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Mastering Writing Skills

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Mastering Writing Skills

Read the scenario and examples, then complete each task. Use evidence from the texts when asked. For open responses, give specific examples and explain your choices.

Scenario: A better way to get to school

A student group is preparing writing for a local community newsletter about safer, lower-carbon ways to travel to school. They need to inform readers, persuade the council, and tell a short story that makes the issue memorable.

Three writing purposes

A. Report extract: “A survey of 120 students found that 46% travelled by car, 31% walked or cycled, and 23% used the bus. The survey was conducted over five school days.” B. Persuasive extract: “The council should install a safer crossing near the school. At present, students must cross a busy road, and a marked crossing would make walking a more realistic choice for families.” C. Narrative extract: “Mere gripped the handlebars as rain began to stipple the road. At the corner, a car slowed and its driver waved her across. She pedalled on, wishing the whole route felt that safe.”

1.Match each extract (A, B or C) to its main purpose: to inform, to persuade, or to entertain. Give one clue from the writing for each match. Extracts: A: survey results B: crossing proposal C: Mere’s journey Purposes (use each once): To entertain To inform To persuade

2.In extract A, which detail makes the report sound most objective? Explain why it suits a report.

3.Choose the strongest reason offered in extract B for installing a crossing.

It would make the newsletter more interesting.
Students currently have to cross a busy road, and a crossing could make walking safer.
The survey included five school days.
Mere enjoys cycling in the rain.

4.Rewrite this sentence from extract B to make it more balanced and less certain: “A marked crossing would make walking a more realistic choice for families.” Keep the idea, but acknowledge that other factors may matter.

5.Identify one language feature in extract C that helps create a vivid scene. Quote it and explain its effect.

6.Complete the writing process sequence using these words: editing, planning, drafting, revising. Put them in a sensible order and briefly state what happens during one stage.

7.A student writes: “Everyone knows cars are terrible, so the council must ban them immediately.” Identify two weaknesses for a persuasive community newsletter and suggest one improvement.

8.Choose the most appropriate opening sentence for a factual report about how students travel to school.

Getting to school is a daily adventure full of surprises.
This report summarises the travel methods reported by 120 students during a five-day survey.
The council has ignored students for far too long.
I love walking because it clears my head.

9.Write a persuasive paragraph (about 80–100 words) asking the council to make one improvement to the school journey. Include a clear viewpoint, two supporting reasons, and a sentence that acknowledges a possible concern or counterargument.

10.Your newsletter has 300 words available for the report, the persuasive piece and the narrative. Suggest a reasonable word allocation for all three that totals 300 words, and explain why the pieces might receive different amounts.

11.Before submitting a piece of writing, name two checks you would make during editing and explain how each improves the final text.