Persuasive & imaginative help!

[nataliestmarys]

Hey!

I need some help in the forms that persuasive and imagination pieces take; such as letter to the editor.
I know expository is kind of common sense and has a type of structure to it, but what are some forms of persuasive and imaginative pieces?

Are there any creative ideas for any of the 3 (expository, persuasive & imaginative) that will get a better mark?

Many thanks

[deleted]

The only formats that you can write your response in are either essay, speech, newspaper article (due to the length of your response, it'll have to be either an opinion piece or editorial) or a simple creative story.

To be honest, I've never tried writing anything in any format other than an essay. It's the most reliable format and it's the best way to structure your ideas and develop your argument by exploring both sides to the prompt.

But hey, it's all up to you, you might look at the prompt on the big day and think up of an amazing story that gives you a 50.

[nataliestmarys]

The only formats that you can write your response in are either essay, speech, newspaper article (due to the length of your response, it'll have to be either an opinion piece or editorial) or a simple creative story.

To be honest, I've never tried writing anything in any format other than an essay. It's the most reliable format and it's the best way to structure your ideas and develop your argument by exploring both sides to the prompt.

But hey, it's all up to you, you might look at the prompt on the big day and think up of an amazing story that gives you a 50.

Thanks for the advice I agree, essays are more reliable

[brenden]

The only formats that you can write your response in are either essay, speech, newspaper article (due to the length of your response, it'll have to be either an opinion piece or editorial) or a simple creative story.

To be honest, I've never tried writing anything in any format other than an essay. It's the most reliable format and it's the best way to structure your ideas and develop your argument by exploring both sides to the prompt.

But hey, it's all up to you, you might look at the prompt on the big day and think up of an amazing story that gives you a 50.

I think your school really misinforms you, bro. See my writings that follow :/

I know expository is kind of common sense and has a type of structure to it, but what are some forms of persuasive and imaginative pieces?

Quite literally, anything you want. Imaginative pieces are limitless, I'm sure for obvious reasons. Some popular ones include diary entries, letters (sometimes from one character in the text to another character in the text), blogs, short stories, poems (if you can hit the criteria and pull a poem off I will fucking bow down to you), you could do a series of Facebook comments if you wanted to (good luck with that). In fact, I once wrote a rap for my context (Identity and Belonging - Skin) just to rustle the jimmies of my teacher :3 Mainstream English Context Rap!
Persuasive could be similar, as long as it is persuasive. In Year 9 I wrote an imaginative/persuasive hybrid in the form of a movie scene. It was a speech from some figure to some audience, but in writing it as a 'script' from a movie, I was able to include screen directions such as "thunder booms" etc during the more intense parts of the speech. You could just do an ordinary speech, you could do a letter to the editor, a persuasive blog, a column such as Andrew Bolt's, a radio advertisement (actually I saw a very fucking clever radio advertisement, it might have been for the 2012 or the 2011 or the 2010 exam, I'm not sure. But it was very witty and impressive). A T.V advertisement. You can do whatever you want for persuasive/imaginative, so long as they are persuasive/imaginative and hit the criteria hahaha.

Are there any creative ideas for any of the 3 (expository, persuasive & imaginative) that will get a better mark?

Theoretically, nothing will get a better mark in an of itself. You can score 10/10 regardless of whatever you do. However, better ideas are always going to score better.

It was clear that most students understood that this section is about good writing. Good writing, however, cannot occur without good ideas, and the texts and supplementary material used by students offered the opportunity to include complex ideas about the Context, the text and the prompt.

*

This isn't to say that any of the three is more likely to score higher than another. They all have an equal chance of scoring well. Within those three pieces, however, better ideas -> better mark.

Certainly, there was no advantage in taking one approach to writing above others

For example, within an imaginative piece, VCAA would

Discourage ‘petty’ personal stories that offer little depth to the piece of writing.

So, a 'petty personal story' as they put it, would have a harder time scoring well for a well thought out imaginative response. VCAA also recommended students be bold with their writing, and be sophisticated in their creative pieces. So, pieces that are bold and creative will get a better mark ;P.

*http://www.vcaa.vic.edu.au/Documents/exams/english/2012/English_assessrep_12.pdf

[nataliestmarys]

Quite literally, anything you want. Imaginative pieces are limitless, I'm sure for obvious reasons. Some popular ones include diary entries, letters (sometimes from one character in the text to another character in the text), blogs, short stories, poems (if you can hit the criteria and pull a poem off I will fucking bow down to you), you could do a series of Facebook comments if you wanted to (good luck with that). In fact, I once wrote a rap for my context (Identity and Belonging - Skin) just to rustle the jimmies of my teacher :3 Mainstream English Context Rap!
Persuasive could be similar, as long as it is persuasive. In Year 9 I wrote an imaginative/persuasive hybrid in the form of a movie scene. It was a speech from some figure to some audience, but in writing it as a 'script' from a movie, I was able to include screen directions such as "thunder booms" etc during the more intense parts of the speech. You could just do an ordinary speech, you could do a letter to the editor, a persuasive blog, a column such as Andrew Bolt's, a radio advertisement (actually I saw a very fucking clever radio advertisement, it might have been for the 2012 or the 2011 or the 2010 exam, I'm not sure. But it was very witty and impressive). A T.V advertisement. You can do whatever you want for persuasive/imaginative, so long as they are persuasive/imaginative and hit the criteria hahaha.
Theoretically, nothing will get a better mark in an of itself. You can score 10/10 regardless of whatever you do. However, better ideas are always going to score better. *

This isn't to say that any of the three is more likely to score higher than another. They all have an equal chance of scoring well. Within those three pieces, however, better ideas -> better mark.
For example, within an imaginative piece, VCAA would  So, a 'petty personal story' as they put it, would have a harder time scoring well for a well thought out imaginative response. VCAA also recommended students be bold with their writing, and be sophisticated in their creative pieces. So, pieces that are bold and creative will get a better mark ;P.

*http://www.vcaa.vic.edu.au/Documents/exams/english/2012/English_assessrep_12.pdf

Wow thanks so much for the informative post that helped me a lot, thanks again

[brenden]

For example... I've been thinking about my English exam for a very long time and trying to figure out why the score was so high. Lol. Anyone that's been around the English for a while will know that I monumentally fucked up the timing of my exam. Section C took me about ninety minutes, I spent about fifty five to sixty minutes on Section A, and then about thirty minutes of Section B, in that order. Because I spent so little time on my creative piece, it meant I was FORCED not to worry about my writing or how I was going to do this or that, so I wrote, quite literally, whatever the fuck popped into my head. Subsequently, my story was a mixture of first/third person narration and a bunch of haiku poems were included. I'll outline my structure below. I've decided that because my story was very bold, and very creative, I was rewarded with good marks for the story. The writing wasn't anything brilliant (I was rushed, sue me). So yeah - I think I was rewarded for the huge originality in my story, as well as connections to the text.

As aforementioned, my text was Skin for Identity and Belonging. Skin is a movie based on a true story about a girl whose biological parents were both white skinned, but she popped out black. (Some genetic throwback thing). This occurred in South Africa during the apartheid. I'm sure you can fill in the blanks.

I called my story "Stolen: Australia's genocide" - or something along those lines.
My structure was --

First para: Third person narration, providing facts about the Stolen Generation. Eg. "From 1901 to 1986, 150,000 Aboriginal and Torres Strait Islanders were taken from their homes...." etc.

Then I transitioned to a haiku which was

We are the Stolen
We have no identity
We are the last ones now

(I know, I know, there are six syllables in the last line - I almost shot myself in the face when I read this back.  -For those wondering, I had an examination of scripts a while ago and have a decent memory, and I made sure I remembered all the poems, simply because they were so bad/corny/cliche that I pissed myself laughing.)

Then I transitioned to a first person description of how the police kidnapped a girl from her parents' home. I included some dialogue from  the police officers, and the girl/narrator. The difference in voice between the characters was very clear. In this part of the narration, I outlined how the girl used to be very bubbly/outspoken before she was stolen, but now she is very reserved and deferent. (The prompt was "Each person has different identities for different relationships and situations) - so you can see I was trying to say that she had to change her identity for survival.

I then transitioned back to third person, informative narration and spoke about the establishment of the "Aboriginal Protection Board" in 1916 for another paragraph.

Then another haiku -

We are the Stolen
There is no hope anymore
We are broken now

Then I transitioned straight from the haiku to the line "Touch me there, and I'll scream". So a bit of dialogue between a girl about to be raped and the cunt that was about to rape her. Then a third person paragraph about how the girl that said "Touch me..." was normally a very quiet girl etc, but how in order to survive this situation, she would need to be different. There was then dialogue interspersed with the narration - eventually she was saved from the rape via being extremely forceful and telling him she'd bite it off etc etc.

I then transitioned away from that scene and back into the informative narration that I started with, talking about how the exact numbers are not known and the children were forced to compromise their identity etc etc. Then, within the same paragraph (this is the one thing I'm proud of in this story), the third person transitions into first person in the last line, which means the informative voice throughout the whole story was a member of the SG. The last line was something like "These stories, they must never be repeated. They must never be forgotten. We are the Stolen Ones".





So, you can see the way in which being bold and doing something a bit different can pay off. Also, within that story I wrote 'bitch' and 'slut' - (I've heard a lot of people say you should never ever ever do anything that isn't conservative in a story). This also isn't a simple creative story. This story is literally the best thing I can use to demonstrate that you can do whatever the fuck you want in your exam so long as it is written well and hits the criteria.

Wow thanks so much for the informative post that helped me a lot, thanks again

You're welcome

[brenden]

Brenden you are such a legend!

My Section B piece was an unfinished expository essay with 2 introductions 2.5 BPs and a 3/4 conclusion, still got an 8 so yay :p.

Love you xo

[pi]

I remember hearing this story over some honey chicken, rice and also potentially salmonella at the Asian food place top floor of Monash campus center. Good times

[brenden]

I remember hearing this story over some honey chicken, rice and also potentially salmonella at the Asian food place top floor of Monash campus center. Good times

Hahahahaha, but you got the psychology of it and all! Good times indeed.