Transforming Informative to
Descriptive Writing
◦ IGCSE First Language English 0500
◦ Focus: VARP (Voice, Audience, Register, Purpose)
Lesson Objectives
◦ - Identify explicit and implicit meanings in texts (R1–R2)
◦ - Evaluate facts and opinions (R3)
◦ - Transform informative writing into descriptive writing (W1–
W3)
◦ - Structure writing for different audiences and purposes (W4)
◦ - Present and justify writing choices (SL1–SL2)
Starter: What is VARP?
◦ Voice: Who is speaking?
◦ Audience: Who are they writing for?
◦ Register: Formal or informal?
◦ Purpose: To inform, entertain, persuade, etc.
◦ Think-Pair-Share: Why does VARP matter in writing?
Example Informative Text
◦ Informative Text:
◦ "The school introduced a new phone policy last term. Mobile
phones are no longer allowed during lessons, and students
must store them in lockers. The decision was based on
concerns about distractions and a decline in academic
performance."
◦ Task: Highlight facts, opinions, tone.
Example Descriptive Rewrite
◦ Descriptive Version:
◦ "The once-familiar buzz of phones in class vanished overnight.
Students now walk through corridors, their pockets empty but
their minds full of complaints. The rule, strict and sudden, was
born from rising worries — grades slipping, attention spans
shrinking."
◦ Discuss: What's the effect on the reader?
Features of Descriptive
Writing
◦ - Sensory imagery
◦ - Figurative language (simile, metaphor)
◦ - Mood and atmosphere
◦ - Varied sentence structure
◦ - Strong sense of voice
Apply VARP to Writing Tasks
◦ Original Task: News Report
◦ - Voice: 3rd person
◦ - Audience: Public
◦ - Register: Formal
◦ - Purpose: Inform
◦ New Task: Diary Entry
◦ - Voice: 1st person
◦ - Audience: Self
◦ - Register: Informal
◦ - Purpose: Reflect
News Report (Informative, 3rd person, Formal)
Title: School Implements New Mobile Phone Policy
This week, Ridgeway Secondary School introduced a strict new mobile
phone policy. Starting Monday, students are no longer permitted to use
their phones during lessons, and all devices must be stored in
designated lockers throughout the school day.
The decision was made following concerns from teachers and parents
about the growing distraction posed by phones. A recent survey
conducted by the school showed that 68% of students admitted to
checking social media during class time. Staff members reported a
decline in student focus, as well as incidents of cyberbullying and
cheating linked to phone use.
The principal, Ms. Ahmed, stated, “We want to create a learning
environment that prioritizes attention, respect, and academic success.
Phones have become a major obstacle to that goal.”
While some students support the policy, others have expressed
frustration. “I use my phone to stay in touch with my parents,” said Year
10 student Lina Rahman. “We should be trusted to use them
responsibly.”
The school will review the policy at the end of the term based on
feedback from students, staff, and parents.
Your Task – Transform the
Text
◦ Rewrite the original informative text as a descriptive diary
entry.
◦ Consider:
◦ - Who is writing?
◦ - Who are they writing for?
◦ - What’s the tone?
◦ - How can you use imagery?
✍️Student Task: Transform into a Diary Entry
Change from 3rd person to 1st person (e.g. a student at the school)
Change the Audience from the public to self
Change the Register from formal to informal
Change the Purpose from informing to reflecting on the experience
Extension: VARP in Real
Questions
◦ Example: Paper 1 Q3
◦ Task: Write a journal entry about your experience helping
someone.
◦ Example: Paper 2 Q1
◦ Task: Write a speech persuading your school to change a rule.
◦ What’s the VARP for each?
Speaking & Listening
◦ Share your rewrite with the class:
◦ - What did you change?
◦ - Why?
◦ - How did your choices affect the tone or language?
◦ Ask one follow-up question.
Wrap-Up and Reflection
◦ - How does VARP shape your writing?
◦ - Which elements changed most when changing voice or
purpose?
◦ Homework: Complete your full descriptive rewrite. Identify
VARP.
