CSEC English A

Class: 1
Presenter: Kenisha Ram

Writing for CSEC

English A
How do you usually approach writing?
 01
What’s Being
Asked For?
This information can be found on page 90 of
the syllabus
Compare Compare and
Contrast
● Examine the ● Examine the
similarities as well as similarities as well as
differences to reach a differences to reach a
general conclusion. general conclusion.
Comment
➔ The overall effect on the
● Examine how the writer piece of work must also be
uses different elements provided.
(for example, literary ➔ The effect must take into
device, stage props) to account the writer's
create effect and purpose, and other
meaning. elements of the piece of
work, for example, theme,
structure, diction and tone.
Describe Discuss

● Provide a detailed ● Provide an extended

account, including answer exploring
significant related concepts and
characteristics or issues using detailed
traits of the issue in examples but not
question. necessarily drawing a
conclusion.
Explain Identify

● Focus on what, how ● Extract the relevant

and why something information from the
occurred. State the stimulus without
reasons or explanation.
justifications,
interpretation of
results and causes.
Illustrate List

● Provide examples to ● Itemise the requested

demonstrate or prove information. Details
the subject of the are not required.
question. Think about it like a
grocery list.
Outline State

● Show or trace the ● Provide a short

development of concise answer
something from the without explanation.
point of origin to that
specified in the
question.
Summarise

NOTE:
● Present the main
points, ideas or Section D consists of ONE compulsory
concepts in your own argumentative or persuasive essay question.
words as far as The format for the response may vary from
year to year (for example, a speech, letter to
possible.
Editor, essay).
 02
Literary
Devices
What are some examples of literary
devices?
 What Are
Literary Devices?
A device/technique used by a writer to
produce a special effect in writing.
Literary Devices
● Irony: A situation in which
there is a contrast between
reality and expectation.
Things are very different
compared to what they
actually are like.
Example: It’s raining hard and
you say, “What a beautiful day it
is today!”
● Sarcasm: the use of words
or a tone that mean the
opposite of what the
speaker intends.
● A form of irony.
Example: The economy is the
worst it’s been in years, the
unemployment rate is higher
than ever and food is almost
unaffordable. Isn’t this a lovely
country to live in?
Literary Devices
● Hyperbole: the use of
statements that
● Analogy: The use of a well
exaggerate the reality of
known concept to paint a
something to stress
picture of a relatively
importance, carry across
unknown concept.
a viewpoint, etc.

Example: I’m so hungry, I

Example: Time is like money,
could eat a horse!
so spend it wisely.
Literary Devices
● Metaphor: the comparison
of two different things
without using the words
“like” or “as.”
Example: My friend has a heart
of gold.
● Personification: the use
of language which gives
human qualities to things
that are not human.
Example: The flowers smiled
to the rain.
 ● Alliteration: the occurrence
Literary Devices of the same letter or sound
at the beginning of
● Simile: The comparison of adjacent or closely
two things using the words connected words.
“like” or “as.”

Example: Peter Piper picked a

Example: Her eyes were as black peck of pickled peppers
as the night.
 ● Pun: a play on words with
Literary Devices the same sound but
different meanings.
● Symbolism: the use of words
or images to symbolize
specific concepts, people, Example:
objects or events.

Example: A dove is used to

represent peace. Explosions are
often associated with war.

Literary Devices
● Innuendo: A subtle remark
that typically means
something negative.
● Onomatopoeia: a word or
phrase that suggests the
sound something makes.
Example: crash, bang, boom,
hiss, moo

Example: His reputation has been

damaged by innuendos about his
drinking and gambling habits.
 03
The Types of
Writing
What are the types of writing students are
required to know?
The Types of Writing
● Descriptive Writing

● Narrative Writing

● Persuasive Writing

● Expository Writing
Persuasive
Writing
How do we usually persuade
someone?
Activity
You are 17 years old and will be doing your driving test in three
weeks. On Saturday night while your father is at a conference in
the countryside, you drive his 2019 Mercedes Benz to a party. Your
father returns home early and informs the police that the car has
been stolen.
What explanation will you give to
a) The police officer who picks you up with the ‘stolen’ car.
b) Your father who informed you to never drive the car or go
driving without a licensed driver with you.
Persuasive Writing
❖ Persuasive writing is any writing that tries to
convince the reader of the writer’s opinion.

It uses persuasive techniques:

❖ Evidence
❖ Emotional appeal(Pathos)
❖ Personal appeal
❖ Rhetoric
❖ Analogy
❖ Compare and contrast
❖ Dependable sources
 Authoritative
Evidence
“The American Medical Association reports that 28 million
Americans suffer from serious hearing loss, and that 10 million of
those cases are caused by too much exposure to loud noise.”
 Use of Analogy

“If you have a car, it probably comes with a light on the

dashboard that will glow when the engine overheats. If it comes
on, you can hit it with a hammer and this may work for a while,
but soon the problem will return. This is how most of us go
through life- hitting the warning signs with a hammer while
ignoring the real problems.”
 Use of Contrast

“We are caught in a war, wanting peace. We’re torn by division,

wanting unity. We see around us empty lives and want
fulfillment.”
-Richard Nixon
 Use of Repetition
“I have a dream that one day on the red hills of Georgia, the sons of
former slaves and the sons of former slave owners will be able to sit
down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state
sweltering with the heat of injustice, sweltering with the heat of
oppression will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation
where they will not be judged by the color of their skin but by the
content of their character. I have a dream today.”

-Martin Luther King Jr.

 Use of Emotive
Language
How many persons know of the pain, the distress and the
discomfort animals experience in the process of
experimentation? Is this agony and suffering justifiable?

NOTE: Pay attention to the use of the words in bold. Those are emotionally
loaded words, used to give the reader an idea of how terribly they see this
situation.
 Use of Direct
Personal Appeal
This is our chance to answer that call. This is our moment. This
is our time to put people back to work and open doors of
opportunity for our children. Where we are met with people who
tell us that we can’t, we will respond with a spirit that sums up
the spirit of the people. Yes, we can.
Modes of
Persuasion:

● Logos
● Pathos
● Ethos
Logos
● Appeals to the audience’s sense of reason.
● Builds up a logical argument for your point.

Example: Over the past five years, robberies in

Trinidad have increased by 20%.
Ethos
● Focuses on the status or authority of the
speaker.

Example: If the head of the police gives statistics

for crime, you most likely will not doubt him
because of his position.
Pathos
● Appeals to the emotions of the audience to make
them feel angry, passionate, sympathetic, etc.
about your topic.

● This can be accomplished through testimonials,

descriptive language, imagery or appealing to
nostalgia.
Pathos
Example 1: Imagine the heartache of a parent unable to
provide a meal for their hungry child.
Example 2:
The Persuasive Essay

● NEVER be abusive or insultive. Be polite.

● Make use of literary devices:

● Irony
● Hyperbole(over exaggeration)
● Rhetoric
● Repetition
2021 Paper 2
Let’s Break This Down

What do they want us to do with the prompt?

Let’s Break This Down

● What type of essay are they expecting us to write?

Persuasive

● What do they want us to do with the prompt? Give your

views(do you agree or disagree?) and persuade them
that your perspective is right.
Let’s Break This Down
● Choose three strong points that either strongly oppose or strongly agree
with your viewpoint.

● If you can’t argue about your points passionately for at least five minutes
straight, choose points that make you feel that way.

● Keep up to date with recent events so that you can answer these questions
properly! (Please see the problem worksheet)
Supporting Opposing
● Students don’t have time to study.
● Encourages cultural awareness.
another language when they have
● Creates employment opportunities.
other subjects to study.
● Creates educational opportunities.
● Some students don’t need it.
● Boosts brain functioning.
● Priority should be given to students’
● Improves memory.
native language before introducing a
● Travel becomes easier.
foreign language.
● Language learning exerts pressure on
students.
Structure Your Paragraphs

Introduction
● Start with a strong thesis statement. Immediately establish whether
you disagree or agree with the topic provided.

● State why you choose this viewpoint.

● Introduce your three points.

Structure Your Paragraphs

Body Paragraph 1
● Introduce your first main point. TIP: Start with the strongest point first.
● Grab the marker’s attention. Start strong since this is the point you are the most
knowledgeable about.
● Make use of your literary devices! One way to start could be:

“According to a study conducted by the University of the West Indies, students who study a
foreign language are better at memorizing than students who do not study a foreign
language.”

● Expound on this point.

Structure Your Paragraphs
Body Paragraph 2
● Introduce your second main point.
● Use transition words to guide the reader. Eg. Furthermore, consequently,
subsequently, therefore, additionally, etc.
● Use your literary devices!!
● Expound on this point.
Structure Your Paragraphs
Body Paragraph 3
● Introduce your third main point.
● This should be your weakest point if you really can’t think of good responses to the
question.
● Use transition words to guide the reader. Eg. Furthermore, consequently,
subsequently, therefore, additionally, etc.
● Use your literary devices!!
● Expound on this point.
Structure Your Paragraphs
Conclusion
● Provide a summary of what you wrote about.
● Do NOT introduce anything new and do NOT introduce anything you did not talk
about.
● Sentence 1: Remind the reader of your viewpoint.
● Sentence 2: Briefly mention what you stated in body paragraph 1
● Sentence 3: Briefly mention what you stated in body paragraph 2
● Sentence 4: Briefly mention what you stated in body paragraph 3
● End with a strong statement. Eg. “This is why all students must learn a foreign
language in school.”