Question 1 (8 marks)
KEY SKILLS: Understanding the text, retrieving information, using quotations, making inferences
Question 1 is always based on Source 1, which will be an informative piece from a source such as a newspaper. You will be asked to write about what you 'understand' or 'learn' from the source.
Read the question carefully first, underlining what information it's asking you to look for. Then, read the text, highlighting/underlining anything that relates to the question, making brief notes in the margin so you can quickly make points when you begin to write.
When you do write, cover the article in the same order as you read it.
Spend 5 minutes reading, then 10 minutes writing 3-4 paragraphs.
Read the question carefully first, underlining what information it's asking you to look for. Then, read the text, highlighting/underlining anything that relates to the question, making brief notes in the margin so you can quickly make points when you begin to write.
When you do write, cover the article in the same order as you read it.
Spend 5 minutes reading, then 10 minutes writing 3-4 paragraphs.
Do:
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Don't:
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Band 4 Tips:
To achieve Band 4, you must show that you are perceptive. For this, you won't just be repeating what the article says, you'll be using the information you're given to make worthwhile, detailed interpretations of your own about the key issues in the text.
You will also give a full and detailed response, covering all key areas of the text you're looking for, not just focusing on certain parts. Use lots of embedded quotations to support this, as well as your own words.
If you have time, make an opening statement by starting with a short paragraph encompassing the key issues from across the article.
To achieve Band 4, you must show that you are perceptive. For this, you won't just be repeating what the article says, you'll be using the information you're given to make worthwhile, detailed interpretations of your own about the key issues in the text.
You will also give a full and detailed response, covering all key areas of the text you're looking for, not just focusing on certain parts. Use lots of embedded quotations to support this, as well as your own words.
If you have time, make an opening statement by starting with a short paragraph encompassing the key issues from across the article.
What do good answers look like?
Click the links below for example answers. The first is worth 6/8 and the second is worth 8/8 marks. These are based on the June 2014 paper (Sources available at the bottom of the page).
Click the links below for example answers. The first is worth 6/8 and the second is worth 8/8 marks. These are based on the June 2014 paper (Sources available at the bottom of the page).
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Q1 Band 3 - 6/8 | |
File Size: | 297 kb |
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Q1 Band 4 - 8/8 | |
File Size: | 780 kb |
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Question 2 (8 marks)
KEY SKILLS: Selecting features and explaining effects, using quotations, analysing language (in headline), linking to the text
Question 2 is always based on Source 2, which will be an article with a clear headline and image. You will be asked to explain how the headline and image are effective, and how they link to the text. It's worth treating as two separate, but similar, questions (one on headline, one on image).
Check the question is what you expect, then read the whole text to ensure you understand it and pick up on its general tone and what kind of effect(s) the writer hopes to have on the reader (e.g. shock them, make them laugh, provoke thought). Then, highlight a couple of effective parts of the headline, labelling with any key points (effective language choices), and draw arrows to sections of the text that they link to. Circle/label effective parts of the image, too, also drawing arrows to link to the text.
When you write, make sure you relate to both the headline and the image - don't spend all your time on one of them or you'll lose easy marks. After spend 5 minutes reading and labelling, take 10 minutes writing 4 paragraphs.
Check the question is what you expect, then read the whole text to ensure you understand it and pick up on its general tone and what kind of effect(s) the writer hopes to have on the reader (e.g. shock them, make them laugh, provoke thought). Then, highlight a couple of effective parts of the headline, labelling with any key points (effective language choices), and draw arrows to sections of the text that they link to. Circle/label effective parts of the image, too, also drawing arrows to link to the text.
When you write, make sure you relate to both the headline and the image - don't spend all your time on one of them or you'll lose easy marks. After spend 5 minutes reading and labelling, take 10 minutes writing 4 paragraphs.
Do:
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Don't:
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Band 4 Tips:
To achieve Band 4, you must show that you are perceptive. For this, you won't just be repeating what the article says, you'll be using the information you're given to make worthwhile, detailed interpretations of your own about the key issues in the text.
You will also give a full and detailed response, covering all key areas of the text you're looking for, not just focusing on certain parts. If you have time, make an opening statement by starting with a short paragraph encompassing the key issues from across the article.
To achieve Band 4, you must show that you are perceptive. For this, you won't just be repeating what the article says, you'll be using the information you're given to make worthwhile, detailed interpretations of your own about the key issues in the text.
You will also give a full and detailed response, covering all key areas of the text you're looking for, not just focusing on certain parts. If you have time, make an opening statement by starting with a short paragraph encompassing the key issues from across the article.
What do good answers look like?
Click the links below for example answers. The first is worth 6/8 and the second is worth 7/8 marks. These are based on the June 2014 paper (Sources available at the bottom of the page).
Click the links below for example answers. The first is worth 6/8 and the second is worth 7/8 marks. These are based on the June 2014 paper (Sources available at the bottom of the page).
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Q2 Band 3 - 6/8 | |
File Size: | 718 kb |
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Q2 Band 4 - 7/8 | |
File Size: | 502 kb |
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Question 3 (8 marks)
KEY SKILLS: Understanding and interpreting feelings, retrieving information, selecting quotations, making inferences
Question 3 is always based on Source 3, which will be a piece of literary nonfiction (such as a piece of travel writing). You will be asked to write about thoughts and/or feelings in the source (almost always of the writer, but read the question carefully to check) and to EXPLAIN them - this means you should always say WHY the writer is feeling/thinking this way, using the word because.
Read the text, highlighting/underlining anything that relates to the question (any particular thoughts and/or feelings), making notes of what this thought/feeling is in the margin on the left, and any other notes on the right.
Look out for changes in mood/tone/emotions as the text progresses: noticing these will help you to cover a range of thoughts/feelings in the text. Try to cover a range of these within a 3-4 paragraph response, using embedded quotations but explaining in your own words.
Read the text, highlighting/underlining anything that relates to the question (any particular thoughts and/or feelings), making notes of what this thought/feeling is in the margin on the left, and any other notes on the right.
Look out for changes in mood/tone/emotions as the text progresses: noticing these will help you to cover a range of thoughts/feelings in the text. Try to cover a range of these within a 3-4 paragraph response, using embedded quotations but explaining in your own words.
Do:
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Don't:
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Band 4 Tips:
Again, being perceptive is key here. Show that you can 'read between the lines' and interpret feelings and go into detail. Revise a range of vocabulary related to feelings using the wheel below. Use a dictionary or Google to look up meanings of words you're less familiar with.
Again, being perceptive is key here. Show that you can 'read between the lines' and interpret feelings and go into detail. Revise a range of vocabulary related to feelings using the wheel below. Use a dictionary or Google to look up meanings of words you're less familiar with.
What do good answers look like?
Click the links below for example answers. The first is worth 6/8 and the second is worth 7/8 marks. These are based on the June 2014 paper (Sources available at the bottom of the page).
Click the links below for example answers. The first is worth 6/8 and the second is worth 7/8 marks. These are based on the June 2014 paper (Sources available at the bottom of the page).
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Q3 Band 3 - 5/8 | |
File Size: | 427 kb |
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Q3 Band 4 - 8/8 | |
File Size: | 473 kb |
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QUESTION 4 (16 MARKS)
KEY SKILLS: Analysing the effects of language choices, selecting appropriate quotations, linking to the context of each text, comparing two sources
Question 4 will always ask you to compare how language is used for effect in Source 3 and one other source. It is the most important part of Section A. You must make sure you spend 25 minutes or more on this question (ideally half an hour). It is also vital that you write about BOTH texts (Source 3 and either of the others) in order to gain marks - NEVER only write about one.
The first thing you need to do is choose which source to compare to. Never spend too long on this as there's no right or wrong source to choose, but think carefully about which one you feel like you can analyse in most depth.
When you have chosen, you need to make a note about the CONTEXT of each source. This means you must be aware of the PAF (purpose, audience and form) of each piece. The purpose is especially important, as you can link the language and its effects to this purpose. (Think carefully, though: there might be more than one purpose!)
You should also think about what TONE each text has. Is it serious, humorous, satirical, sarcastic, outraged, etc.? What words/techniques show you this?
So what does it mean by language and effect?
LANGUAGE means words, and techniques to make these words even more effective. So you should pick out words that stand out in helping the text to achieve its purpose and relate to the audience. This might be because certain words/phrases are:
So, you should have details on the context of each piece (PAF) and what kinds of language it uses (such as the types listed above). It is also crucial that you know your language techniques/devices. The best ones to look for are:
1. Similes (imagery)
2. Metaphors (imagery)
3. Personification (imagery)
4. Emotive language
5. Repetition of a key word
6. Use of numbers/figures
7. Exaggeration/hyperbole
8. Contrasting language
9. Slang/colloquial/conversational language
10. Powerful verbs, adjectives, adverbs
11. Irony/sarcasm/puns
12. Key WORDS within rhetorical questions
13. Key WORDS within alliteration
14. Semantic field
You should have quotes that support your comments on techniques/types of language - label them on your exam paper so you can refer to them quickly when you write. When you analyse these quotes, remember to focus on the particular effects of any key words/techniques (pick out a lexical choice). What does it make the reader think or feel, and how? For example:
In your paragraphs, you need to combine all of these together (audience/purpose, types of language, quotations, and analysing for effects) to create a good answer. Focus each paragraph on a type of language that you mentioned in your introduction (or a couple of types if they overlap). Ideally, this should form 2-3 paragraphs on each text (depending on detail).
In each paragraph, include at least one quote (ideally more) to show the type of language you are exploring, and analyse why certain words/phrases/techniques are effective. Relate this to the purpose/audience as you go. An example is below, but remember your own could look very different depending on what type of text/language you are focusing on:
Source 3 uses a lot of descriptive language to make the reader feel as if they are sharing the writer's experiences. For example, it includes a range of adjectives such as '_____', '_____' and '_____' to create a clear image of _____________. The lexical choice of '______' is particularly effective because it has connotations of ____________, which makes the reader ____________________. Other descriptive techniques include the simile '_____________', which plays on the reader's senses, evoking sound/texture/smell of __________________. This is particularly effective because __________________. All of this helps the writer to achieve her purpose of entertaining the reader, because _____________.
Making links
To compare, use connectives when you start the following paragraphs to show that the same OR different types of language have been used. As part of your analysis, explain clearly that the language is used for a similar or different reason. For example:
Similarly, Source 1 also uses descriptive language. However, this time it is done through through metaphors such as '______________', which_________________. Sounds are created through the use of onomatopoeic words like '______' and '______', as well as the sibilance in '_________________' that evokes the sound of _______________. Rather than entertaining the reader like in Source 3, the writer uses this description to create pathos by attempting to place the reader in the situation of the people suffering in the text. The tone created is also different from Source 3, as this time_______.
If you're struggling to find comparisons, don't worry - just use contrasting connectives and explain that because the purposes are so different, different types of language have been used:
On the other hand, because Source 1 is attempting to inform the reader rather than entertain them, it focuses on more factual language...
Or, if the texts have similar purposes but different types of language, you can still link them:
Although Source 1 is also largely persuasive, the writer uses different techniques. For example, she chooses to use...
The first thing you need to do is choose which source to compare to. Never spend too long on this as there's no right or wrong source to choose, but think carefully about which one you feel like you can analyse in most depth.
When you have chosen, you need to make a note about the CONTEXT of each source. This means you must be aware of the PAF (purpose, audience and form) of each piece. The purpose is especially important, as you can link the language and its effects to this purpose. (Think carefully, though: there might be more than one purpose!)
You should also think about what TONE each text has. Is it serious, humorous, satirical, sarcastic, outraged, etc.? What words/techniques show you this?
So what does it mean by language and effect?
LANGUAGE means words, and techniques to make these words even more effective. So you should pick out words that stand out in helping the text to achieve its purpose and relate to the audience. This might be because certain words/phrases are:
- hyperbolic (exaggerating)
- figurative (not literal - metaphors/similes/personification)
- sensory / vividly descriptive (appeal to the senses and/or create a clear image)
- emotive (play on particular emotions of the reader)
- factual (dealing with facts, opinions, evidence, statistics)
- advisory (offering advice)
- humorous (making the reader laugh)
- colloquial (chatty, informal)
- rhetorical (persuasive)
- technical
- language that creates a certain tone (e.g. patriotic, sinister, uplifting, pessimistic, cautious)
- ...any other ways that you feel are appropriate to describe the language! Think carefully about what kind of tone/mood the writer is attempting to create, and what suits their PURPOSE.
- SOME TYPES OF LANGUAGE MAY OVERLAP (e.g. figurative language to create vivid descriptions; colloquial language to create humour; hyperbolic language to increase its emotive impact...)
So, you should have details on the context of each piece (PAF) and what kinds of language it uses (such as the types listed above). It is also crucial that you know your language techniques/devices. The best ones to look for are:
1. Similes (imagery)
2. Metaphors (imagery)
3. Personification (imagery)
4. Emotive language
5. Repetition of a key word
6. Use of numbers/figures
7. Exaggeration/hyperbole
8. Contrasting language
9. Slang/colloquial/conversational language
10. Powerful verbs, adjectives, adverbs
11. Irony/sarcasm/puns
12. Key WORDS within rhetorical questions
13. Key WORDS within alliteration
14. Semantic field
You should have quotes that support your comments on techniques/types of language - label them on your exam paper so you can refer to them quickly when you write. When you analyse these quotes, remember to focus on the particular effects of any key words/techniques (pick out a lexical choice). What does it make the reader think or feel, and how? For example:
- the simile '_________' evokes feelings of ________ in the reader, because...
- the lexical choice of '________' has connotations of...
- the metaphor '___________' creates an image of _________ and evokes a sense of ____________, because...
- the phrase '____________' triggers thoughts of...
- the lexical choice of '__________' symbolises...
In your paragraphs, you need to combine all of these together (audience/purpose, types of language, quotations, and analysing for effects) to create a good answer. Focus each paragraph on a type of language that you mentioned in your introduction (or a couple of types if they overlap). Ideally, this should form 2-3 paragraphs on each text (depending on detail).
In each paragraph, include at least one quote (ideally more) to show the type of language you are exploring, and analyse why certain words/phrases/techniques are effective. Relate this to the purpose/audience as you go. An example is below, but remember your own could look very different depending on what type of text/language you are focusing on:
Source 3 uses a lot of descriptive language to make the reader feel as if they are sharing the writer's experiences. For example, it includes a range of adjectives such as '_____', '_____' and '_____' to create a clear image of _____________. The lexical choice of '______' is particularly effective because it has connotations of ____________, which makes the reader ____________________. Other descriptive techniques include the simile '_____________', which plays on the reader's senses, evoking sound/texture/smell of __________________. This is particularly effective because __________________. All of this helps the writer to achieve her purpose of entertaining the reader, because _____________.
Making links
To compare, use connectives when you start the following paragraphs to show that the same OR different types of language have been used. As part of your analysis, explain clearly that the language is used for a similar or different reason. For example:
Similarly, Source 1 also uses descriptive language. However, this time it is done through through metaphors such as '______________', which_________________. Sounds are created through the use of onomatopoeic words like '______' and '______', as well as the sibilance in '_________________' that evokes the sound of _______________. Rather than entertaining the reader like in Source 3, the writer uses this description to create pathos by attempting to place the reader in the situation of the people suffering in the text. The tone created is also different from Source 3, as this time_______.
If you're struggling to find comparisons, don't worry - just use contrasting connectives and explain that because the purposes are so different, different types of language have been used:
On the other hand, because Source 1 is attempting to inform the reader rather than entertain them, it focuses on more factual language...
Or, if the texts have similar purposes but different types of language, you can still link them:
Although Source 1 is also largely persuasive, the writer uses different techniques. For example, she chooses to use...
Do:
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Don't:
|
Band 4 Tips:
To achieve Band 4, you must again show a full and detailed understanding of how language is used in both texts, which means you will write about different ways in which language is used, covering a range of quotations from across both texts.
You must also analyse in close detail, considering specific effects of key language choices - make sure you don't just make general points that could apply to any text. This should also relate to the context of the sources.
Your comparisons/links should be thoughtful and sustained throughout your response - compare as much as possible as you go along, linking back from one text to another (without repeating yourself).
To achieve Band 4, you must again show a full and detailed understanding of how language is used in both texts, which means you will write about different ways in which language is used, covering a range of quotations from across both texts.
You must also analyse in close detail, considering specific effects of key language choices - make sure you don't just make general points that could apply to any text. This should also relate to the context of the sources.
Your comparisons/links should be thoughtful and sustained throughout your response - compare as much as possible as you go along, linking back from one text to another (without repeating yourself).
What do good answers look like?
Click below for examples based on June 2014. The first is worth 12/16 and the second is worth 16/16 marks. However, remember: there are different ways to approach Q4, and the pupils below have not done it in exactly the same way as described above (they have, however, covered all the right features). These are based on the June 2014 paper (Sources available at the bottom of the page).
If you want to see an answer done in the style described above, check the bottom of the page for the 'Full November 2014 Mock Response'.
Click below for examples based on June 2014. The first is worth 12/16 and the second is worth 16/16 marks. However, remember: there are different ways to approach Q4, and the pupils below have not done it in exactly the same way as described above (they have, however, covered all the right features). These are based on the June 2014 paper (Sources available at the bottom of the page).
If you want to see an answer done in the style described above, check the bottom of the page for the 'Full November 2014 Mock Response'.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Q4 Band 3 - 12/16 | |
File Size: | 670 kb |
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Q4 Band 4 - 16/16 | |
File Size: | 319 kb |
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USEFUL RESOURCES:
Below is the Insert containing the three sources for the June 2014 paper, which all the example responses above for each question relate to. Beneath it is the question paper for the same exam.
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June 2014 Insert | |
File Size: | 401 kb |
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![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
June 2014 Question Paper | |
File Size: | 222 kb |
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Below is a range of material related to the November 2014 exam (which you did for your mock at Easter time). There is the question paper, insert, mark scheme, and a word document with tips on each question and example A* responses for questions 1-4.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Nov 14 Question Paper | |
File Size: | 1730 kb |
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Nov 14 Insert | |
File Size: | 368 kb |
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Nov 14 Mark Scheme | |
File Size: | 435 kb |
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Nov 14 A* Answers 1-4 | |
File Size: | 21 kb |
File Type: | docx |
Below are revision booklets produced by other teachers (advice may be slightly different, but there is useful material in each one, including sources to practice with).
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Q1 Revision Booklet | |
File Size: | 5027 kb |
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Q3 Revision Booklet | |
File Size: | 1959 kb |
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Q4 Revision Booklet | |
File Size: | 4609 kb |
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