Give your students a broader range of reading experiences with First News Education First News Education
Chameleon PDE – Specialists in health and wellbeing, citizenship, PSHE and personal development education Chameleon PDE
Eduqas GCSE Religious Studies – Supports effective study for a positive impact on students’ learning Oxford University Press RE
Welcome to the world of inspiring physical science hands-on learning! LEGO Education
Royal Society of Chemistry – Teach Chemistry service Royal Society of Chemistry
Oxford University Press Courses
Training GCSE students to produce controlled argument writing can be like nailing jelly to a tree.
How can you encourage them to produce short, effective pieces, rather than unpunctuated rants?
Have students focus on the type of writing required of them. How we open and close an argument is dictated by whether we’re writing a speech for an audience, a letter for an individual or an essay / article for readers.
Form established, encourage students to find examples. Writers and topics they’re familiar with will resonate, but don’t rule out classics such as Martin Luther King’s 1963 ‘I have a dream’ speech.
Encouraging students to take the opposite point of view to their own works well. Forced to become more measured, they’ll come to focus on sound planning and utilising different devices.
Create impact in letters and speeches by inserting emotive or personal phrases, such as ‘I feel passionately about this’ or ‘I feel compelled to speak out.’
After a brief intro, have students focus on the negative repercussions of readers not taking their point of view. Having deployed emotive language to induce misery, they can then paint a glorious picture of a world that follows their lead, using positive abstract nouns such as ‘hope’, ‘freedom’ and ‘happiness’.
Turning points – moving from the negative into the positive – are perfect for single-sentence paragraphs. Opinions disguised as facts (‘Everyone knows that this is an outright lie’) can be effective here; alternatively, digressions and flashback paragraphs never fail to impress examiners.
Focus on students’ ‘Tier 2 vocabulary’ – words perhaps not familiar to them, but which can be regularly found in intelligent writing across various topics, such as ‘fundamental’, ‘intrinsic’ and ‘corresponding.’
Mr E leads a secondary English department and is a published writer; discover more writing tips at his ‘Mr E’s English Hacks’ YouTube channel and follow @es_hacks.
Everything you need for every subject across Key Stages 3 and 4.