Leaving Cert English: part B/ essay - add me as a friend on allhonours http://www.allhonours.ie/johntryan if you think the notes are of use/ need any help; also, check out my website www.ryjolc.wordpress.com for further notes/ study aids for LC English and/ or email me at ryjolc@gmail.com if you need any help!

Part B/ essay

 

What are you being asked to do?

 

In the Part B/ essay section you are being asked to do two things:

1)    use language in one of five ways: to write either argumentatively, persuasively, informatively, narratively or aesthetically.

2)   create a written medium aimed at a specific audience (e. g a speech, letter to fellow students, parents)

 

Before focusing on the different ways of writing, we need to look at what the marker will be looking for in the answer regardless of the language genre you write in: that you are creating the written medium asked of you aimed at the appropriate audience:

 

 

PCLM – the method the markers use to grade your answer

 

Clarity of Purpose (P)

The task is to create the written medium asked of you, that what you write reads, sounds etc like what you are asked to write, e. g it sounds/ reads as a letter, speech to a group of students, world leaders etc (the task also is to use language in one of the five ways mentioned above, therefore the marker will only view your answer as suitably answering the question if you identify and use the type of writing that is suitable for answering the question you choose).

 

Coherence of Delivery (C)

The examples, paragraphs and points you mention in your answer must link together while consistently and continuously answering the question: they must contribute to creating the written medium asked for – it is such points that should make your piece sound/ read like a letter to students, or a speech to parents etc (in addition, you need to consistently stick to using one language type throughout).

 

Accuracy of Mechanics (M)

Spelling and grammar must be of a decent standard (few mistakes) and suitable for the question and language type chosen.

 

The final part of the PCLM method contains the essential detail that will create the written medium asked of you, which will shape what you talk about and how you talk about this:

 

Efficiency of language use (L)

Here the marker will be looking for you to identify the audience for your piece. The marker is told to look for evidence that shows you know who your audience is and that the subject matter (paragraph, points, examples etc) is suitable for them (AKA it is what they will relate and respond to). In addition, he/ she will look to see that you are either formal/ informal, humorous/ serious etc to suit your audience. The written medium (e. g speech, letter etc) will always have to be directed towards an audience; therefore what you say and how you say this must be suited for who you are talking to. Everything and anything you write will be affected by who your audience is.

Finally, you need to write your Part B answer in the written medium asked in the question – e. g shape and sound it like a letter, speech etc.

 

 

THE AUDIENCE:

 

You need to focus on your audience when you are writing. Your essay will be directed at someone, so you need to think about how your audience will best respond, relate to and understand your piece. Some ways to do this are:

 

• Register: Think about your audience and how you should write/ speak to them – would they respond best to and accept your piece if you spoke formally or informally, humorously or seriously?
• Tone: What tone would your audience respond to best? Conversational, sarcastic, neutral etc?
• Vocabulary: Should you use complicated or simple wording in your essay – which would be more suitable to communicate your idea to your audience?
• Topics: The topics you focus on should be relevant to your audience; things that they know of or can relate to.
• Concise or detailed topics: Should you be concise (brief) or detailed with what you are mentioning? Which would your audience respond to better?

 

Focusing on such things will ensure that you will create a written medium required of you. As said, all that is left is to make sure your essay/piece sounds like e. g a letter, speech, report etc (the markers will not expect intense and detailed layouts, but simply enough to convey the appearance of the written medium you are asked for – for example, if you have a letter begin with ‘Dear…’ and end with ‘Yours sincerely’ etc, which would suffice).

 

 

Below are different pieces of writing. Look at these pieces of writing and think of the audience they are intended for, and how this affects how the piece is written and the topics it focuses on: this will give an indicator of what you have to do when you prepare to write your Part B answer.

 

 

X FACTOR bosses have been double-crossed after Katie Waissel had a track released in the United States behind their backs.

And yesterday she was poised to quit Britain after secretly plotting a music career in the US.

The flaky wannabe, who last night clung on after yet another nerve-tingling X Factor sing-off, has already had a track released Stateside without show chiefs knowing.

Now she wants to flee the UK after failing to win over music fans with her performances on TV.

Katie, 24 - who looked stunned to win last night\'s public vote at the expense of heart-throb Aiden Grimshaw - was supposed to have cut all links with Chamberlain Records after Simon Cowell\'s lawyers spent thousands of pounds to pull her out of a US record deal.

Involvement in a current recording contract breaks X Factor rules.

But a track featuring her voice was released by the company last week on an album by South Carolina singer-songwriter David Reed.

Recording as her alter-ego Lola Fontaine, Katie duets with David on a song titled Moving Mountains, hailed by US reviewers as the stand-out track on his album The Private Life Of David Reed.

A source said: \"Katie is supposed to have severed all ties with Chamberlain - but it\'s nonsense. She\'s still in contact with them and they\'re still releasing music by her.

\"She might have hoped this would slip under the radar, but it\'s a bit foolish.\"

The fame-hungry singer has so far failed to find success despite recording under the names Katie Vogel, Katie V and Katie Waissel.

So in a last desperate bid she has planned that - instead of joining the X Factor tour - she will reinvent herself AGAIN, this time as jazz singer Lola.

A source said Katie plans to use her X Factor fame to restart her career in the States.

But her plans could be foiled because the show\'s final 12 sign contracts tying them to merchandise deals and show commitments.

The source said: \"Katie is really fed up. All she wants is a music career and she feels that won\'t happen in the UK as people won\'t buy her records. She thinks it might be wise to cut her losses and go back to the States.

\"She liked living in LA when she had a reality show there and her reputation isn\'t tarnished there.

\"But it won\'t please Simon Cowell because he likes her quirkiness and wants to work with her.\"

An X Factor spokesman said of Katie\'s US track: \"We were unaware of this until today.\"

But an insider said: \"As it\'s simply a duet on another person\'s album there is no reason it would affect Katie\'s place in the show.\"

Katie, saved in controversial circumstances a week earlier, survived last night\'s ITV1 sing-off after the show\'s judges reached deadlock.

Simon and Cheryl Cole voted to keep Katie, while Dannii Minogue and Louis Walsh chose Aiden.

That meant the decision over who should go rested on the public vote.

Shattered Aiden, 17, was then given the push - sparking hysteri from the shocked audience and rage among his fellow wannabes.

Mary Byrne and Rebecca Ferguson were left sobbing just offstage.

A show source said: \"Aiden was by far the most popular contestant among the acts. Katie has a very difficult week ahead of her.\"

On hearing she had been saved, Katie clung to Aiden as he stood frozen on stage.

Host Dermot O\'Leary had to pull her away.

Aiden then sparked a mystery by saying he had been warned he was in the bottom three by someone who had seen leaked voting results.

Dermot immediately changed the subject of the conversation, saying: \"That is uncorroborated.\"

Last night an X Factor spokesman said: \"People make lots of unfounded predictions on the internet about the order of contestants based on various popularity polls. We do not believe there is a leak.\"

Speaking on ITV2\'s The Xtra Factor, Katie said: \"I\'m really appreciative that they kept me in and I\'m really grateful to be here still.

\"I\'m surprised as I\'ve been in the bottom two a lot.\"

Simon said of Katie: \"I liked her performance on Saturday, I thought she was gutsy.\"

But furious fans lashed out on Twitter after last night\'s result, with some issuing sick DEATH threats.

One user said: \"Katie Waissel needs to die.\" Another said: \"Who\'s coming on a murder hunt with me? Target: Katie Waissel.\"

Other fans accused The X Factor of being \"a fix\". Michaela Morrell, 21, from Peterborough, said: \"How can Aiden have the least votes when this is his first time in the bottom two? Katie Waissel should have gone.\"

 

So who is the audience? It is a group who are specifically interested in the X-Factor, and its inner workings, wanting to know what is happening behind the scenes, and not just on the show. This would suggest a youthful audience, from teenagers to 20/30 year olds.

 

How does this affect the piece? It focuses on the type of material they would be interested in, gossip; behind-the-scenes, exclusive, secretive material.

 

How does the audience affect the writing of the piece? The writing is simple and to the point, allowing easy reading of the information. The tone is secretive, with a source telling what happened, which adds to the appeal of the piece for the audience, as they believe they are getting secret and valuable gossip.

 

 

UK \'may be liable for £6bn of Irish debt\'

 

British taxpayers could be liable for up to £6 billion of Irish debt under a potential rescue package for the Republic\'s stricken economy, it emerged today.

Downing Street said the UK was responsible for 12% of a €60 billion (£50.94bn) stability mechanism that might be used in a bid to restore confidence in the Irish economy.

The European Financial Stability Mechanism was signed up to by the former Labour government in the aftermath of the Greek debt crisis earlier this year.

While it does not require upfront investment, all EU members - not just eurozone countries - are responsible for a share of the guarantees made to underwrite a struggling nation\'s debts.

Ireland has not submitted any request for help so far but its government is in talks with other EU leaders about its position.

EU chiefs meeting in Brussels tomorrow are desperate to quell market fears - which are affecting other indebted EU countries - that Ireland may default on its debts.

It is thought that Dublin may require help from the pan-EU European Financial Stability Mechanism as well as a much larger fund which is the responsibility of eurozone countries only.

Prime Minister David Cameron\'s spokesman said today that Britain was responsible for 12% of the European Financial Stability Mechanism.

He added: \"Clearly, we have a very open economy and therefore stability in other countries - or instability in other countries - has an impact in the UK.\"

Mr Cameron faced a backlash from Tory MPs angry at any suggestion that British money should be used to bail out Ireland.

The Prime Minister is already under fire from eurosceptics for failing to ensure a freeze in the EU\'s budget next year.

Bill Cash, chairman of the European Scrutiny Committee, told London\'s Evening Standard newspaper today: \"Not a penny of British taxpayers\' money should go to bail out Ireland.\"

Another Tory MP, Chris Heaton-Harris, added: \"We have had guarantees in the past that the UK taxpayer would not bail out Greece and other eurozone countries.\"

 

 

So who is the audience? It would appear to be aimed at an older audience than the X-Factor article, as the topic of economic difficulty would generally be of more interest to such individuals. Children/ teenagers/ people in their early 20s would usually not be interested in this article/ topic (that is not to say that some could be – we are just being presumptive here for the sake of considering generality and the larger audience).

So how does this shape the piece? It deals with specific facts and details, which a mature audience would expect when dealing with a serious issue such as this.

How does this affect how the piece is written? While it covers a topic it is written in a neutral and unbiased maner, which the audience would expect: it is suggesting the British public may shoulder some of the Irish debt, but does not sensationalize this, as the intended audience would expect some restraint and calm when writing an article like this. 

 

 

We have just seen how considering the audience and how/what to communicate to them is fundamental to the development of a piece, and hence you should consider this when you write your piece. The key questions you should be asking yourself before you answer the question here are:

 

• What am I being asked to do/ what is the task (and what language type is best for this answer)? (Known as clear appreciation of the task)
• Who is my audience?
• How should I write to them (seriously/ humorously, formally/ informally)? (Known as register)
• What should I write about to them?
• Have I written in a suitable quality? Does this read like what the question wanted me to write? (E. g: does it read like a letter, speech to a certain audience etc?)

 

Below are examples of what to think about when preparing to compose your part B answers, particularly when considering how to compose the written medium required of you:

 

 

2007

 

Imagine your local radio station is producing a series of programmes entitled ‘Changing Times’, in which teenagers are asked to give their views on the changes they welcome in the world around them. You have been invited to contribute. Write out the text of the presentation you would make.

 

·        Clear appreciation of task: You must show you recognise that you are being asked to write out the text of the presentation for the radio programe ‘Changing Times’. You should probably write informatively and include your opinion.

·        Consistency of register: You may be formal or informal, but be consistent in whatever you choose. You could be humorous as the show is based on teenagers, but be consistent if you choose to be.

·        Appropriate sense of audience: You are not told who your audience is, but you are given a hint: the the radio station is local which suggests it comprises of your neighbours, people who live near you etc. This hints that your register can be informal, and that the changes you talk about can be ones taking place in your neighbourhood, which your audience can relate to – this will show an appropriate sense of audience.

·       Quality of presentation: This refers to how well your piece reads like a radio presentation, how relevant your points are to the radio programme and the audience, and that you are consistent in your chosen register.

 

 

Imagine you have a friend in another country which is considering the introduction of a ban on smoking in public places. Write a letter to your friend advising him/her either to support or not to support the proposed ban. In giving your advince you may wish to draw on the recent experience of the smoking ban in Ireland.

 

·        Clear appreciation of task: You must show you recognise that you are not just writing a letter, but also that attempting to advise your friend to support or not support the proposed ban. You could write persuasively or informatively.

·        Consistency of register: You are writing to your friend so the most appropriate register is informal, but whatever you choose be consistent in this. If you wish to be humorous, you can be, but be consistently humorous if so.

·        Appropriate sense of audience: Your audience is your friend so what and how you write should show this. Writing on personal experience rather than stats would be appropriate, as would the use of humor to lighten the advising. Using such techniques will show an appropriate sense of audience.

·        Quality of letter: This refers on the advice you give: is this advice and how you communicate this suitable to convince your friend to/not to support the proposed smoking ban? Also focus on ensuring that the piece reads as a letter.

 

 

2006

 

‘Hours later… the boy’s soul raged…’

Imagine that, in an attempt to control his feelings, the boy writes into his diary an account of the incident and his reactions to it. Write out his diary entry.

 

·      Clear appreciation of the task: You must show you are trying to write a diary entry which accounts the incident and the boy’s reaction to it. You are writing aesthetically and hence should describe events, experiences and how the subject feels about or reacts to these.

·      Consistency of register: the tone should be informal as you are writing to a diary, which implies a personal tone.

·      Appropriate sense of audience: The audience is your diary and hence the emphasis should be on recounting the incident and the boy’s (your) reaction(s) to it. As with any diary entry, the emphasis should be on telling and describing to the diary what happened to you: write directly to the diary and describe directly what happened, indicating that you recognise your audience, the diary, and how it functions.

·      Quality of entry: Is it a suitable diary entry? Does what you have written reflect what has happened and how the boy felt? Does it read as a diary entry? etc

 

Write a letter to a famous writer or celebrity or sports personality of your choice offering your services as a ghost writer for a future book. In your letter you should outline the reasons why you believe you would make a successful ghost writer for your chosen author.

 

·      Clear appreciation of task: You need to show that you recognise that you are writing a letter to offer your services to someone as a ghost writer; you should outline the reasons why you would make a succesful ghost writer for them. You could write informatively, or persuasively, but be consistent in which ever you choose.

·      Consistency of register: You should be informal as you are offering a service to someone you do not know; be consistent in this. You should probably not be humerous, or not too much so anyways.

·      Appropriate sense of audience: Show that you know your audience, some person of fame. You could maybe recount some part of their life which you write on in a certain way, showing that you recognise their celebrity status.

·      Quality of letter: Does your letter suitably outline the reasons why you would be a successful ghost writer for your chosen author? It should. Does it read as a letter? etc

 

 

Advertising and young people – You report to the Advertising Standards Authority

There is much discussion as to whether or not young people are being exploited by advertisers. Write a short report to the Advertising Standards Authority outlining your views on the matter.

 

·      Clear appreciation of the task: You have to show that you recognise you are being asked to write a short report to the ASA outlining whether young people are being exploited by advertisers. It can be informative, with some personal opinion inserted (hinted by the term ‘outlining’), persuasive or argumentative.

·      Consistency of register: It is best to be formal and serious as you are writing a report to an organisation, an audience you do not know.

·      Appropriate sense of audience: Your audience is the ASA, and you are writing to them about advertising. Talk in facts, stats and real examples, in a formal fashion. Using such techniques will show an appropriate sense of audience.

·      Quality of report: The report should suitably outline to the ASA whether you think young people are being exploited by advertisers, while also reading as a report. etc

 

 

 

 

Finally, let’s look at a part B question and examine how the audience affects how it is written:

 

 

2007: Imagine you are running for the position of Student Council President in your school. Compose an informative election leaflet encouraging students to vote for you. It should outline your own leadership qualities and the changes you would like to introduce into your school.

 

 

Dear fellow student,

 

You are reading my election leaflet for Student Council President. Below you will see why I hope you will consider me for and why I believe I would be a good Student Council President; my leadership qualities and the changes I would like to introduce into our school.

 

As said, I believe my leadership qualities would make me a good Student Council President.

I am a flexible leader. I have been leader of several clubs and organisations. I have been president of the Debating society, French society and Audio-Visual society. As well as this I have been captain of several sports teams in our school: basketball, soccer, rugby and waterpolo. This experience shows that not only am I a suitable leader, but that I am a flexible leader. I have been elected to and have led various diverse groups. People who are technically motivated have elected and accepted me as their president, as have those athletically and linguisticly inclined.

Not only have these people elected and accepted me, but I have led them with success.  Every society I have been president of has won major honours, and this shows and is because of a united and harmonious organization, with all its members pulling together in the same direction. As shown, I can adapt to, work with and lead variously diverse groups of people. I feel this would make me a good Student Council president, as the school obviously comprises of various groups and cliques, all of whom would need to respond to and work with me as their President. My history of leadership proves this, and proves that should I become Student Council President I could deal with interacting with various diverse individuals.

 

Another reason I feel I would be a suitable Student Council President is the changes I would like to introduce to our school.

As Student Council President, I would like to give a common room to each class/year in the school. This would be of benefit to the students as it would allow students to come to school early and have a place to locate. Doing so would allow students an alternative to coming to school near starting time and risking being late and detention for being so. These common rooms would not only be intended for before school; students would be able to use them during break time, hence allowing students to relax in a quieter setting than a noisy canteen with the entire school during their only time off during the school-day. Students would also be able to use these common rooms after school, for the purposes of study. This would allow students whose surroundings at home are not suitable for study (because of noise etc) valuable study time. 

 

The final reason I feel I would be a suitable Student Council President is another change I would like to introduce to our school, giving more sports time to students.

As Student Council President I would aim at giving each class/year in the school two more classes of sport weekly. Furthermore this would involve a wide range of sports, such as indoor and outdoor hockey, volleyball, rounders, softball and tennis. A benefit of this is that it will provide the opportunity for the eventual forming of such clubs in this school, giving the students a wider range of sporting organizations and teams to cater to their wants and needs.  

 

I hope that my leadership qualities and the changes I would like to introduce into our school present me as a suitable candidate for Student Council President of our school. If you want any more information, don’t hesitate to contact me on 0811111111.

 

John

 

 

What is the task?

 

To compose an informative election leaflet encouraging students to vote for you, which should outline your own leadership qualities and changes you would like to introduce into your school. You have to show you recognise that you are being asked to do so, and you are attempting to do so – write informatively.

 

How does this answer complete the task?

 

There is an appropriate sense of audience: The leadership qualities and changes that are outlined in the answer show consideration of what would appeal to your classmates, issues that affect them and that they would respond to.

 

Suitable and consistent register: The register is formal as it is an election leaflet (which your classmates will expect), although it could have been informal because it is targeted at your classmates: but be consistent with whichever you choose. Here it is consistently formal, which makes it sound/ read like an election leaflet. The piece could have been humorous, but your classmates would respond to seriousness here, which shows consideration of your audience.

 

 

The different langauge types

 

As seen in the examples above, regardless of the language type you write in, the marker will always look for evidence that you have focused on what has just been mentioned to see that you have suitably created your written medium. However, as mentioned in the above example, you will need to do so while writing in one of five ways, aesthetically, argumentatively, persuasively, informatively, or narratively:

 

While we shall go into detail next week about how to write in these langauge types, it is essential for now to know their functions, so that you get to grips with how these language types are used and so you can identify if a question is asking you to write in a certain language type based on what it is asking you to do with your writing.

 

Aesthetic – the description of feelings and happenings

Narrative – telling a (short) story

Argumentative – a debate or conflict of ideas

Persuasive – persuading someone of something

Informative – informing someone of something

 

Informative – A good way to think of informative writing is as if there is no real audience present, like a radio talk, as you are not writing to affect another: you are not persuading or arguing about something, such as in persuasive or argumentative writing. In informative language you simply present your idea, and nothing more. But to be clear, this does not mean informative can only be used where there is no definitive audience; IT IS used when there is an audience to be spoken to, when you are informing them of your opinion.

 

Persuasive – there is more element of force used here, as you are trying to persuade someone of something. However you will not be too forceful, unlike

 

Argumentative – here you will argue that one side of a controversial issue is right, while simultaneously arguing the opposing side is wrong.

 

Aesthetic – this involves describing an event, which requires two essential parts:

1)    describe something that happened

2)   describe/relate your feelings about what happened

 

Narrative – the telling of an event, through the structure of a short story (introduction, complication, climax, conclusion)

 

Email us at ryjolc@gmail.com if you would like further notes on these sections, showing you how to write informatively, persuasively, argumentatively, narratively and aesthetically, with sample answers.