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It outlines teaching writing as a process with step-by-step guidance: thinking, planning, drafting, critique, and final writing. It explains assessment focus for Paper 1 Section B (creative tasks), including marks for content/organisation and technical accuracy aligned to AO5 and AO6, plus how examiner levels interpret communication quality. 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It emphasizes moving from early ideas through structured improvement to the final written response.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What writing choices are available in English Language Paper 1 Section B?",{"text":117,"@type":113},"Paper 1 Section B provides a choice of creative writing tasks, typically selecting between two narratives, two descriptions, or one narrative and one description. Tasks are linked thematically to the source material in Section A.",{"name":119,"@type":110,"acceptedAnswer":120},"How are Paper 1 writing responses assessed for marks?",{"text":121,"@type":113},"Writing responses are worth 40 marks, assessed for both content and organisation and technical accuracy. 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This step makes them consider the topic in more detail. For example, students look at a Paper 2 Question and then respond through a silent debate (still retaining focus on quiet thought rather than discussion) or, two minutes of free writing on the topic in order to encourage a range of points and build resilience.  \nStep 2 – Planning – students experiment with a range of planning tools in order to embed this as a key step to success with their writing.  \nStep 3 – Draft – students are encouraged to see ‘first’ attempts as works in progress so that they get into the habit of checking through their work and making improvements. Under timed, examination conditions, the step of ‘draft’ might be working out an introduction, a few phrases, a conclusion.  \nStep 4 – Critique – within the classroom, this can be done as self-editing or peer assessment. In  \nan examination, the students need to remember to ‘critique’ and shape their responses throughout. Step 5 – Write – the final write up is an outcome of executing all the other steps.  \nWriting for English Language Paper 1  \nIn Paper 1, Section B offers students a choice of creative writing tasks – there may be a choice of two narratives, two descriptions or one narrative and one description. They are linked thematically to the source material in Section A.  \nThe two choices are not labelled A and B, and this is deliberate. There is frequently an overlap of purpose with no clear distinction between a story and a description, ie a narrative piece will often have engaging descriptive details and a description may be structured within a narrative framework. This is absolutely fine because it is the quality of writing that is being assessed, and the same mark scheme is used for both narrative and descriptive writing (and, indeed, for Paper 2 Q5) .  \nJune 2017 options:  \nEither: Describe a journey by bus as suggested by this picture:  \nOr: Write a story about two people from very different backgrounds  \nThere will always be a picture stimulus for the first option. Students are expected to base their creative writing on the given focus but use the picture as a springboard for their imaginations – suggested by means just that.  \nWriting responses are worth 40 marks and are assessed for both content and organisation and also technical accuracy.  \nContent and organisation (24 marks) . This assesses AO5:  \n• communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences  \n• organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.  \nTechnical accuracy (16 marks) . This assesses AO6:  \n• Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.  \nThe most important word in AO5 is communicate. Students are assessed on their ability to communicate according to the key words for each of the mark scheme levels:  \n• simple, limited communication (Level 1: 1–6 marks)  \n• some","cbCaiuQ2xpTRyBgk","https://ap.wps.com/l/cbCaiuQ2xpTRyBgk","pdf",345110,36,"English","# Introduction\n# Writing for English Language Paper 1\n## Paper 1 Section B task choices\n## Mark scheme: content, organisation and technical accuracy\n# Teaching over time: Writing as a process\n## Step 1-5\n# Activity one\n# Reflection","[{\"question\":\"What are the steps in teaching writing as a process?\",\"answer\":\"The booklet uses a five-step sequence: Thinking, Planning, Draft, Critique, and Write. It emphasizes moving from early ideas through structured improvement to the final written response.\"},{\"question\":\"What writing choices are available in English Language Paper 1 Section B?\",\"answer\":\"Paper 1 Section B provides a choice of creative writing tasks, typically selecting between two narratives, two descriptions, or one narrative and one description. Tasks are linked thematically to the source material in Section A.\"},{\"question\":\"How are Paper 1 writing responses assessed for marks?\",\"answer\":\"Writing responses are worth 40 marks, assessed for both content and organisation and technical accuracy. Content and organisation (24 marks) aligns to AO5, while technical accuracy (16 marks) aligns to AO6, including vocabulary range, sentence structures, spelling, and punctuation.\"}]","GCSE English Language Hub schools network meeting - Activities booklet - Spring 2018 | PDF",1792468165,91]