Chapter 16
Answering long writing questions
Assessment objectives W1 Communicate information/ideas/opinions clearly, accurately and effectively W2 Organise ideas into coherent paragraphs using a range of appropriate linking devices W3 Use a range of grammatical structures and vocabulary accurately and effectively W4 Show control of punctuation and spelling W5 Use appropriate register and style/format for the given purpose and audience
Question types • Long writing questions
Differentiated learning outcomes
Resources
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Lower: All students should present some straightforward information and opinions; they should use simple structures in their writing, display a basic range of vocabulary and punctuation, and tend to use the same tone and style regardless of reader and purpose. Mid: Most students should present information and opinions clearly; they should use some different structures to give variety to their writing, display a fair range of vocabulary and punctuation with some accuracy, and sometimes adapt tone and style to reader or purpose.
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Student Book: Chapter 16, pp. 268–81 Chapter 19, pp. 307–8 Worksheet: 16.1–16.4 Workbook: Section 2, pp. 34–64 Section 3, pp. 65–89
High: Some students should present detailed information effectively and write persuasive arguments; they should use a wide variety of structures and vocabulary to good effect, use punctuation accurately and to clarify meaning, and effectively adapt tone and style to reader and purpose.
Exploring the questions Clarify for the class that both Core-level and Extended-level students will write about the same topics. They are marked differently, with up to 12 marks available to Corelevel students, and up to 16 marks for Extended-level students. This is because Grades A and B (marks 13 to 16) are not available to Core-level students. This will be clearer when they come to look at the marking guidance later on. The other difference is that the Core-level students have a recommended length of 100 to 150 words; Extended-level students are expected to write slightly more, i.e. 150 to 200 words. If students have practice in writing these essays in a timed situation, this will help them to learn how to pace themselves. Point out that writing much more than the recommended amount could be counter-productive. There may not be enough time to write even the minimum amount for the next question. Also, as the piece is be marked for the quality of the writing, a much longer piece could create a sense of long-windedness. Remind the students that they must leave at least five minutes at the end for checking their work.
To help explain what is involved in a writing question, and to assist students in deciding on a plan of action. Chapter 16 takes two sample writing tasks as examples and explores them thoroughly, step by step.
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Chapter 16
Explain that usually the first task is less formal and requires the student to explain or describe something or to give an account of an event. The second task is often more formal in nature and requires the student to argue points for and against a topic, or to argue persuasively in favour of or against a viewpoint.
Long writing questions
Explain that the two different types of writing questions, one to explain or describe, the other including opinion or argument, have different forms, purposes and readers. For example, if one writing question is an informal letter to a younger friend, the other may be a formal report for an adult newspaper reader.