Test section – Writing

Developing arguments
Activities
1. Understanding the question
2. Generating ideas
3. Organizing a balanced argument
4. Writing the essay

Aims
• to help students understand how to prepare for writing.

Information about this section of IB ENG B

450-600 words
• Context, audience, purpose- normally, as set out in the question
• Register and tone – generally implied by the norm in the type of text, but may be
altered by the nature of the task
• Conventions- the standard techniques of format, address, rhetoric, structure, etc
• Article (newspaper, magazine), Blog, Brochure (leaflet, pamphlet), Diary
(journal), Email/Letter, News Report, Letter to the Editor/Opinion Column, Cover
Letter, Proposal, Review, Set of Guidelines, social media Posting, Online
Forums, Speech (presentation, debate)

Article (newspaper, magazine)

Context, audience, purpose
• The background to the subject matter of the article
• The audience will be indicated where the article will be published (your school
magazine)
• The fundamental purpose (to inform or report)

Register and Tone

• Semi-formal or Formal
• Tone appropriate to task (suitably serious)

Conventions
• Relevant Headline/Title
• Introduction intended to catch reader’s attention
• Techniques that engage and interest readers e.g., direct address
Activity 1: Understanding the question and identifying the format
Material: Worksheet 1
Time: 15 minutes
Procedure:
• introduce focus of the lesson: Writing Task 2 – developing an argument.
• give each student a copy of Worksheet 1 and one minute to read the question.
• elicit possible next steps before writing i.e., brainstorming ideas.
• draw attention to the True / False task and clarify the importance of spending
time with the question before rushing into an answer.
• give students time to work on T/F task alone before checking answers in pairs
and then open-class.

Answers
1 False. This is presented as fact and is not the area of debate.
2 False. The question is about the impact of nuclear energy as an alternative.
3 True. It is appropriate to mention other alternatives as the question suggests
that only nuclear is realistic. However, the discussion of nuclear energy
should be the main focus of the response.
4 False. No expertise knowledge on any topic is required but examples from
the test taker’s awareness of the topic is fine. Citing studies or research is
not what is expected of the task.
5 True.

Activity 2: Generating ideas

Material: Worksheet 1
Time: 10 minutes
Procedure:
• draw attention to the brainstorm table and the headings for both columns.
• students work alone matching the arguments to the appropriate column.
• give students another 2 minutes to think of their own arguments to add to each
column.
• students work in pairs or small groups to exchange arguments and add further
ideas to their table.

Answers
Reasons I agree that the only realistic Reasons I disagree with the
alternative is nuclear energy. statement that the only realistic
alternative is nuclear energy.
 b. Modern nuclear power stations are a. There are other alternatives to fossil
designed with many safety features. fuels, such as wind and solar power,
c. Nuclear power is a much more which pose fewer risks.
economical way to produce energy.
d. Nuclear power offers an almost
limitless supply of energy. Further possible arguments:

Further possible arguments: • The mining of uranium causes

environmental damage.
o All waste is contained instead of going • There is always a danger that
directly into the atmosphere. human error or negligence could
o Nations that have no oil and gas cause an accident.
reserves can produce their own energy • Safely disposing of radioactive
independently. waste is expensive.
o Nuclear power stations are safer places • Radioactive waste poses a
for people to work than coal-fired power danger for centuries.
stations.
o Nuclear power stations do not produce
greenhouse gases.

Activity 3: Organizing a balanced argument

Material: Worksheet 2 Time:
20 minutes Procedure:
• give each student a copy of Worksheet 2.
• draw attention to the paragraph, clarify that this is only 1 body paragraph and
the essay is likely to have more than one of these.
• working alone, students complete the gaps in the paragraph using the linking
words in the box provided.
• students work in pairs and compare their answers.
• get class feedback.
• working in pairs or small groups, students discuss the analysis questions.
• get class feedback, elicit and focus on the structure used here.

Answers
Ex 1
1 First of all, 2 Secondly, 3 Instead, 4 As a result, 5 Furthermore, 6 Finally
Ex 2
The writer agrees with the statement (based on this one paragraph).
The paragraph contains only positive arguments in favor of nuclear energy. The
writer lists positive arguments and provides examples of these, they provide
examples based on their own knowledge of the topic – no expertise required.
They will likely have another paragraph outlining some negatives before a
conclusion which clarifies their position (though do accept any logical
responses to this).
 Procedure:

• repeat the procedure for the next paragraph

• get class feedback, elicit and focus on the structure used here.
• elicit discussion on the two different structures used and which one student are
used to using / would like to try in their own response to the question

Answers
Ex 3
1 for instance, 2 while/although, 3 moreover, 4 causing, 5 despites, 6 while/although

The writer disagrees with the statement and is opposed to the use of nuclear energy.
The entire paragraph argues against the positive arguments for its use.
The writer presents a positive argument for nuclear energy and then refutes it.
They may have a second main body paragraph which outlines why other
alternative sources of energy are better than nuclear energy (though do accept any
logical responses to this).

Activity 4: Writing the essay

Material: Worksheet 3
Time: 40 minutes (at home practice)
Procedure:
• draw attention to Worksheet 3 and the essay question.
• you may wish to carry out the first 3 points in class if you have time.
Alternatively, you can ask students to submit their brainstorming table along with
their completed essay.
The three required elements of the task are: to describe (i) achievements and (ii)
the purpose, and (iii) to explain why the school should be excited.

Choice of text type:

Text type Appropriate Speech - The text type is suitable for raising awareness and
interest among a large group of people in a school context.
Generally appropriate - Opinion column the text type is suitable for raising awareness
and interest, but it is typically a mass media text.
The choice may be considered “appropriate” if the response makes clear that the text
is published in a school magazine / newspaper / website.
Generally inappropriate - Review The text type is typically used to communicate views
on something that the writer has already experienced, rather than on a future event.
Register and tone:
Semi-formal, although touches of informality would be suitable in a speech to the
student’s peers
Enthusiastic, positive, ‘excited’ tone

Conventions:
Opinion column:
• relevant title
• introduction to catch attention
• engaging style
Review:
• title intended to attract and interest the reader
• name of the reviewer
• style to engage the reader
Speech:
• catch the audience’s attention at the beginning, and leave a clear impression at the
end
• address the audience and keep contact with them throughout, eg use of “we” and
“you” etc
• elements of speech rhetoric eg rhetorical questions, repetition etc.