Coursework Assignment 1: Discuss, Argue, Persuade

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What Assignment 1 Asks You to Do

Assignment 1 is directed writing in response to a text or texts chosen by your teacher, or by you with your teacher's approval.
You must select and evaluate facts, opinions and arguments from the text(s), then write in a highly effective and technically accurate style.
It is a piece of writing to discuss, argue and/or persuade, and it is worth 30 marks.
Marks are split equally: 15 for reading and 15 for writing.
The text(s) you use must be included in your portfolio, and the assignment should be about 500–800 words.
You may handwrite or word-process the assignment, and dictionaries may be used for coursework.

Choosing Your Text(s)

Texts should be of a sensible length and must not include literature.
Choose texts with plenty of ideas and opinions you can engage with.
Most often the chosen texts are articles, but they could also be the words of speeches or even travel literature.
You need enough substance to give an overview of the argument as a whole and comment on specific ideas.

Reading: What the Examiner Rewards

Select, put together and evaluate facts, opinions and arguments to produce a developed and sophisticated response.
Show you understand both explicit and implicit ideas and opinions from your text(s).
Explain ideas of interest and argue for or against them.
Examine inconsistencies in the text and recognise bias.
Base your arguments and point of view on the reading passages — writing without a clear summary of the main points will not score high marks.

Writing: What the Examiner Rewards

Display a highly effective style capable of conveying subtle meaning.
Use effective language and structure your response carefully.
Aim for a high degree of technical accuracy in spelling, grammar and punctuation.
Adapt your form and language to suit your audience and purpose.

Choosing Your Form

A typical Assignment 1 response is a letter replying to the author of your chosen text(s).
A speech or an article in which you argue ideas is equally permissible.
Whatever the form, you must still give an overview of the argument and comment on specific ideas presented by the author.

Adapting to Audience

Your audience is the intended recipients or readers of your piece, and adapting language and tone to them is part of the assessment.
A parent will have different concerns and values from a student.
A local MP would need convincing using facts and evidence.
Readers of a local newspaper would be more persuaded by emotive language.
A letter to a headteacher or someone in authority requires formal, respectful language that is not aggressive or inappropriate.
Teenagers relate to personal anecdotes and colloquial language; adults respond to sophisticated vocabulary and complex sentences; older people may need simple explanations and examples.
Address your reader directly using inclusive language such as "we", "us", "fellow students" or "parents" to persuade them to agree with you.
Always write in Standard English, but let the task dictate your level of formality.

Writing to Explain

Prompts include "Explain your point of view about…", "Explain your attitude to…" and "Explain your thoughts on…".
Provide reasons for your ideas and offer examples and anecdotes.
Use imagery to describe experiences.
Provide facts and statistics — in the exam you can use those given in the reading texts.
Use present-tense verbs, as you are usually explaining something currently the case.
Use first or third person consistently.
Use connectives such as "Moreover", "Furthermore", "However" and "On the other hand" for cohesion and fluency.

Writing to Argue and Persuade

Prompts include "Argue your point of view about…", "Give your views on…" and "Persuade the audience of your point of view about…".
Write in the first person, putting forward your thoughts and opinions.
Use personal and inclusive pronouns — "we" and "us" build rapport and make the reader feel involved.
Present your opinions as facts, as a truth that shouldn't be challenged.
Be persuasive and passionate but not aggressive — readers do not respond well to an aggressive tone.
Use emotive language and rhetorical questions to persuade your reader.
For persuasion, add imperatives to call your audience to action and rhetorical techniques such as the rule of three.
You may present both sides, but decide on your position and maintain it throughout — start a counter-argument with "While I acknowledge that some people might think…" then circle back to your original position.
Avoid sounding like an advertisement.

Learning from Model Answers

A strong speech starts as instructed, establishes a clear voice and point of view, uses inclusive pronouns and direct address, and sustains the argument throughout.
A strong letter uses a greeting and tone appropriate to the recipient, develops ideas from the texts, acknowledges a counter-argument, then returns to the main argument.
A strong article uses a heading with a device such as alliteration, an introduction with persuasive devices, and a consistent awareness of the intended audience.
Across all forms, ideas from the texts should be put in your own words, with a personal point of view sustained and accurate spelling, grammar and punctuation.
Note that texts or tasks from exam papers may not be used in your coursework portfolio.

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1.In the sentence 'The purpose of wearable technology is to make staying connected easy', what word class is the word 'purpose'?
Easy
- Anoun
- Bverb
- Cadjective
- Dadverb
2.In the sentence 'Readers of a local newspaper would be more persuaded by emotive language', what word class is the word 'persuaded'?
Easy
- Averb
- Bnoun
- Cadjective
- Dadverb
3.Which sentence uses an apostrophe correctly?
Medium
- AThe students' reports were ignored by the teachers.
- BThe student's reports were ignored by all the teachers for every year group.
- CThe students reports' were ignored by the teachers.
- DThe students reports were ignored by the teacher's.
4.Which sentence uses a semicolon correctly?
Medium
- AThe report was ignored; the students were disappointed.
- BThe report was ignored; and the students were disappointed.
- CThe report was ignored; because the students were disappointed.
- DThe report; was ignored and the students were disappointed.
5.Which sentence uses a colon correctly?
Medium
- AThe council wanted three things: more gym equipment, a wider curriculum and cleaner classrooms.
- BThe council wanted: more gym equipment, a wider curriculum and cleaner classrooms.
- CThe council: wanted more gym equipment, a wider curriculum and cleaner classrooms.
- DThe council wanted three things, more gym equipment: a wider curriculum and cleaner classrooms.
6.Which sentence is punctuated correctly?
Easy
- A'We're accountable to their parents,' he says, 'to give them the best education.'
- B'We're accountable to their parents' he says 'to give them the best education.'
- C'We're accountable to their parents,' he says 'to give them the best education.'
- DWe're accountable to their parents, he says, to give them the best education.
7.Which of the following are persuasive techniques that a writer might use to argue a point of view? (select all that apply)
Medium
- AEmotive language
- BRhetorical questions
- CImperatives
- DThe rule of three
- EFootnotes listing sources
8.Which of the following are accurate descriptions of how to adapt writing to a target audience? (select all that apply)
Medium
- AInclusive pronouns such as 'we' and 'us' help build rapport with the reader.
- BColloquial language such as 'awesome' suits a teenage audience.
- CSophisticated vocabulary such as 'elicits' suits adults reading a serious topic.
- DAggressive language is effective when writing to someone in authority.
- ESimple explanations and examples suit readers unfamiliar with a topic.

複習筆記

## Assignment 1: Writing to Discuss, Argue or Persuade **The task:** Directed writing in response to a text or texts chosen by your teacher (or by you with your teacher's approval). You select and evaluate facts, opinions and arguments from the text(s), then write in a highly effective and technically accurate style, adapting form and language to suit audience and purpose. **Marks: 30 total — assessed equally for reading and writing.** ### Reading (15 marks) - Select, put together and evaluate facts, opinions and arguments for a **developed and sophisticated response** - Evaluate both **explicit and implicit** ideas and opinions from your text(s) ### Writing (15 marks) - A **highly effective style** capable of conveying subtle meaning - Effective language and careful structure - **A high degree of technical accuracy** — spelling, grammar and punctuation are accurate ### What top responses do - Give an **overview of the argument as a whole** - Comment on **specific ideas** presented by the author - Explain ideas of interest and argue **for or against** them - Examine **inconsistencies** and recognise **bias** - A typical response replies to the author in a **letter**; a **speech** or **article** arguing ideas is equally permissible - **A copy of all texts used must be included in your portfolio** ### Choosing texts - Sensible length, **not literature** - Plenty of ideas and opinions to engage with - Usually articles, but could be speeches or travel literature ### Form, audience and purpose Your audience is the intended recipients of your piece. Adapt language and tone: - A parent has different concerns and values to a student - A local MP needs convincing with **facts and evidence** - Local newspaper readers 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 need something to relate to — **personal anecdotes** work well Address your audience directly using **inclusive language**: "we", "us", "fellow students", "parents". Always write in **Standard English**; formality is dictated by the task. ### Purpose: devices and techniques **Write to explain** ("Explain your point of view/attitude/thoughts on…"): - Provide reasons for your ideas; offer examples and anecdotes; use imagery - Provide facts and statistics (in the exam, use those in the reading texts) - Use present-tense verbs; use first or third person consistently - Use connectives — "Moreover", "Furthermore", "However", "On the other hand" — for cohesion and fluency **Write to argue** ("Argue your point of view about…", "Give your views on…"): - First person; personal and inclusive pronouns ("we", "us") build rapport - Present opinions as facts — as a truth that shouldn't be challenged - Be persuasive and passionate, but **not aggressive** — readers do not respond well to an aggressive tone - Use emotive language and rhetorical questions - You can present both sides, but decide your position and maintain it: start a counter-argument with "While I acknowledge that some people might think…" then circle back **Write to persuade** ("Persuade the audience of your point of view about…"): - All of the above, plus **imperatives** to call your audience to action and rhetorical techniques such as the **rule of three** - Decide your position and stick to it throughout - **Avoid sounding like an advertisement** ### Golden rule Your arguments and point of view **must be based on the reading passages you are given**. If you just write without establishing a clear summary of the main points in the text(s), you will not score high marks. ### Checklist for top marks - Clear voice and point of view in the introduction - Ideas and opinions from **both** texts woven in - Conventions of the form (inclusive pronouns, direct address for a speech; greeting and sign-off for a letter; heading for an article) - Argument sustained throughout; counter-argument acknowledged then answered - Ideas put in your **own words** - Accurate spelling, grammar and punctuation

Assignment 1: Writing to discuss, argue and/or persuade in response to a text or texts; a piece of directed writing worth 30 marks, assessed equally for reading (15) and writing (15).
Directed writing: Writing produced in response to a text or texts chosen by your teacher (or by you with your teacher's approval), where form and language are adapted to suit audience and purpose.
Explicit ideas: Ideas and opinions stated directly and clearly in the text, which you must select and evaluate.
Implicit ideas: Ideas, opinions and attitudes suggested rather than stated outright; you must evaluate these as well as explicit ones.
Bias: A one-sided slant in a text; recognising it is part of demonstrating understanding of the ideas presented by the author.
Inconsistencies: Points where a text's ideas or arguments contradict themselves; examining these is expected in a developed response.
Form: The text type you write in — typically a letter replying to the author, but a speech or article arguing ideas is equally permissible.
Audience: The intended recipients or readers of your piece; your language and tone must be adapted to suit them.
Purpose: What your writing is doing — explaining, arguing or persuading — which determines the devices and techniques you use.
Inclusive language: Use of words such as "we" and "us", or "fellow students" and "parents", to address your audience directly and persuade them to agree with your point of view.
Standard English: The form of English you should always write in; the level of formality you employ is dictated by the task itself.
Counter-argument: Acknowledging the opposing view, often begun with "While I acknowledge that some people might think…", before circling back to your original position.
Emotive language: Word choice designed to stir the reader's feelings; persuasive for readers such as those of a local newspaper.
Rhetorical question: A question asked for persuasive effect rather than to obtain an answer, used to persuade the reader of the validity of your argument.
Imperatives: Command verbs used to call your audience to action when writing to persuade.
Rule of three: A rhetorical technique listing three items, used to convince the reader of your argument.
Connectives: Words like "Moreover", "Furthermore", "However" and "On the other hand" that provide cohesion and fluency.
Technical accuracy: Accurate spelling, grammar and punctuation — a high degree of it is required for top writing marks.
Portfolio requirement: A copy of all texts used for Assignment 1 must be included in your portfolio.

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What is the core task of Coursework Assignment 1?

It is a piece of directed writing in response to a text or texts, in which you select and evaluate facts, opinions and arguments and write in a highly effective, technically accurate style.

How are the marks split for Assignment 1?

It is assessed equally for reading and writing: 15 marks for reading and 15 marks for writing, out of 30 in total.

What must you do with the text(s) used for Assignment 1?

A copy of all texts used for Assignment 1 must be included in your portfolio.

What kinds of text are suitable for Assignment 1?

Texts of a sensible length that contain plenty of ideas and opinions you can engage with; they must not include literature. Most are articles, but speeches or travel literature also work.

Which forms are permissible for an Assignment 1 response?

A letter replying to the author is typical, but a speech or an article in which you argue ideas is equally permissible.

What must your Assignment 1 response do with the argument as a whole?

Give an overview of the argument as a whole and comment on specific ideas presented by the author, explaining ideas of interest and arguing for or against them.

Beyond agreeing or disagreeing, what should you examine in the text(s)?

You should examine inconsistencies in the text(s) and recognise bias.

What does 'audience' mean for Assignment 1?

It is the intended recipients or audience for your piece of writing, and you are assessed on adapting your language and tone to suit them.

How should language differ for a parent versus a student audience?

A parent will have different concerns and values from a student, so your tone and examples must be tailored to what that audience cares about.

How should you persuade a local MP?

A local MP would need convincing using facts and evidence rather than emotive appeals.

Which audience is most persuaded by emotive language?

Readers of a local newspaper would be more persuaded by emotive language.

What tone is required in a letter to a headteacher or someone in authority?

Formal, respectful language which is not aggressive or inappropriate.

What technique addresses your audience directly to persuade them?

Use inclusive language such as 'we' and 'us', or address them directly as 'fellow students' or 'parents'.

What level of English should you always use, and what varies?

Always write in Standard English; the level of formality is dictated by the task itself.

How do you adapt language for a teenage audience?

Use inclusive pronouns and colloquial language, such as 'awesome', and personal anecdotes they can relate to.

How do you adapt language for an adult audience on a serious topic?

Use more sophisticated vocabulary, such as 'elicits', and complex sentences.

How do you adapt language for older people unfamiliar with a topic?

Use simple explanations and clear examples to show what you mean.

What does 'giving your views' actually require?

It can mean explaining what you think, arguing your point, or persuading your audience to agree with you.

Which devices show you are writing to explain?

Provide reasons for your ideas, offer examples and anecdotes, use imagery, provide facts and statistics, use present-tense verbs, and use connectives like 'Moreover' and 'However'.

Which person should you use when writing to argue or persuade?

Write in the first person, as you are putting forward your own thoughts and opinions.

How should you present your opinions when arguing or persuading?

Present your opinions as facts — as a truth that shouldn't be challenged.

What tone should an argumentative or persuasive piece strike?

Be persuasive and passionate, but not aggressive, because readers do not respond well to an aggressive tone.

How can you include a counter-argument without weakening your position?

Acknowledge the other side with phrases such as 'While I acknowledge that some people might think…', then circle back to your original position.

Which two techniques are named for persuading a reader of your argument's validity?

Emotive language and rhetorical questions.

Which persuasive techniques are specific to writing to persuade rather than argue?

Use imperatives to call your audience to action, and rhetorical techniques such as the rule of three.

What should you avoid when writing to persuade?

Avoid sounding like an advertisement, and decide on your position and stick to it throughout.

What must your arguments and point of view be based on?

They must be based on the reading passages you are given; without a clear summary of the main points in the text(s), you will not score high marks.

What does the reading assessment reward in Assignment 1?

Selecting, putting together and evaluating facts, opinions and arguments to give a developed and sophisticated response, including both explicit and implicit ideas and opinions.

What does the writing assessment reward in Assignment 1?

A highly effective style capable of conveying subtle meaning, effective language and careful structure, and a high degree of technical accuracy in spelling, grammar and punctuation.

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