Welcome to the World of Directed Writing!
In this chapter, we are going to explore Directed Writing. This is a key part of your OxfordAQA International AS English Language course under the section Language and Context.
Think of Directed Writing as a creative "remix." In Section A of your exam, you analyze texts. In Section B (Directed Writing), you take the information from those texts and "transform" them into something completely new—like turning a dry scientific report into an exciting blog post for teenagers. It’s a vital skill because, in the real world, professional writers often have to adapt information for different people and purposes every single day!
Don’t worry if this seems tricky at first! We are going to break it down step-by-step so you can master the art of the "transformation."
1. What exactly is "Directed Writing"?
The syllabus defines Directed Writing as the ability to write to a specific brief. A "brief" is just a set of instructions. Your task is to take the facts, ideas, or themes from the source texts in Section A and use them to create a new text.
The Core Concept: Transformation
Transformation doesn't mean "copying." It means changing the Language Level (lexis, grammar, discourse) to fit a new context. If the original text was a formal speech and your task is to write an informal email, you must change how you use words and sentences to fit that email style.
Analogy: Imagine you have a basket of raw vegetables (the source material). Directed Writing isn't just putting those vegetables on a plate. It’s deciding whether to turn them into a spicy stir-fry or a smooth soup based on who is coming to dinner (your audience)!
Quick Review:
Directed Writing = Source Material + A New Brief + Style Transformation.
2. Understanding the "Brief" (The GAPM Model)
To succeed, you must decode the instructions given in the exam. We use the GAPM acronym to make sure we don't miss anything. Every time you see a prompt, ask yourself:
- Genre: What kind of text am I writing? (e.g., a letter, a blog, a magazine article, a script).
- Audience: Who am I writing for? (e.g., young children, experts, angry customers, travelers).
- Purpose: Why am I writing? (e.g., to persuade, to inform, to entertain, to complain).
- Mode: Is it meant to be read (written mode) or spoken (spoken mode, like a podcast script)?
Did you know? Even a small change in Audience can change your whole text. Writing a guide about "How to use a Phone" for a 5-year-old uses very different lexis (vocabulary) than writing it for a 90-year-old!
3. How to Use the Source Material
The exam will give you source texts in Section A. You must use this "data" in your writing. However, there is a right way and a wrong way to do it:
The "Do's":
1. Select the most relevant points from the source. You don't have to use every single word.
2. Adapt the tone. If the source is a boring list of statistics, turn those statistics into a story or an argument.
3. Organize the ideas logically for your new Genre.
The "Don'ts" (Common Mistakes):
1. Lifting: This is when you copy whole sentences from the source. Avoid this! Use your own words to express the same ideas.
2. Ignoring the Brief: Don't get so caught up in the facts that you forget to write like a blogger (or whoever the prompt asked you to be).
3. Adding Random Info: Stay focused on the material provided. Don't make up too many "facts" that aren't in the original texts.
Key Takeaway: Use the source material as your ingredients, but the flavor must come from the new style you are asked to use.
4. Sustaining a Style
The syllabus says you will be credited for your ability to sustain a style of writing. This means being consistent from the first sentence to the last.
Lexis (Word Choice): If you are writing a formal letter, don't use slang like "it's cool" halfway through. If you are writing a blog for teens, don't use overly complex jargon like "multivariant analysis" unless you explain it simply.
Grammar (Sentence Structure):
- Formal styles: Often use longer, complex sentences and the passive voice (e.g., "It has been decided that...").
- Informal styles: Often use shorter sentences, contractions (e.g., "don't," "can't"), and direct address (e.g., "You should try this!").
Graphology (Layout): If you are writing a newspaper article, include a Headline. If it’s a blog, maybe use bullet points or subheadings to make it "web-friendly."
5. Step-by-Step Success Plan
Follow these steps when you sit down to write:
- Highlight the Brief: Circle the Genre, Audience, and Purpose in the question.
- Mine the Source: Quickly underline 3-5 key points from the Section A texts that you want to include.
- Set the Tone: Before writing, decide: "I am going to sound [friendly / professional / urgent]."
- The "Opening Hook": Start with a sentence that clearly fits the genre (e.g., "Dear Editor," or "Welcome back to my travel blog!").
- Transform and Review: As you write, keep checking: "Would my target audience actually read this?"
Memory Aid: The "Mirror Test"
Imagine your target reader is standing in front of a mirror. Does your writing reflect their language, their interests, and their level of knowledge? If yes, you are on the right track!
6. Summary Checklist
Before you finish your practice pieces, ask yourself these "Quick Review" questions:
- Did I use the information from the source texts? (Content)
- Did I avoid copying word-for-word? (Transformation)
- Is my tone consistent from start to finish? (Sustained Style)
- Does the layout look like the genre I was asked to write? (Graphology/Genre)
- Is the language appropriate for the specific audience? (Context)
Final Tip: Don't be afraid to show some personality! If the task is to write a persuasive speech, be passionate. If it's a review, be opinionated. The examiners love to see that you understand the human side of communication!