Task One
Objective
Understand how to plan an argument and secure this skill through practice
1 = strongly agree and 10 = strongly disagree.
The statement to consider is: Capital punishment should be reintroduced in
the UK.
Explain your reasoning for either agreeing or disagreeing with this
statement.
Counter-argument is a chance to have the last word in each paragraph /
section of an argument.
Against Capital
Punishment
Task Two
Objective
Clearly signpost an argument for the reader by using a range of connectives
Understand how to write a coherent and convincing paragraph of argument
Categorise the connectives given as cards (see the next page) and
prepare to explain one or two categories to the rest of the class. (eg.
all of these words are linked with time)
Certain connectives are vital when writing to argue. In particular, a
connective is needed to show the reader that the argument is about to
attacked through the counter-argument.
Think of as many connectives that could be used instead of However
(For L6+, a range of connectives is key) Word-bank these.
Development
Write three paragraphs of argument using connectives between each
paragraph. The argument can be anything you like (e.g. School pupils
should be allowed to bring mobile phones into school).
Therefore
So
Consequently
As a result
In contrast
Similarly
For instance
First(ly)
Second(ly)
Last(ly)
Finally
To begin with
At the outset
But
Still
However
Nevertheless
Yet
On the contrary
In spite of this
In other words
Rather
Moreover
Furthermore
What is more
In addition
also..
Naturally
Of course
Certainly
Strangely enough
Oddly enough
Luckily
Admittedly
(Un)fortunately
Undoubtedly
Finally
In conclusion
Argument
Contrast
Connective
Counter
Argument
Addition
Connective
Counter
Argument
Extended
TaskThree
Objective
Develop a range of opening strategies for an argument text
Imagine you are planning an argumentative letter to the school
governors, claiming that school uniform should be abolished, and
pupils should be allowed to wear their own clothes.
Leaving aside the detail of the argument, come up with two of three
strategies they could use in the opening paragraph to ensure that their
argument is read by the chair, and taken seriously.
Look at Dont to talk me now (above this page)and annotate the
strategies used by the writer of the argument to engage the reader. (eg
reference to psychologists make the writer sound like an authority,
subject deliberately withheld to intrigue, humour disarms, direct
address to the reader etc).
Here are three key ingredients to an effective opening to an argument:
1. Make it clear what you think from the start, without giving the reasons
why.
2. Establish your credibility. (an expert, somebody with real experience
etc)
3. Get the reader on your side. (direct address, subtle flattery, politeness
etc)
Development
Individually, compose an opening to the letter to the Chair of
Governors, saying why you think school uniform should be abolished.
Task One
Objective
To manage levels of formality according to audience
Note all of the texts they have written this week eg text messages,
note to mum, history essay.
Look at the notion of a formality continuum: 1 = highly informal, 6 =
highly formal. Position the texts they have produced this week on the
continuum.
Decide on the level of formality needed in the texts below, using the six
point scale:
A letter to an older relative, e.g. uncle
A letter to the local newspaper
A review of a PS2 game in a games magazine
A local newspaper article about a school incident
A leaflet offering advice on post 16 options
A speech at a public meeting
Look at the longer writing task (below) and say on the 1 to 6 scale, how
formal this text should be, and why.
Development
Rewrite the first two paragraphs of this extract, but use the correct level
of formality and appropriate language.
Family festival
These were the comments we received after last years festival:
I live nearby and the traffic, noise and litter were terrible.
The music was good but there werent enough facilities like food
stores.
There needs to be a wider range of attractions for teenagers and
children.
Please provide an explanation of why things went wrong last year,
including how you plan to overcome these problems and any
other ideas you have to improve this years event.
Sample Response
Last years festival was awesome but there are a few things we
can do to make it even better this year so that there are no moans
from locals.
Firstly, there were complaints about noise, litter and traffic. The
lack of parking was a problem. Although parking was planned, we
didnt expect so much traffic so there werent enough spaces and
quite a few roads were blocked. This ended up causing problems
for the emergency services when a woman was taken ill. To
prevent this happening again, weve organised a park and ride
service and were recommending a new route to the festival in
case we get even more visitors this year.
Youre never going to get rid of noise and litter at a festival, but we
can improve things a bit. Last year, there werent enough litter
bins, especially near the food areas, and they werent emptied
often enough. This year, well site more bins, employ people to
empty them regularly and make sure the site is properly cleaned
after the event. Well also put the stage further back so that theres
not so much noise for locals. If the roads are quieter with the park
and ride, this should also lessen noise.
Finally, there are more attractions for teenagers planned this year.
Weve got face-painting, puppets, clowning to name a few. Another
new facility is a crche where tired parents can leave their kids to
play safely. Teenagers will also get more out of the festival this
year weve got some great bands lined up, as well as workshops
where people can try out unusual instruments etc.
I hope this reassures you that everything has been put in place,
that the problems have been sorted and that we can look forward
to a great success next year.
Task Two
Objective
To identify and make effective use of a range of persuasive devices.
Starter
Brainstorm all of the persuasive devices you are able to recall.
Introduction
Read the anti-Iraq-war article (below).
Complete the revise the persuasive toolkit template by quoting an
example of each device in the relevant cell.
Development
Look back to the paragraph of argument you wrote to the Chair of governors
about school uniform. Strengthen this by using at least two persuasive
devises within the counter-argument.
Does Tony have any idea what the flies are like that feed
off the dead?
On the road to Basra, ITV was filming wild dogs as they tore at the
corpses of the Iraqi dead. Every few seconds a ravenous beast would rip
off a decaying arm and make off with it over the desert in front of us,
dead fingers trailing through the sand.
Example
Task One
Objective
Improve writing style by using non-finite subordinate clauses to add detail,
interest and variety.
Look at the Building Complex sentences table below. Use an
appropriate non-finite verb from the box to create sentences that make
sense.
Development
This type of complex sentence is particularly useful when writing to
describe because of the way it enables details to be included.
Write a single paragraph description of the view outside the classroom
window, using at least three non-finite complex sentences. E.g.
Forming a bleak backdrop, the distant chimneys belch out grey
smoke
laughing
crossing
sniffing
stumbling
sobbing
bursting
waiting
digging
walking running
eating
Task Two
Objective
Use complex sentences to increase the precision and style of formal writing
Complete the Building Complex Sentences 2 exercise by creating
complex sentences with a subordinate clause. Make sure the
sentences make sense.
This type of complex sentence, where the subordinate clause is an
adverbial, can lend a sense of authority and precision to formal writing.
You are going to produce a letter of complaint the content is provided
so that the focus can be on sentence construction. Each paragraph
must contain a complex sentence. Each paragraph must also end with
a simple sentence. Here is an example of the start: