headline and an introduction that grabs the reader's attention while indicating your viewpoint.
Articles often use a range of persuasive techniques and may address the reader directly.
A report is a formal piece of writing, often structured with headings and subheadings.
Reports should be clear, factual and well organised, with a logical sequence of ideas.
Both articles and reports must be based on the reading texts and should evaluate and develop the ideas in them.

Question 1(b): SPaG and Exam Tips

You are assessed on clarity (W1), organisation and structure (W2), vocabulary and sentence structure (W3), use of appropriate language (W4) and accuracy (W5).
Employ fluent, varied sentence styles and a wide range of vocabulary.
Do not just copy from the reading texts — this will seriously limit both your reading and writing marks.
Do not quote from the text(s) and do not just repeat the ideas — you need to select relevant points and evaluate them.
Keep to the suggested word limit — writing significantly under or over will affect your marks.
Recognise that there may be implicit meanings in the text which you need to be aware of.
The careful use of rhetoric, such as questioning or exclamations, can help to convince and persuade your intended audience.

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练习题

免费预览——55 题中的 8 题。注册即可查看全部。

1.In the sentence 'The old building was demolished yesterday', which word is the adverb?
Easy
- Aold
- Bbuilding
- Cdemolished
- Dyesterday
2.Which sentence uses the apostrophe correctly?
Easy
- AThe students' opinions were divided about the new rules.
- BThe student's opinions were divided about the new rule's.
- CThe students opinions were divided about the new rules.
- DThe students's opinions were divided about the new rules.
3.Read this sentence: 'The pavements are crowded and hot, and the traffic is suffocating.' Which word class is 'suffocating' in this sentence?
Medium
- Averb
- Badjective
- Cnoun
- Dadverb
4.Which sentence uses a semicolon correctly?
Medium
- AI wanted to complain; because the service was poor.
- BI wanted to complain; the service was poor.
- CI wanted to complain; and the service was poor.
- DI wanted to complain; however the service was poor.
5.A formal letter begins 'Dear Sir/Madam'. Which sign-off correctly matches this salutation?
Medium
- AYours sincerely,
- BYours faithfully,
- CBest wishes,
- DYours truly,
6.Which of the following are persuasive language devices? (select all that apply)
Medium
- Arhetorical question
- Bemotive language
- Ctopic sentence
- Dtriplets
- Eimperative
7.An exclamation mark is used to show strong emotion or to give emphasis.
Easy
True or false?
8.Match each word class to its definition.
Medium
- Noun
- Verb
- Adjective
- Adverb
- A word that names a person, place, thing or idea
- A word that shows an action or state of being
- A word that describes or modifies a noun
- A word that modifies a verb, adjective or another adverb

复习笔记

## Directed Writing (Paper 2, Section A) One question, two parts: **1(a)** structured evaluation (5 marks, 5–10 mins) and **1(b)** discursive/argumentative/persuasive writing (35 marks, 45–50 mins). Texts total 550–650 words. ### Question 1(a): Evaluation - **Command word** tells you what to do (usually *evaluate* = make a judgement). - **Focus** tells you what to look for (e.g. "Jaz's attitude to work"). - **Instruction** usually: "Give details from the text to justify your answer." - Use **only the extract** given, not the whole text. **Steps:** 1. Highlight command word, focus, instructions. 2. Scan extract for evidence. 3. Identify how the writer/subject **feels** — don't just list quotes. 4. Use key words from the question in your answer. 5. Support each point with a specific detail. 6. Explain how that detail supports your point. **Tips:** - Make **3–4 distinct points**; don't repeat the same idea. - Use **your own words** (e.g. label actions "ruthless"). - Look for adjectives, adverbs, emotive verbs. - **Do not summarise**; do not write an introduction or conclusion. - Level 3 rewards clear understanding + relevant support. ### Question 1(b): Writing Task **GAP analysis / "3 Ws":** - **G**enre (format): speech, letter, article or report. - **A**udience: who you're writing for. - **P**urpose: why you're writing (explain, argue, persuade). **Marks:** up to 10 reading, up to 25 writing. **Word count: 250–350.** **Steps:** 1. Read task; highlight GAP and bullet points. 2. Read text(s); highlight relevant evidence. 3. Plan bullet points in your own words. 4. State your viewpoint in the introduction. 5. Start each paragraph with a connective and topic sentence. 6. Develop each point using ideas from the text — read between the lines. 7. Leave 5 minutes to proofread. **Do not** copy or quote from the texts; do not just summarise. Select, evaluate and develop ideas into your own argument. ### Persuasive Devices: DAN FOREST PIE **D**irect address, **A**udience, **N**ot only… but also, **F**acts, **O**pinions, **R**hetorical questions, **E**motive language, **S**tatistics, **T**riplets, **P**ersonal/inclusive pronouns, **I**mperatives, **E**xaggeration. Also: flattery, alliteration, antithesis, double adjectives. ### Format Essentials **Speech:** address audience directly; hook with rhetorical question; inclusive pronouns; counter-argument; end with emotive plea/triplet. **Letter (informal):** "Dear" + first name; warm opening; clear paragraphs; sign off "Best wishes". No slang. **Letter (formal):** date; "Dear Sir/Madam" → "Yours faithfully"; "Dear [name]" → "Yours sincerely"; state purpose and opinion. **Article:** headline; grab attention; indicate viewpoint. **Report:** clear structure and headings. ### SPaG Use Standard English; adapt formality to audience. Vary sentence styles and vocabulary. Accuracy matters (W5). ### Exam Tips - Match tone to audience and purpose. - Present opinions as facts; be passionate, not aggressive. - Decide your position and maintain it. - Keep to the word limit. - Plan briefly — bullet points only.

Directed Writing: Section A of Paper 2: one question split into 1(a) structured evaluation and 1(b) discursive/argumentative/persuasive writing.
Question 1(a): A 5-mark structured question testing analysis/evaluation (R3) and writer's effects (R4). Spend 5–10 minutes.
Question 1(b): A 35-mark extended writing task in one of four formats: speech, letter, article or report. 250–350 words. Up to 10 marks reading, 25 writing.
Evaluate: To make a justified, well-reasoned judgement about the quality, character or motivation behind a character or writer's actions.
Analyse: To examine a specific focus in detail.
R3: Analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text.
R4: Demonstrate an understanding of how writers achieve effects and influence readers.
GAP analysis: Genre (format), Audience, Purpose — the "3 Ws": what am I writing, who for, and why.
DAN FOREST PIE: Acronym for persuasive devices: Direct address, Audience, Not only… but also, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, Triplets, Personal/inclusive pronouns, Imperatives, Exaggeration.
Rhetorical question: A question which does not require an answer, used to engage or persuade.
Emotive language: Language deliberately chosen to make the audience feel a particular emotion.
Triplets: Three ideas or examples in a sentence used to emphasise a point.
Imperatives: Command verbs used to call the audience to action.
Inclusive pronouns: "We", "us", "our" — used to build rapport and involve the audience.
Formal letter conventions: Date; "Dear Sir/Madam" → "Yours faithfully"; "Dear [name]" → "Yours sincerely"; state purpose and opinion.
Informal letter conventions: "Dear" + first name; warm opening; clear paragraphs; informal sign-off such as "Best wishes". No slang or abbreviations.
SPaG: Spelling, punctuation and grammar — assessed in Question 1(b) writing marks (W5 accuracy).

闪卡

What are the two parts of Section A in Paper 2, and what does each require?

Question 1(a) is a structured evaluation question worth 5 marks; Question 1(b) is a discursive, argumentative or persuasive piece of writing worth 35 marks.

What does the command word 'evaluate' require you to do in Question 1(a)?

It requires you to make a justified judgement about a character's or writer's attitude, using evidence from the text to support your view.

How many marks is Question 1(a) worth, and how long should you spend on it?

It is worth 5 marks, and you should spend approximately 5–10 minutes on it.

What should you highlight in the Question 1(a) task before reading the extract?

Highlight the command word (what you must do), the focus of the question (what to look for in the text), and any other instructions such as 'Give details from the text'.

In Question 1(a), why is simply listing quotes not enough to get full marks?

You must identify how the writer or subject feels and explain what the quoted detail shows about that attitude, rather than just copying the quote.

What does the highest mark band (Level 3) reward in Question 1(a)?

It rewards candidates who demonstrate clear understanding of the writer's or subject's attitude with relevant support from the text, going beyond a point plus a copied quote.

What types of words in the extract can give clues about a writer's or subject's attitude?

Adjectives, adverbs and emotive verbs (words suggesting conflict or strong feeling) are useful clues.

Why should you avoid repeating the same point in Question 1(a)?

Repeating the same point (e.g. three examples of a character being 'hard-working') does not demonstrate range; you should make 3–4 distinct points instead.

What is the recommended structure for a Question 1(a) answer?

Make a clear point using key words from the question, support it with a specific detail from the extract, and explain how that detail supports your point. No introduction or conclusion is needed.

What does the acronym GAP (or the '3 Ws') stand for when planning Question 1(b)?

Genre (what am I writing?), Audience (who am I writing for?) and Purpose (why am I writing?).

What are the four possible formats (genres) you might be asked to write in for Question 1(b)?

Speech, letter, article or report.

How many marks are available for reading and for writing in Question 1(b)?

Up to 10 marks are available for reading skills and up to 25 marks for writing skills.

What is the recommended word count for Question 1(b)?

You should write about 250 to 350 words.

What does the acronym DAN FOREST PIE help you remember?

It helps you remember key persuasive language techniques: Direct address, Audience, Not only but also, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, Triplets, Personal and inclusive pronouns, Imperatives, Exaggeration.

What is the difference between a formal and an informal letter in Question 1(b)?

A formal letter is written to someone in authority and uses a respectful tone with conventions like 'Dear Sir/Madam' and 'Yours faithfully'; an informal letter is written to someone you know well and uses a warm, friendly tone but still accurate spelling and varied sentences.

What salutation and sign-off should you use in a formal letter if you do not know the recipient's name?

Use 'Dear Sir/Madam' and end with 'Yours faithfully'.

What salutation and sign-off should you use in a formal letter if you know the recipient's name?

Use 'Dear [name]' and end with 'Yours sincerely'.

What are the key features of a speech in Question 1(b)?

Address the audience directly, engage them in the introduction (perhaps with a rhetorical question), structure arguments logically, use inclusive pronouns, include a counter-argument, and end with an emotive plea or call to action.

Why is it important to adapt your language and tone to your audience in Question 1(b)?

Part of your assessment is your ability to suit your language and tone to the intended audience, e.g. using colloquial language for teenagers or sophisticated vocabulary for adults.

What should you avoid doing with the reading texts in Question 1(b)?

Do not just copy or quote directly from the texts, and do not simply summarise them; you must select relevant points and evaluate them to develop your own argument.

What is the recommended way to plan your arguments for Question 1(b)?

Find 5–6 arguments from the text (e.g. 4 for and 1 against), summarise them as bullet points, label each as Emotional, Logical or Authoritative, and start with the counter-argument.

How should you begin and end your response in Question 1(b)?

State your central argument clearly in your introduction and confirm it in your conclusion, sustaining your position throughout.

What is the purpose of using personal and inclusive pronouns like 'we' and 'us' in Question 1(b)?

They build rapport between you and your audience and make them feel involved in your argument.

What is the effect of using imperatives in persuasive writing for Question 1(b)?

Imperatives are command verbs that call your audience to action, e.g. 'Act now'.

Why should you avoid an aggressive tone in Question 1(b)?

Readers do not respond well to an aggressive tone; you should be persuasive and passionate but not aggressive.

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