Learning Technique: Essay Writing - Exemplar Breakdown (level 2-3)

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Introduction

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Instructions

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This lesson shows how teachers can use a combination of images, hotspots, videos and open questions to explore how a student can understand how to formulate an answer for specific exam questions. 

This example is aimed at students who may struggle with creative writing and simply need to build confidence with their use of language and writing organisation. It is aimed at foundation level students (level 1-3) but this can easily be upscaled. The important part is to fill your hotspots with the language and practices that you and your class recognise!

Using this as a template, it is incredibly easy to scale this up for higher-level learners and change the topic to your chosen subject. Simply double-click on the images or hotspots to change the content to make it appropriate for you.

Students will need access to a device or paper when responding to the practice question you provide.

Ensure they have ample time to consider and write down their response - a timer inserted from the '+ component' menu might be a perfect addition for your class.

This paper was selected from Pearson, linked here.

Essay Writing - 

Exemplar Breakdown (level 2-3)

Learning Technique

Pearson: GCSE English Language, Paper A

Highlighting (or circling) the question you are planning to answer shows your intent but also keeps you focused on building your response. There is absolutely no problem with changing the question you want to respond to, by striking through your original circle.

However, if enough time has passed, and you have already formulated an introduction and opening paragraph - stick with what you have started! The time spent organising your thoughts will pay off by the end. 

Your final reminder to leave enough time to proofread your answer!

Do NOT slack on this point!

A slightly generic opening, but remember that for speeches, you must ensure that your audience understands the context and topic of your talk. it may seem like a pointless step - but don't forget to mention first what your subject is!

...just don't spend any longer than a minute or two writing it!

EXPLAIN YOUR POSITION IN THE OPENING PARAGRAPH.

It will help you organise your thoughts, remember where you always need to be directing your statements and ensure that you haven't been too "wishy-washy" within your writing.

'Schools and colleges have a duty to ensure their students keep fit.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

You will now write the opening paragraph(s) to this question:

'Schools and colleges have a duty to ensure the positive mental health of their students.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

A use of humour and a display of common colloquialisms is perfectly acceptable here, but why?

Remember that a speech will sound more conversational, and does not always have to read quite as formally as an English literature essay! Don't be afraid to show some personality!

'Schools and colleges have a duty to ensure their students keep fit.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

Another great use of humour and nuance to appeal to the nature of the audience. There are lot's of 'assumed truths' when speaking to a large audience, and connecting with them via a shared opinion is a powerful way to win support!

fantastic use of juxtapositioning and irony here - sometimes the title that looks the most 'boring' can leave you the mental space to come up with some very creative answers!

Making the problem personal - very effective way to get people to side with your argument..

You will now write your arguments outline and strong starting point for this question:

'Schools and colleges have a duty to ensure the positive mental health of their students.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

for the third quarter of your speech, you should recognise the counter-arguments that could come up - especially if they are easily recognisable...

 (top-tip: For these questions, they will always be easily recognisable!)

So lay them out plainly, and explain where appropriate how you might reasonably disagree with them, or why your view is 'more correct'. You can be harsh here, a speech is meant to rouse emotions!

'Schools and colleges have a duty to ensure their students keep fit.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

A very well crafted, and reasonable immediate counter to the argument they have just explained, with a 'Got you!' moment - this ensures that the listener (reader in this case) can't possibly side with the opposing view that this student laid out. 

The pupil has really got into the mindset and spirit of someone giving this speech for real, which has had a positive impact on their tonality and passion.

You will now explain the counter-arguments, and how you disagree for this question:

'Schools and colleges have a duty to ensure the positive mental health of their students.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

Personalisation and actually explaining your own views as a conclusion is a great way to end. Just keep it clear and concise.

'Schools and colleges have a duty to ensure their students keep fit.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)

A short and simple conclusion that summarises their previous points, and ensures that the listeners really 'get' the point of view of the writer!

You will now write your conclusion and summary to this question:

'Schools and colleges have a duty to ensure the positive mental health of their students.' 

you have been asked to give a speech in which you express your views on this statement 

(45 marks)