Questions 1 and 2

Foundation Tier1a) List four things you learn about… (4 marks)

1b) What do you learn from the article about…? (4 marks)

2. What do you learn from the article about…/ what reasons are given in the article for…? (8 marks)

Q1a) and Q1b) are about Source 1Q2 is about Source 2

How to impress the examiner Questions 1 and 2

Foundation Tier1a) List four points: you just write down four bullet points in the space provided in the answer booklet

1b) You need to write in full sentences and use connectives to build your answer up

2 You need to write full sentences and write an even longer, more developed answer with more examples than in Q1b)

Your examiner may be feeling grumpy. You really have to play the game to impress them.

Question 1

How do I get a C?

• 1a) Four bullet points, from different parts of Source 1 (i.e. not all from the opening paragraph)

• 1b) Full sentences, using quotations and taking information from different parts of Source 1

Question 2

Foundation Tier2 What reasons are given… / what do you learn… / what does … ?

This question requires the same skills as Questions 1a and 1b: selecting relevant textual evidence and putting things into your own words. You should try and use PEE here and remember you are looking at Source 2!

How to impress the examiner Question 2

Foundation TierYou should use connectives (as for Q1b)

You should use a range of vocabulary to prove you are answering using your own words

You should give textual evidence to support each point

Your examiner may be feeling grumpy. You really have to play the game to impress them.

Question 2

How do I get a C?

• Make at least five points• Use connectives to show you have developed

your answer• Use quotations from the source• Use your own words to show inferences e.g.

the scheme must be successful because it says they are ‘planning to expand it’

Question 3

Foundation Tier3 How does the writer use language to…• Inform• Describe• Show ….’s point of view• Advise• Persuade

Usually the text will combine two of the above, and you will be asked to write about two of the above

Source 3

These often form ‘entertaining’ writing, or can make you feel sympathy for someone e.g. in a charity appeal

Remember: Language is the WORDS in the text!!

What is the effect of these language techniques?

Rhetorical questions - involves the reader. Makes them questions themselves and become involved in the textListing connectives (e.g. firstly,) – makes it easy to follow and understandFigurative language (metaphors, similes, personification) – gives detailed descriptions to paint a picture in the readers mind. This will engage the readerRule of three – a persuasive device which emphasises the writers point and helps the reader remember the pointShort sentences – used to create shock and excitementFirst person plural – creates unity between writer and readerSecond person address – includes the reader and creates unity between the reader and writerStatistics – gives evidence to back up a point so it is more realistic and believableModal verbs – gives commands and instructions to help the readerEmotive language – makes a topic seem more dramaticLists – makes the text easy to understand and follow

Effects = how does this person feel?

Remember, there are always words that don’t fall into any of

the above categories but are still worth analysing

Question 3

How do I get a C?

• Explain how words and phrases are used • Explain how language is used for different

reasons e.g. to advise or to entertain• Use quotations

Question 4Foundation Tier5.) Now look again at all three sources.Choose two of the sources and compare the presentational

features. I have chosen source……. and source ……..

Remember to:– Write about the way the sources are presented– Write about the way they look. (12 marks)

Remember: Presentational devices are the way the text looks...NOT the words!

Presentational Devices

What are they?

• Headings (titles) and sub-headings• Photos• Pictures• Illustrations• Font size and style (bold, italic etc)• Colour• Layout features (bullets, boxed text)• Structure (short or long paragraphs)• Quotations (things people said

either in quotation marks or highlighted in the text)

Why are they used?The devices used depend on:• Purpose - what the text is trying to do (eg

inform, advise, persuade).• Audience - who it is trying to talk to (eg

children, adults, men, women).

Choices in layout (such as the use ofpictures, diagrams and lists) are made tomeet a specific purpose and communicatewith a specific audience. Choices in colourAnd font, for example, can be made to appealto a specific target group. You might use livelycolours and playful fonts in a text for kids andmore serious fonts and colours for adults,different presentational devices createdifferent effects.

There are three main reasons for using presentational devices

MoodA piece of writing will alwaystry to express feelings. The moodcreated could be fun andexcitement (eg in a brochure for atheme park) or perhaps fear andconcern (eg in an advice sheetabout road safety). The feelingsshould always be in tune with thetarget audience.

Devices to look out for in mood:- Pictures- Font- Colour- Quotes

MemoryIf the main purpose of a piece of non-fiction writing is to inform, then it is important that readers find and remember key bits of information. These can include website addresses or phone numbers, advice or statistics.

Devices to look out for in memory: - Bold text - Headlines and sub headings - Bullet points - Diagrams, maps and

illustrations

ClarityMost non-fiction texts are written for people in a hurry, so it is important that the purpose and audience of a text is clear. This will make the right people pick it up and read it. The information within the text also needs to be clearly presented otherwise people will stop reading.

Devices to look out for in clarity: - Bold text - Bullet points - Sub-headings - Paragraphs - Colour - Images and captions - Quotes

Question 4

How do I get a C?

• Select presentation features from both sources

• Explain the effects of presentational features from both sources

• Compare the way the two sources look

Question 525 minutes to plan, write and check

A combination of informing/explaining and describing

This question is awarded two different marks:/10 for writing an interesting, appropriate and well-structured piece/6 for technical accuracy with spelling and sentence construction

What makes an effective description?Read back over the description you have just written and answer the following questions, giving examples:

1. Have you used any interesting and sophisticated vocabulary?

2. Have you used any figurative language?3. What mix of simple and complex sentences

have you used? 4. Have you used the senses effectively in your

description?5. Have you used connectives?

Time Connectives

Bad• And then…• And then…• And then…• But then…• But then…• And then…• And then…

Good• After some time,…• Moments later,…• Eventually…• Without warning…• Meanwhile…

x

Time connectives are useful within your paragraphs.They can also be useful to vary the way you start your paragraphs

Other Useful Connectives

Developing Ideas

FurthermoreMoreoverIn additionNot only…but alsoMore importantly

HoweverDespite this

ConsequentlyAs a result ofDue to the fact thatThis caused

Contrasting Ideas

Cause and Effect

How to impress the examiner Question 5

Higher Tier5. The examiner wants to see:

- figurative language- use of the senses- varied and sophisticated vocabulary- range of sentence structures- paragraphs used for effect

Your examiner may be feeling grumpy. You really have to play the game to impress them.

Question 5

How do I get a C?

• Minimum three paragraphs• Use appropriate language• Use a range of sentence lengths• Use punctuation as much as you can, in the

right places

Question 6Write an article/letter/blog/speech persuading readers or arguing your views on a given topic.

35 minutes to plan, write and check your answer. Aim for 2-3 sides in the exam answer booklet.

This question is awarded two different marks:/16 for writing an interesting, appropriate and well-structured piece/8 for technical accuracy with spelling and sentence construction

What’s the difference?

Persuading• You want your reader to do

something that you want them to do e.g. donate to charity, provide better facilities for young people

• You need to flatter your reader, and paint a picture of how much better things would be if they do what you want them to do

Arguing• You want readers to think

your views are correct and others’ are wrong

• You need to tell them why the other views are wrong, then why yours are better

• You don’t need to flatter your reader so much; you are able to criticise those who disagree with you

Flattery will get you everywhere

• People generally like to feel that they:– Are reasonable– Make good choices– Are considerate of others– Do things to help others– Are respected– Are hardworking

Your readers are much more likely todo what you have asked them to doif you make them feel good aboutthemselves first

Planning a Persuasive Piece

• How would you feel?• This new law is disgusting, vile

and unnecessary• I have a dream! I have a

dream! I have a dream!• On the mountain tops of

Mississippi many movements will happen towards equality

• 72% of people agree with the decision to change the uniform

Always use AFOREST

Alliteration

Facts

Opinions

Rhetorical Questions/Repetition

Emotive Language

Statistics

Triplets/Rule of Three

Some examples...

Planning an Argument

Your views• Uniform is an unnecessary

expense• Uniform worn incorrectly

leads to confrontation with teachers

• Uniform worn correctly leads to bullying

• Uniform prevents the expression of individuality

Opposite views (concessions)• Buying lots of casual clothes

is expensive• Wearing uniform creates

young people who conform to rules and regulations

• Wearing uniform prevents bullying over what clothes you wear

• Uniform allows students to feel part of a community

Counter-arguments are key

• You need to offer the opposing argument to yours (concession) and then prove why it is wrong or insignificant (rebuttal)

e.g. Although the current start to the school day is convenient for most working parents, myriad scientific studies have proved that a later start would result in improved academic performance.

Decide on an order

One way of ordering the paragraphs:

1. Expression of individuality2. Incorrect uniform confrontation3. Correct uniform bullying4. Unnecessary expense

When you plan in the exam, it is much better to write brief notes, like this, than full sentences as you saw on the previous slide

Remember:

• Although the format of persuading and arguing differ, you still use persuasive devices in both

– Alliteration– Facts– Opinions– Rhetorical Question/Repetition– Emotive Language– Statistics– Rule of Three/Triplets

Question 6

How do I get a C?

• Minimum four paragraphs• Use persuasive language• Use counter-arguments (argue only)• Use punctuation as much as you can, in the right

places