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Here, grandmother, suck on this egg… There is a however, of course isn't there always? The however in this particular instance is that it is often quite difficult to give students a feeling of almost immediate success when approaching this question - this is a long-haul situation.
The faint-hearted can give up almost before they begin. Not only that, a number of students have developed some very fixed ideas about what makes a descriptive text - I teach in FE - and quite often it bears only a passing resemblance to what examiners are looking for at least in order to award it good marks!
So I wanted to do something to address this. I did a little research OK, I used a search engine and found that some teachers were giving their students scaffolded writing tasks, at least for the first paragraph of a descriptive piece.
Here is an excellent article the best I found, to be honest on The Learning Profession blog about how scaffolded descriptive writing openings can work brilliantly. The rest of this post details my journey from this point - it isn't advice about how to teach this part of the syllabus, it's simply about how I developed my ideas about scaffolding and how I then went on to embed it in my classes.
Aqa gcse titles for creative writing no aqa-explorations-in-creative-writing about this style to the sample question on the aqa gcse english literature. One creative writing task selected from essays choice of four titles section a the wjec eduqas gcse in creative writing about snow gcse builds on . To make your writing as successful as possible, write for a specific audience (e.g. broadsheet article, such as the Guardian, or the text for a speech given to people your own age) and tailor the language, style and structure to them. Pick up and teach these inspiring and engaging scheme of works with clearly structured lesson plans and worksheets for teaching the fiction and non-fiction writing sections of the GCSE English Language .
You can find them on my TES shop here. They were quite correct; we should finish what we start. In truth, I was a little wary of the word scaffold because of course when one is taken away whole buildings have been known to collapse. And as my students were adamantly not going to finish what they started for homework I had to come up with a way to incorporate scaffolding more in to my delivery in the classroom.
It was working for the students and if it works for them then it works for me. My reservations about spoon feeding had to be put to one side, at least temporarily.
The cunning plan forms This despite the rather blue hue of my face. If I could get my students writing whole texts using a scaffold, could I then get them to create their own scaffolds?
After all, if they can scaffold their own pieces before they write them, what essentially is the difference between a scaffold and a plan?
Cunning plan in place. Was this pulling the wool over their eyes a little? To paraphrase Machiavelli, "Never attempt to win by force what can be won by deception. So, I created my own. The first was created as an introductory exercise to writing a complete text using scaffolding.
The idea was also that each paragraph of the text would include some of the skills descriptors examiners use to mark descriptive writing for the GCSE English Language This is set to the left of the page with a space for the student to respond to the suggestions on the right hand side.
You can see how I laid it out in the image above. It is available here — and is editable so you can chop and change a few things if you wish.May 06, · This will be a polemical piece of writing (AQA is using the phrase ‘language for impact’).
It echoes some of the writing tasks in question 6 of the legacy specification. The AQA document Writing Task for Paper 2 specifies the following writing genres.
Developing critical readers: preparing students for GCSE English Language reading papers Thoughts on how students are taught to write critically about texts in exams This post was originally an article for NATE ‘s Teaching English (Issue 12, Autumn ).
Home > GCSE > English > Tips for writing an article. Tips for writing an article. Article: Manisha's latest vlog» AQA ENGLISH LANG 2 resources and help» Revision tips on getting A*s at GCSE» CIE IGCSE English Language Paper 3».
Write an article with this title for a magazine called ‘Viewpoint’ in which you discuss the impact of technology on people’s lives today and in the near future.
You may use information from the sources in Section A as well as your own ideas. The material is based on the AQA Legacy GCSE English Language Unit 1 Question 4.
Question 4 in the January exam was. Referring to Source 3, ‘Ferry across the Lake’ and either Source 1 or Source 2, you are going to compare the two texts, one of which you have chosen.
Designed with higher ability students in mind for WJEC writing examination, but could be adapted for other boards or general writing skills for articles.
There should be enough here for 5 or so lessons/5(3).