Collins Cambridge Lower Secondary English - Lower Secondary English Student’s Book: Stage 8

CAMBRIDGE

Lower Secondary English Lucy Birchenough, Clare Constant, Naomi Hursthouse, Ian Kirby, Nikki Smith

Series Editors: Julia Burchell and Mike Gould

Stage 8: Student’s Book

40465_P001_004.indd 1

16/08/2018 13:04

Contents Chapter 1 ● Writing to explore and reflect 1.1 Writing for a purpose 1.2 Finding relevant information and specific detail 1.3 Distinguishing between fact and opinion 1.4 Reflecting on historical writing

1.5 Developing presentation skills 1.6 Adding information with complex sentences 1.7 Using language to reflect and explore 1.8 Writing about significant events

Chapter 2 ● Writing to inform and explain 2.1 Explaining how writers present and organise texts for effect 2.2 Identifying relevant information distinguishing between fact and opinion 2.3 Responding to informative texts 2.4 Explaining things clearly in speech 2.5 Planning a report

2.6 Using connectives to explain information clearly 2.7 Varying sentence structure to make explanations clear and engaging 2.8 Using colons and semicolons to include more detail 2.9 Writing a report on a recent invention

Chapter 3 ● Writing to argue and persuade 3.1 What is writing to argue and persuade?

3.2 Identifying main ideas and viewpoints 3.3 Exploring how argument texts are organised 3.4 Comparing writers’ points of view

3.5 Preparing a formal debate 3.6 Using phrases to develop persuasive sentences 3.7 Structuring an effective persuasive text 3.8 Writing a persuasive email

Chapter 4 ● Descriptive writing 4.1 Analysing how description shapes character 4.2 Tracing character development using inference 4.3 Exploring responses to description 4.4 Using different levels of formality 4.5 Planning descriptive writing

4.6 Matching descriptive language to speech context 4.7 Varying vocabulary to keep the reader’s interest 4.8 Using sentence lengths and styles for effect 4.9 Writing a character description

Chapter 5 ● Narrative writing 5.1 Exploring narrative structure 5.2 Openings that engage the reader 5.3 Understanding how language creates suspense

40465_P001_004.indd 3

5.4 5.5 5.6 5.7

Exploring responses to narrative Matching narrative form to purpose Investigating character with hot-seating Creating characters through voice and vocabulary

16/08/2018 13:04

5.8 Using punctuation to develop detailed characters

5.9 Structuring diary narrative 5.10 Writing a story with a message

Chapter 6 ● Writing to analyse and compare 6.1 Tracing a writers’ views and ideas across a prose text 6.2 Analysing preferences and opinions 6.3 Analysing how themes are conveyed in a play 6.4 Develop and evaluate drama and discussion skills

6.5 Tracing feelings and perspectives in poems 6.6 Using connectives to compare similarities and differences in texts 6.7 Analysing two poems on the same theme

Chapter 7 ● Testing your skills 7.1 Reading and writing questions on non-fiction texts 7.2 Reading and writing questions on fiction texts

40465_P001_004.indd 4

7.3 Assessing your progress: non-fiction reading and writing 7.4 Assessing your progress: fiction reading and writing

16/08/2018 13:04

3 Chapter 3 Writing to argue and persuade

What’s it all about?

This chapter develops the skills needed to write persuasively. It looks at a range of texts on the theme of extreme sports, and uses them to explore the techniques writers use to convince their readers or audiences, in texts such as websites, feature articles and formal debates.

You will learn how to: • identify persuasive techniques in writing • comment on a writer’s views • comment on the way a text has been organised • vary sentence lengths and structures for effect • structure a persuasive text effectively.

You will: • complete a short reading assessment paper • take part in a debate about whether extreme sports should be banned • write an email to a friend encouraging them to take up a sport.

Writing to argue and persuade

40465_P059_090.indd 59

59

12/16/15 2:52 PM

Chapter 3 . Topic 1

What is writing to argue and persuade?

You will learn how to: • use positive language choices to persuade readers.

Texts that have a clear point of view are sometimes called persuasive texts or argumentative texts. Writers use different techniques to build a convincing argument in their work.

Introducing the skills Persuasive texts only present one point of view. There are many different types of persuasive texts, including feature articles and advertisements. Feature articles may not seem to be persuasive on the surface, but the writer may still be trying to convince the reader of their point of view about the topic. Adverts are persuasive texts used to sell a product or facility.

Read the following extract from a website encouraging people to visit Scotland:

Bring your sense of adventure to Scotland where you will find that you can swing through the trees, roll down lush hills, and sail across our golden sands.

While having a go at great outdoor activities, you can take in a variety of splendid landscapes, from deep shaded forests to stunning coastlines. From www.visitscotland.com

60

Writing to argue and persuade

40465_P059_090.indd 60

12/16/15 2:53 PM

Notice how the text:

3 .1

• emphasises the best aspects of Scotland to make it sound attractive to potential tourists • uses positive vocabulary to make the place sound beautiful • addresses the reader directly (using the pronoun ‘you’) to add a personal touch.

1

List all the positive words used to describe Scotland in the extract.

Now read the following extract from a feature article about cycling holidays.

Cycling holidays are simply the best. By getting out of your car and onto a bike you are able to access the hidden corners of destinations, discover remote villages and meet the friendly locals. Recently I cycled along the stunning coastline in Sardinia. Not only was I able to appreciate the beautiful vista, but I felt myself becoming fitter and healthier too!

2

Find two examples of pronouns that make the article sound personal to the reader.

Key terms pronoun: a word used instead of a noun – ‘he’, ‘she’, ‘it’, ‘they’, ‘we’, ‘I’ and ‘you’

What is writing to argue and persuade?

40465_P059_090.indd 61

61

12/16/15 2:53 PM

Developing the skills Key terms 3

Look at the following extracts from texts that express a point of view. Which ones use direct address? a) In North America, you will find our road trips take you to the best national parks for hiking heaven. b) Both a motor race and an orienteering challenge, the Dakar Rally pits some of the world’s greatest long-distance rally drivers against amateur competitors. c) If you think that ride-on mowers can’t offer much of a spectacle, think again!

When writing to persuade, it is important to use positive language. Adjectives can help to ‘sell’ a positive image of a product or place – for example, the use of ‘friendly locals’ in the cycling holidays text.

direct address: the use of the pronoun ‘you’ in a text to make the reader feel as if the writer is addressing them personally rule of three: a useful pattern of three examples, which makes the information or idea expressed memorable emotive language: words that make the reader feel an emotion, such as happiness, sadness or anger

It is also important to engage the reader and make them care about what you are saying. Emotive language helps to create an emotional response in the reader – for example, ‘lush hills’ and ‘golden sands’ in the sailing in Scotland text.

Another way that a writer can persuade the reader is by using the rule of three to help make the examples they use memorable.

4

Look back at the extract about the cycling holiday.

Find examples of the following in the text: a) positive adjectives b) emotive language c) the rule of three.

5

Write a short paragraph explaining how the writer makes cycling holidays sound appealing.

6

For a more extreme way of engaging the reader with the text, look at this next set of extracts. What do you notice about the type of word used at the beginning of each sentence? How do these sentences address the reader?

Jump out of an aircraft, and freefall (skydiving) before returning to earth with the aid of a parachute.

62

Writing to argue and persuade

40465_P059_090.indd 62

12/16/15 2:53 PM

3 .1

Explore forests from tens of feet above the ground on one of the many aerial assault courses.

Swim with exotic fish and see the wonders of the coral on the barrier reef.

Using sentences like this, which use the imperative form of the verb to ‘command’ the reader to do something, is a good persuasive technique. They help the reader to feel immediately involved in the topic.

Key terms imperative verb: a verb used to give a command or instruction; it is usually the same as the base form of the verb

Applying the skills 7

Write the opening paragraph for an advert encouraging students at your school to attend an activity day-trip. Think about what type of activity might appeal to them and the best aspects of the day out.

Checklist for success: ✔✔ Use positive adjectives to make the trip sound exciting.

Check your progress:

✔✔ Use the rule of three to make your examples memorable.

I can use adjectives to write a positive advert.

✔✔ Use emotive language to appeal to the reader’s feelings.

I can recognise viewpoint and features of persuasive writing.

✔✔ Engage the reader using direct address or imperative verbs.

I can choose a range of vocabulary and use features of persuasive writing in an engaging way.

What is writing to argue and persuade?

40465_P059_090.indd 63

63

12/16/15 2:53 PM

Chapter 3 . Topic 2

Identifying main ideas and viewpoints

You will learn how to: • identify facts and opinions in a text • comment on a writer’s views in a text.

Writers choose their language and pictures carefully to make their opinion clear. They also often use facts to make their ideas more persuasive. You need to be able to identify fact and opinion in a text in order to explain a writer’s views.

Introducing the skills 1

Which of these pictures would you choose to show how exciting or dangerous motor sports are?

Vocabulary orienteering: finding your way somewhere using a map and compass culmination: the highest point of something, often reached after a long time

Read the text below from the Dakar Rally website.

The greatest and toughest rally in the world, the Dakar’s history has been written in the heart of some of the world’s most stunning deserts and belongs to the world of the greatest sporting challenges of our time.

Both a motor race and an orienteering challenge, the Dakar Rally pits some of the world’s greatest long-distance rally drivers against amateur competitors for whom the race is often the culmination of their dreams and who come to take up the challenge with their motorcycles, quad bikes, cars and trucks. Participants of fifty nationalities come together every year for this race where competition and help go hand in hand, which is watched on television in 190 countries.

From www.dakar.com

64

Writing to argue and persuade

40465_P059_090.indd 64

12/16/15 10:33 PM

2

3 .2

Make a list with two columns, headed ‘Fact’ and ‘Opinion’. Put each of the following statements under the correct heading. a) ‘The greatest and toughest rally in the world’ b) ‘the world’s most stunning deserts’ c) ‘take up the challenge with their motorcycles, quad bikes, cars and trucks’ d) ‘Participants of fifty nationalities come together every year’ e) ‘which is watched on television in 190 countries’ f) ‘the race is often the culmination of their dreams’

3

How did you know which of the points above were facts and which were opinions? Check that your facts can be backed up with evidence.

4

Writers also use statistics to make their facts sound convincing. Which of the statements in Question 2 used statistics?

5

What is the writer’s view of the Dakar Rally? Use the following sentence starter:

Key terms statistics: the use of numbers or percentages to support a point

The writer views the Dakar Rally as …

6

Choose two of the opinions you listed in Question 2.

Write out the opinions in your own words. For example:

‘belongs to the world of the greatest sporting challenges of our time’ means the Dakar Rally is one of the ultimate modern sporting contests.

7

Write down what each of these opinions tells us about the writer’s viewpoint. For example:

This tells us that the writer thinks the Dakar Rally is a thrilling sporting event.

Identifying main ideas and viewpoints

40465_P059_090.indd 65

65

12/16/15 2:53 PM

8

Choose one or more individual words from each quotation as evidence for your answer to Question 7.

For example:

The writer refers to it as both the ‘greatest’, meaning the best, and as a ‘challenge’, which suggests it is both testing and exciting.

Developing the skills Read the following extract about the British 12-Hour Lawnmower Race:

If you think that ride-on mowers can’t offer much of a spectacle, think again! Teams of three drivers (male and female) compete throughout the night at speeds approaching 50 mph – and without any form of suspension other than a padded seat, this is no stroll in the park! The pace remains unrelenting for the full 12 hours and it’s not unknown for the first three mowers to be on the same lap when the chequered flag drops. This is a true test of human endurance and mechanical reliability.

From www.12hour.co.uk

9

Which of the following quotations from the article are fact and which are opinion? Copy them out and write a note next to each one explaining your decisions. a) ‘Teams of three drivers […] compete throughout the night at speeds approaching 50 mph’ b) ‘this is no stroll in the park!’ c) ‘without any form of suspension other than a padded seat’ d) ‘This is a true test of human endurance and mechanical reliability’.

66

Writing to argue and persuade

40465_P059_090.indd 66

12/16/15 2:53 PM

10

Write a paragraph explaining the writer’s view of the 12-Hour Lawnmower Race. Use the following sentence starters:

3 .2

The writer views the 12 Hour Lawnmower Race as …

For example, ‘…’

This means …

It tells us that the writer thinks …

Because the word ‘…’ suggests …

Applying the skills 11

How do the writers present the Dakar Rally and the 12-Hour Lawnmower Race in a similar way? Copy and complete the grid below. Include at least three similarities and a quotation from each text to prove your point.

Writer’s opinion about the race

12

Evidence from Dakar Rally

Evidence from 12-Hour Lawnmower Race

Now choose one similarity and write a paragraph about it. Use the following sentence starters:

Both of the writers think that their event is …

For example, the Dakar Rally is described as ‘…’

This tells the reader … because …

In a similar way, the 12-Hour Lawnmower Race is described as ‘…’

This tells the reader… because …

Overall, both writers make their events sound …

Checklist for success: ✔ Identify the writer’s opinion. ✔ Include relevant quotations. ✔ Summarise the viewpoint of both writers.

Check your progress: I can identify opinions in a text, using quotations.

I can explain a writer’s viewpoint in my own words.

I can identify individual words to develop my comments about a writer’s viewpoint.

Identifying main ideas and viewpoints

40465_P059_090.indd 67

67

12/16/15 2:53 PM

Chapter 3 . Topic 3

Exploring how argument texts are organised Think about reading a text as making a journey. When travelling somewhere new, a good road layout, clear directions and signposts will help you reach your destination. You need the same guidance in a text: a clear layout, with directions and signposts, will enable the reader to follow your argument.

Introducing the skills Read the following text about base jumper Jeb Corliss.

FPO

You will learn how to: • comment on the way a text has been organised.

Vocabulary wingsuit: a one-piece garment with sections of fabric between the arms and legs that allow someone to glide when in freefall turbulence: violent or unsteady movement of air

Over his short illustrious career, base jumper Jeb Corliss has completed over 2,000 stunts including leaping off France’s Eiffel Tower, zooming through a waterfall in the Swiss Alps and even, flying across the Tianmen Cave, a 100ft-wide water eroded slit, in China’s Tianmen Mountain. However, the stunt he pulled recently was so dangerous that it scared the daredevil himself. This time around the ‘flying dagger’ as he is now being called, decided to take on a tiny fissure between the two peaks of the 2,677 feet tall Mount Jianglang in China. Measuring about 900 feet long or the size of three football fields, the peaks twist and curve in such a way that at about the halfway point, there is just a 25 feet wide gap between the two. While this may not be a big deal in a jet-propelled flight, given that Jeb propels on his own might using just the wingsuit, even a slight wind turbulence could easily derail his path and result in a crash landing.

From www.dogonews.com

68

Writing to argue and persuade

40465_P059_090.indd 68

12/16/15 10:33 PM

1

What are your first impressions of this text? How easy is it to find information about the key event?

2

Which of the following statements is true about this text?

3 .3

a) It has several paragraphs. b) It contains topic sentences. c) It includes subheadings. d) It uses presentational devices such as pictures and captions. e) It contains connectives, such as ‘and’, ‘because’ and ‘however’, to signal the direction of the argument.

You should begin a new paragraph when you start writing about a new: • time

• topic

• person

• place.

3

How many paragraphs should the article be split into? Where should each paragraph begin? Write down the reason for your choices.

Developing the skills 4

Identify and note down the topic sentences in each of the paragraphs decided on in Question 3.

5

Look at these topic sentences for the paragraphs that appear later in the article. Reorder the sentences so that the paragraphs will be easier for the reader to follow. a) ‘While Jeb is one of the best, he too has had his share of mishaps in this unpredictable extreme sport.’ b) ‘37-year-old Corliss began his career as a basejumper, then a few years ago, he adopted the wingsuit – a special jumpsuit that shapes the human body into an airfoil, which can create lift.’ c) ‘But while that may deter most, it was not enough to scare Jeb.’

Exploring how argument texts are organised

40465_P059_090.indd 69

69

12/16/15 2:53 PM

Subheadings briefly tell the reader what is in each section of a text. They should not be used instead of a topic sentence.

For example, the subheadings for the first two paragraphs of the article could be ‘Background to Jeb Corliss’ and ‘The latest challenge’.

6

How do subheadings help a reader to follow the text more easily?

Applying the skills Read the following text about skydiving and parachuting:

Skydiving & Parachuting Throwing yourself out of a perfectly good plane may sound like a crazy plan, but skydiving in Northern Ireland is a must-try for adventurists. Jump out of an aircraft, and freefall (skydiving) before returning to earth with the aid of a parachute. As you fall through the sky you will be rewarded with breathtaking views – if you can keep your eyes open that is.

A good way to get started is to get in contact with a centre that specialises in skydiving and parachuting. This is a cost effective way to see if the sport is for you. It’s advisable to find one that operates under the regulations of the British Parachute Association. Also, centres generally have restrictions for safety reasons, for example, you need to be 16 years old to jump.

The most popular jump for beginners is a tandem sky-dive where you are attached to an instructor. You only need a short briefing for this one and the freefall lasts for about a minute. If you enjoy the tandem skydive and want to take it further, the next step is to do a static-line course: a one day course where you learn about equipment, steering, and how to land. There is a progression

70

training system which will take you from static line through to freeflow until you are classed as an experienced jumper.

A tandem skydive costs approximately £260. A static line course costs approximately £210 and each subsequent jump costs £35. Once people become very experienced and dedicated to the sport, they often consider the option of buying their own parachute, but until then, the centre will provide you with all the equipment you need.

Please note a compulsory insurance payment to the British Parachute Association of £35 is also required.

From www.discovernorthernireland.com

Writing to argue and persuade

40465_P059_090.indd 70

12/16/15 10:34 PM

7

Copy the grid below, then write down the topic sentences from each paragraph. Then think of a suitable subheading for each paragraph and write it in the last column.

Paragraph

Topic sentence

3 .3

Subheading

1 2 3 4

8

Write a sentence for each of your subheadings to explain how it helps the reader understand what will follow in the next section of the ‘Skydiving and Parachuting’ text.

Check your progress:

Checklist for success:

I can identify topic sentences.

✔✔ Look carefully for each topic sentence – remember it is not always the first sentence in a paragraph. ✔✔ Make sure your subheadings reflect the content of the paragraph.

I can match relevant subheadings to each paragraph in a piece of writing.

I can explain the effect created by the use of subheadings.

Exploring how argument texts are organised

40465_P059_090.indd 71

71

12/17/15 12:56 PM

Chapter 3 . Topic 4

Comparing writers’ points of view

You will learn how to: • combine the reading skills you have learnt when responding to a persuasive text • understand what makes a high-level response to persuasive writing.

Your task Comment on how writers have expressed their points of view in two texts.

Approaching the task Read the following article about a young girl who climbed Mount Everest, then write answers to the questions that follow.

Vocabulary accomplished: achieved underprivileged: having a low standard of living

13-Year-Old Indian Girl Becomes the Youngest Female to Conquer Everest!

On Sunday, 25 May 2014, India’s Malavath Poorna became the youngest female to climb to the summit of the world’s highest peak – Mount Everest. The 13-year-old girl surpassed the previous record holder – Nepal’s Nima Chemji Sherpa, who accomplished the same feat in 2012 at the age of 16.

While that in itself is impressive, what is even more so is the journey that culminated in this amazing achievement. Unlike many young climbers, who come from privileged families, Malavath hails from a poor farming family. Though her small village of Pakala lies just 200 km north of the bustling city of Hyderabad, it is hard to access because there are no permanent roads leading to it.

It is therefore not surprising that most Pakala girls never see the inside of a school. Malavath is one of the fortunate ones that managed to buck the trend thanks to Swaeroes, a welfare organisation whose mission is to help India’s underprivileged reach their full potential. They helped the young girl enrol in a nearby boarding school. Then about nine months ago, Swaeroes provided her with the opportunity to achieve this impossible dream by offering mountaineering training. Not one to pass up an exciting adventure, the athletic girl signed up, along with 150 other underprivileged youngsters. Almost immediately, Malavath impressed the instructor, Parmesh Kumar, with her determination and grit.

It was therefore not surprising to hear that she was one of the 20 selected for the professional training session at the Darjeeling Himalayan Mountaineering Institute from 26 October to 16 November 2013. At the end of the two-week period, only two youngsters were selected for the dangerous climb – Malavath was one of them!

Adapted from www.dogonews.com

72

Writing to argue and persuade

40465_P059_090.indd 72

12/16/15 2:53 PM

3 .4

1

Find three facts in paragraph 1.

2

Find one opinion expressed by the writer.

3

Write a brief paragraph explaining what the facts and opinion tell the reader about the writer’s viewpoint. Use evidence to support your answer.

4

Look at the following subheadings. Which subheading would go with which paragraph? a) Background b) Helped to succeed c) Selection

Vocabulary

d) Achievement

embarked: began Now read this extract from an article about a boy who climbed the ‘Seven Summits’.

Jordan Romero’s dream of climbing the highest peak in every continent – the Seven Summits – began at the age of

ten, after he saw a mural featuring them at his elementary school. Fortunately, his father and stepmother, both avid climbers, encouraged him to fulfil his quest.

aroused: awakened

Without wasting time, the same year the trio embarked on conquering their first mountain – Africa’s tallest, the 19,341-foot Mount Kilimanjaro. Next came Australia’s Mount Kosciuszko, then Europe’s Mount Elbrus, followed

by South America’s Mount Aconcagua, North America’s Mount Denali and Oceania’s Mount Castensz Pyramid.

I n 2010, the now 13-year-old Jordan decided he was ready to conquer the highest of all peaks – the 29,035foot Mount Everest. This decision aroused a worldwide debate about the dangers of allowing someone this young to tackle the deadly mountain. However, the teen did not let that deter him in pursuing his dream. Not only did he return in one piece, he also earned himself a spot in the record books.

Adapted from www.dogonews.com

Comparing writers’ points of view

40465_P059_090.indd 73

73

12/16/15 2:54 PM

Malavath Poorna and Jordan Romero are both presented in a positive way by the writers.

5

Copy the grid below and list the ways the writers present Poorna and Romero as positive role models.

Malavath Poorna

6

Jordan Romero

Choose three similar ideas that both writers suggest about Poorna and Romero. Write a paragraph explaining how the writers present these ideas. Begin in the following way:

Both writers present the mountaineers as …

Reflecting on your progress Response 1 1

Both writers present the mountaineers as brave brave. For 2 example, Malavath Poorna’s journey is described as an ‘amazing achievement’. This means that what she did was amazing. In a similar way, the second writer states that Jordan Romero ‘did not let that deter him in pursuing his dream’. This means that nothing would deter him from climbing the seven summits.

1

Makes a clear point introducing the similarity; the word ‘brave’ is appropriate but not precise.

2

Uses relevant quotations.

3

Attempts to explain but repeats the word ‘amazing’.

4

Shows some understanding, but repeats the word ‘deter’ from the quotation.

3

4

Comment on Response 1 This is a good attempt to comment on the writer’s viewpoints and it uses quotations as evidence of opinions.

However, the explanations repeat words from the quotations. It would demonstrate a better understanding to use different words to explain the viewpoint.

7

74

Using the comments above and progress points 1b–3b in the ‘Check your progress’ section at the end of this chapter, rewrite this response to improve it.

Writing to argue and persuade

40465_P059_090.indd 74

12/16/15 2:54 PM

Response 2

2

3 .4

Both writers present the mountaineers as determined.. 1 For example, Malavath Poorna’s journey is described as an achievement’. This means that what she did was ‘amazing achievement’ a remarkable accomplishment, especially considering her background. This tells the reader that Malavath Poorna 4 has completed an astounding feat. In a similar way, the second writer states that Jordan Romero ‘did not let that deter him in pursuing his dream’. This means that nothing would prevent him from climbing the seven summits. This tells the reader that he worked hard to achieve his success.

3

1

Makes a clear point to introduce the similarity and chooses a word that gives a precise description of the mountaineers.

2

Uses relevant quotations.

3

Explains the meanings of the words in the quotation accurately.

4

Begins to develop explanation of the writer’s views, but no reason is provided.

Comment on Response 2 This answer explains the meanings of the writers’ words and links these meanings to what the reader learns. However, the student needs to provide reasons for these links and focus on individual words to develop their explanation.

8

Using the comments above and progress points 1c–3c in the ‘Check your progress’ section at the end of this chapter, rewrite this response to improve it.

Comparing writers’ points of view

40465_P059_090.indd 75

75

12/16/15 2:54 PM

Chapter 3 . Topic 5

Preparing a formal debate

You will learn how to: • take part in a formal debate.

A debate is an organised argument. Debates are a good way to discuss your ideas and find out what other people think about a topic.

Introducing the skills 1

Do you think extreme sports, such as snowboarding, kite surfing and BASE jumping, should be banned? Work in pairs. Without any preparation, try to convince your partner of your point of view. When you have finished speaking, allow your partner to question you on your opinion.

2

Discuss with your partner how convincing you thought their argument was. Give your reasons. Think about whether they provided evidence and examples to support their points and whether they were able to answer your questions confidently.

Look at these guidelines for holding your own formal debate: • Choose a ‘motion’ (the topic you will be debating) – for example, ‘We believe that city centres should be car-free at least one day every week’.

• Form two teams of three: the proposition team (for the motion) and the opposition team (against the motion).

• Allocate roles for each team member: captain, seconder and the third team member.

Vocabulary extreme sports: sporting activities with a high degree of risk often happening in extreme conditions, like a desert, the cold of the antarctic or on a mountain top

• The proposition team captain begins by putting forward their point of view.

• The opposition team captain goes next, then the team members take it in turns.

• The third speaker on each team sums up the team’s main argument in a closing statement.

3

Read the arguments against extreme sports in the grid below. Copy the grid and add three more points to the list. Add examples in the ‘Evidence’ column.

Against

Evidence

risk of injury can get into trouble from the law if using public spaces

76

Writing to argue and persuade

40465_P059_090.indd 76

12/16/15 2:54 PM

4

You will also need to consider ideas that the opposing team may put forward so you can prepare to argue against them. Copy the following grid. Add to the ideas in the first column, then complete the second column.

For

3 .5

This argument is not strong because …

adrenaline rush intense workout

Developing the skills A good debate team will: • use facts and statistics as evidence • use opinion to persuade others to agree • listen to the other team and comment on what they have said • structure each point using the format: state, explain, illustrate (give examples/evidence).

5

Imagine that you are the proposing team in a debate for the motion ‘Extreme sports are dangerous and should be banned’. Read the opposer’s statement in the speech bubble and make notes about what they say and the weaknesses in their argument.

6

Now write your response to the opposer’s statement.

Recent research has proven that you are more likely to be injured playing football or basketball than when you are surfing or mountain biking. So, if we are to say that extreme sports need to be banned because of the risk involved, then we would also need to ban these more traditional sports. We can’t do that, because we all need to stay fit and well. Therefore extreme sports are necessary for keeping young people healthy.

Applying the skills Check your progress: 7

In groups of three, take part in a debate on the motion ‘Extreme sports are dangerous and should be banned’. Follow the rules above and choose a ‘judge’ to decide which team makes the most convincing argument.

I can use facts and opinions to make my view clear.

I can explain my views clearly and illustrate my points with evidence.

I can listen to opposing views and comment on these, using evidence to support my response.

Preparing a formal debate

40465_P059_090.indd 77

77

12/16/15 2:54 PM

Chapter 3 . Topic 6

Using phrases to develop persuasive sentences

You will learn how to: • use different sentence structures • vary your sentence lengths and structures for effect.

Different sentence structures can have different effects on a reader. Writers choose their sentence structures and lengths carefully to expand on their points or make their argument more convincing.

Introducing the skills 1

Read the following sentences. What is different about each one? a) Why not have a go at archery, paintballing or quad biking? b) Sphereing is an exhilarating activity. c) It is the perfect activity for those who love adventure! d) Feel the sea breeze on your face as you sail in an elegant yacht.

Each sentence has a different function: •

Interrogative sentences ask a question or make a request.

•

Declarative sentences make a statement.

•

Exclamatory sentences make an exclamation.

•

Imperative sentences give a command.

2

78

Which of the sentences in Question 1 do you think engages the reader the most? Why?

Writing to argue and persuade

40465_P059_090.indd 78

17/12/15 4:09 PM

Read this extract from the Travel Impressions holiday website.

3 .6

Asia not only has something for everyone, but a lot of it! (a) Looking for history? (b) The region’s history dates back 5,000 years. (c) Natural landscapes? (d) Find mountains, deserts, rock pillars and limestone karsts as well as incredible wildlife. (e) More of a city slicker? (f) The big cities are bustling metropolises with dynamic energy (g). Interested in sacred spaces and cultural immersion? (h) Discover ancient temples, holy shrines and unique religions. (i) Your Tailor-Made tour can be as long or as short as you wish, include as much or as little as you want and can range from iconic attractions to roads less travelled (j). All with your private Local Guides adding a distinct perspective. (k) Travel is not just a journey, it’s an experience. (l) From www.travimp.com

3

Match each sentence a–l with a sentence function.

For example:

e = imperative sentence 4

How do the declarative sentences help the reader understand the topic better?

5

How many imperative sentences are there? How does this type of sentence involve the reader?

6

There are several questions in this extract. Who are they addressed to? Why is this sentence function a persuasive technique?

When you are writing persuasively, it is important to make the reader feel involved in your message. By asking questions and giving commands you make the reader feel you are addressing them personally.

Using phrases to develop persuasive sentences

40465_P059_090.indd 79

79

12/16/15 2:54 PM

Rhetorical questions are often used in persuasive texts to get the reader thinking about something and to make them feel involved. For example: ‘Do you want to experience the holiday of a lifetime?’

Imperative sentences are persuasive because they begin with a verb, inviting the reader/listener to do something.

7

Copy and complete the following imperative sentences and rhetorical questions with your own sentence endings about an interesting or beautiful place you know:

Key terms rhetorical question: a question that is used to make people think, rather than to produce a specific answer

a) Do you want to…? b) Fancy a …? c) Take a …

Developing the skills When writing persuasively, it is important to convince your reader that you know about your subject.

Read this text about mountain biking. What do you notice about the beginning of each of the sentences?

During your visit, you will have the opportunity to experience a variety of stunning routes, from the rugged mountains to gnarly forest trails. Beneath the forest canopy, you will find the high-speed single track – a challenge for our most adventurous mountain bikers.

80

Writing to argue and persuade

40465_P059_090.indd 80

12/16/15 2:54 PM

Each sentence begins with a preposition. Prepositions help the reader to work out the location of something in time or place. These are some common prepositions: about above among below beneath across during by 8

in

through until

Think of three more prepositions.

Prepositional phrases are used to help answer the key questions of where, when, how, what, which and whose.

Using prepositional phrases in your writing helps you to sound more convincing because it adds more detail to what you are saying. This makes you sound more authoritative.

9

Look back at the short text on mountain biking.

Which question of where, when, how, what, which and whose, does the prepositional phrase in each sentence help you to answer?

3 .6 Key terms preposition: a word that goes before a noun to describe its relationship to another thing or person (‘on the table’, ‘by my bed’) prepositional phrase: a group of words that begins with a preposition and ends with a noun or pronoun (‘above the track’, ‘over the lake’)

10 Rewrite the following sentences by adding a

prepositional phrase to the beginning. a) You can try free-diving.

b) You will find a range of activities to take part in.

Applying the skills 11 Write a paragraph for a tourist website, persuading

visitors to get involved in outdoor activities in your area.

Checklist for success:

Check your progress:

✔✔ Use imperative sentences to command the reader. ✔✔ Use rhetorical questions to make the reader think. ✔✔ Use declaratives to add facts and information. ✔✔ Use exclamatory sentences to make the activities sound exciting. ✔✔ Use prepositional phrases to add detail.

I can use some different sentence structures.

I can use some different sentence structures to create specific effects.

I can use a variety of different sentence structures to create a wide range of effects.

Using phrases to develop persuasive sentences

40465_P059_090.indd 81

81

12/16/15 2:54 PM

Chapter 3 . Topic 7

Structuring an effective persuasive text

You will learn how to: • structure a persuasive text effectively.

A persuasive text needs to be structured carefully to convince your reader.

Introducing the skills Read the following extract from a travel website:

Explore the world on two feet – or two wheels! Our active trips range from classic treks & trips where walking forms an integral part of the itinerary to cycling tours offering a totally new perspective on a destination.

Some of our active adventure tours include the classic treks such as the Inca Trail, Kilimanjaro or Everest Base Camp as well as shorter one day or overnight hikes. You could find yourself on a 3-day walk through stunning rice terraces between local Ifagao communities before summiting mighty Mt Pinatubo in the Philippines. Spend a week in the Atlas mountains of Morocco, walk the Great Wall of China, meander amongst the foothills of the Annapurnas or head higher to the remote Langtang region of Nepal.

All our active trips are fully supported – with either porters and mules or by a support vehicle.

Active tours – the most rewarding holidays out there!

From www.imaginative-traveller.com

82

Writing to argue and persuade

40465_P059_090.indd 82

12/16/15 2:54 PM

1

Look carefully at the first paragraph. What does it promise the reader? Why do you think this is important?

2

How does paragraph 2 appeal to the reader’s imagination?

3

What information does paragraph 3 add?

4

How does the writer make the reader feel at the end? What techniques does the writer use to achieve this effect?

3 .7

A popular way of structuring a persuasive text is to use the four Ps: • Promise: tell the reader what they will gain.

• Picture: fill out the promise using vibrant, descriptive language; ask the reader to imagine themselves enjoying the benefits of the object/activity/offer.

• Proof: add facts and statistics.

• Push: guarantee the reader that they will benefit from the object/activity/offer.

5

Match each of the following sentences to one of the four Ps: a) ‘Spend a week in the Atlas mountains of Morocco, walk the Great Wall of China, meander amongst the foothills of the Annapurnas or head higher to the remote Langtang region of Nepal.’ b) ‘All our active trips are fully supported – with either porters and mules or by a support vehicle.’ c) ‘Our active trips range from classic treks & trips where walking forms an integral part of the itinerary to cycling tours offering a totally new perspective on a destination.’ d) ‘Active tours – the most rewarding holidays out there!’

Structuring an effective persuasive text

40465_P059_090.indd 83

83

12/16/15 2:54 PM

Developing the skills 6

Choose an activity or sport that you know something about. You are going to plan a short internet article to promote it. Copy the following grid and make notes about your sport/activity.

Name of chosen sport/activity: What it involves

7

84

Benefits of the sport/activity

Evidence (research/facts/ statistics)

Next, decide how you will encourage people to get involved. Copy and complete the grid opposite to help you do this and structure your writing.

Writing to argue and persuade

40465_P059_090.indd 84

12/16/15 2:54 PM

3 .7

The four Ps Promise: What is in it for them?

Picture: Fill out the promise. Ask the reader to imagine being involved. Use descriptive language.

Proof: Use evidence to back up the benefits, e.g. facts, statistics, research, testimonials.

Push: A final guarantee that they will enjoy this sport.

Applying the skills 8

Now, using your plan, write your short internet article promoting a new sports or activity club.

Checklist for success: ✔ Explain what the sport involves.

Check your progress:

✔ Clearly outline how the reader will benefit from it. ✔ Use descriptive language to help the reader picture themselves taking part.

I can identify the benefits of a product to the reader.

✔ Provide evidence to support your points.

I can provide evidence to make the benefits sound believable.

✔ End with a memorable final line to push your point.

I can use a four-part structure to successfully persuade the reader.

Structuring an effective persuasive text

40465_P059_090.indd 85

85

12/16/15 2:54 PM

Chapter 3 . Topic 8

Writing a persuasive email

You will learn how to: • combine the persuasive and argumentative writing skills you have learnt in one text • understand what makes a high-level piece of persuasive writing.

Your task Write an email to a friend persuading them to go on an adventure holiday for a specific sport or activity. You should include: • why they should come on the holiday with you • details about the holiday • evidence about the quality and details of the holiday • your guarantee that they will have a good time.

Approaching the task 1

Plan your ideas. Your plan could take the form of a flow diagram or a spider diagram. For example: travel company will transport luggage

beautiful views

hiking holiday

great reviews on the website

visit Atlas Mountains in Morocco 2

86

Choose your best ideas and decide which order you will put them in. For example:

Writing to argue and persuade

40465_P059_090.indd 86

12/16/15 2:55 PM

Paragraph

Focus on

1

Promise an exciting hiking holiday which will improve our fitness and allow us to see beautiful places.

3 .8

2 3 4 3

Copy and complete the following checklist to make sure you plan for all the different features of a persuasive text. Tick off each skill or feature as you use it in your draft.

Feature

Tick

Use of four Ps to structure text • • • •

Promise Picture Proof Push

Paragraphs, each with a separate focus.

Variety in sentences (type and length) to develop ideas and persuasive impact: • • • • •

prepositional phrases imperative sentences rhetorical questions declarative sentences exclamatory sentences

Features of argument writing: • • • • • • •

adjectives facts opinion rule of three emotive language statistics personal pronouns

4

Come up with a striking opening sentence or two. For example:

Come hiking with me in Morocco! We will become fitter, healthier and happier, as we climb up the stunning Atlas Mountains.

Writing a persuasive email

40465_P059_090.indd 87

87

12/16/15 2:55 PM

5

Now write your email. When you have finished, read through your work and check for any errors in spelling, punctuation and grammar.

Reflecting on your progress Response 1 1

I would really like you to come hiking with me in Morocco. 2 We will be able to trek through the Atlas Mountains, camp in the wilderness and then visit the bustling city of Marrakesh. During our expedition, we will have the chance 3 to see villages on the mountainsides, above the orchards of fruit and walnut trees. Don’t miss it. 4

Comment on Response 1 This is a good attempt to structure the text in the correct way, clearly outlining the ‘promise’ to the reader and using some persuasive techniques. The opening could be improved by using a more interesting sentence type and a wider vocabulary. A wider range of techniques and adding more interesting adjectives would make this response more persuasive.

6

88

1

Clearly outlines what the writer wants the reader to do; personal pronouns engage the reader.

2

Effective use of the rule of three and the adjective ‘bustling’.

3

A prepositional phrase at the beginning of the sentence adds specific detail, but the examples do not sound particularly positive.

4

An imperative sentence commands the reader, but this sentence is vague and lacks an appeal to the reader’s feelings.

Using the comments above and progress points 4b–6b in the ‘Check your progress’ section at the end of this chapter, rewrite this response to improve it.

Writing to argue and persuade

40465_P059_090.indd 88

12/16/15 2:55 PM

Response 2 1

3

5

3 .8

Come hiking with me in Morocco! We will be able to trek 2 through the amazing Atlas Mountains, camp in the wilderness and then visit the bustling city of Marrakesh.

During our stay, we will have the chance to see charming villages on the mountainsides, above the beautiful orchards of fruit and walnut trees. By exploring the rugged beauty of Northern Africa together, we will become healthier friends. 4 Do you want to pass up this opportunity?

Comment on Response 2 There is a wider range of sentence types used here to engage the reader, and some more varied adjectives to make the holiday sound appealing. The student makes good use of some persuasive features. However, there is a missed opportunity to make an emotive appeal to the reader, and ‘healthier friends’ is weak. Perhaps changing the vocabulary here would make the writing sound more convincing.

7

1

The opening imperative sentence immediately makes the reader feel involved.

2

The rule of three and two adjectives engages the reader.

3

Use of prepositional phrase at beginning of sentence adds specific details about when the reader will experience these things; adjectives ‘charming’ and ‘beautiful’ also make the sights sound positive.

4

The prepositional phrase links the ideas together and ‘rugged’ is an interesting adjective choice; more emotive language could have been chosen

5

A rhetorical question appeals to the reader’s feelings.

Using the comments above and progress points 4c–6c in the ‘Check your progress’ section at the end of this chapter, rewrite this response to improve it.

Writing a persuasive email

40465_P059_090.indd 89

89

12/16/15 2:55 PM

Check your progress 1a I can use adjectives to make my writing sound positive.

2a I can distinguish between fact and opinion in a text.

3a I can identify topic sentences in a text.

4a I can make my opinion on a topic clear in a discussion.

5a I can use different sentence structures.

6a I can recognise the structure of a persuasive text.

1b I can identify and explain a writer’s viewpoint.

2b I can comment on a writer’s views in a text.

3b I can choose subheadings to suit paragraphs in a text.

4b I can take part in a simple debate.

5b I can use some different sentence structures for effect.

I can use some features of persuasive writing in a generally 6b appropriate way.

I can identify and use features of persuasive writing, 1c including positive adjectives and emotive language.

2c I can identify facts and opinions and select specific words that show a writer’s viewpoint.

I can comment on the use of paragraphs, subheadings and 3c other organisational features of a text.

4c I can participate effectively in a debate, giving my own opinions and responding to opposing arguments.

5c I can vary my sentence lengths and structure to create specific effects.

6c I can use a four-part structure to write a convincing persuasive text.

90

Writing to argue and persuade

40465_P059_090.indd 90

12/16/15 2:55 PM