Guidance Booklet for Language Paper 1 and Language Paper 2
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Guidance Booklet for Language Paper 1 and Language Paper 2
Transcript of Guidance Booklet for Language Paper 1 and Language Paper 2
Guidance Booklet for Language Paper 1 and Language Paper 2
Q1 advice:
Read the part of the
passage carefully
Always give 4 answers
from the EXACT lines
indicated
Q2: Language analysis:
Word classes:
noun, verb, adjective, adverbs
Figurative language:
simile, metaphor, personification,
pathetic fallacy, hyperbole,
onomatopoeia, oxymoron
Q3: Structural analysis:
o story beginning and ending
o changing focus from big to small
o sentence structures
o speech
o change of perspective
o introducing a new character
Q4: Evaluation of part of the source.
1. Highlight the statement – there are
usually two parts
2. Decide to what extent you agree
with the statement
3. Pick out examples of writer’s
methods and use quotations to
support your judgement
4. Build evaluation: also, furthermore,
overall
Q1 advice:
Read the part of the
passage carefully
Always give 4 answers
from the EXACT lines
indicated
Q2: Summary - S.Q.I Method
S: Make a clear statement about
the connections (usually the
differences)
Q: Use a quote from each text
I: Make an inference* from the
quotation which shows
understanding.
Q3: Language analysis:
Word classes:
noun, verb, adjective, adverbs
Figurative language: simile,
metaphor, personification,
pathetic fallacy, hyperbole,
onomatopoeia, oxymoron
Q4: Comparison of both sources
Complete a quick comparison table - and - Remember to still
refer to methods
CS: Make a comparative statement
Q: Use a quote from each text
CI: Make a comparative inference which shows
understanding of the comparisons between the
*conclusion based on the evidence two sources,
English Language specification at a glance
Section A:Reading one Iit,erarure ftction text
Section B: Writing descrfptlve or narrative writing
Asse-ssed
written exam: 1 hour 45 minuites 80 marks 50% of GCSE
Questions
!Reading (40 malliks) '(25%) - one single text
1 short form question (1 x 4 marks) 2 longer form questions (2 x 8 marks) 1 extendedquestion (1 x 20 marks)
Writing (40 marks) 'C25, %) 1 extended writl ng quesUon (24 marks for
tent, 11 6 marks for accumcy)
- ·... 1'""" n A: IReadtng
non-fiction text and literary non-ficti on
text se,tWIIOn B:W'riting
Hea lng (40 marks) (25%) l nked texts
form question x4 marks) longer form quesUons
x 8.1 x 1 2 marks) 1 extended question (1.x 16 marks)
Writing (40 marks) (25%) ·1 extended wrtt ng question (24 marks for content, 16 marks f or techni cal acctJracy)
+ Non-examination Assessment: Spoken Language
What"·s asses-sed
{A07- A09) presenting respondjng, to questions and feedback. use o1Standard English
Assessed
teacher set throughout course marked by teacher separate endorsement (0% wefgllting of GCSE)
Index
Guidance on Paper 1, Q1 Guidance on Paper 1, Q2 Guidance on Paper 1, Q3 Guidance on Paper 1, Q4 Guidance on Paper 1, Writing task Guidance on Paper 2, Q1 Guidance on Paper 2, Q2 Guidance on Paper 2, Q3 Guidance on Paper 2, Q4 Guidance on Paper 2, Writing task
Each section includes: - PiXL feedback on the mocks from last year
- Success criteria - Guidance on structure
- Exemplar responses
Question 1- select information
• For the first exam type of question you will need to simply select information from a text.
• You are not expected to develop ideas.
• you cannot develop points in too much detail as you will run out of time in the exam
Identify and interpret explicit and implicit
information and ideas.
Select and synthesise evidence from texts.
Feedback for Q1
Read really carefully; attention to detail is key to marks for this question.
E.g. an answer cannot be ‘he was strongest man who ever lived’ if in the extract the phrase is ‘self-proclaimed strongest man who ever lived.’
Phrases; not individual words.
Don’t use glossary terms. If quoting, you must quote directly from the extract.
To understand the requirements of Q2 for Paper 1
To put these into practice.
Q2 For the first exam type of question, you will need to explore the effect of the language in said lines.
Zooming in on key words and exploring effect
Simple, compound and complex
Similes and metaphors etc.
Feedback for Q2
You must be analysing for effect for AO2; many focusing on just explaining and identifying (AO1), which is not relevant.
You must focus on subject terminology; not enough in answers.
Need to explore at least 4 pieces of evidence to get into the higher bands.
Avoid empty phrases; there is too much of this going on. This includes phrases like, ‘the writer uses words and phrases for effect.’
1
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A02 Useful Sen e ce Starters
• The writer uses... (termrnology) to show... {link to question) shown by... (evidence from the text).
• This creates the effect of...
• This makes the reader...
• This has the impact of ..
Nouns Identify people, places or things. Harry went to school.
Adjectives Describing words Superlative: adjectives ending in ‘est’ Comparative: adjectives ending in ‘er’ Base adjectives refer to all other adjectives.
The room was as black as night. Ali: the greatest. The bigger the job, the greater the pay.
Verbs Actions and thoughts She thought about not doing her homework, but decided against it. He hurled the book across the table.
Adverbs Describing actions and thoughts He angrily hurled the book across the table. She walked quickly to school.
Conjunctions Linking words Rhona ate her tea and watched TV at the same time. It was the end of term, so the teacher decided to go outside.
Prepositions Indicate placing He swam under the bridge and over the marshes.
Technique Definition
Simile Using ‘like’ and ‘as’ for comparison. Metaphor
Saying something is something else.
Personification Giving an inanimate object human characteristics.
Sibilance ‘S’ and ‘Sh’ sounds used consecutively in a sentence/phrase.
Onomatopoeia The formation of a word by imitation of a sound.
Alliteration The repetition of the same letter at the beginning of closely collected words.
Labial plosive Words beginning with ‘b’ and ‘p’ sounds. Have to close your lips to be able to pronounce the word.
Assonance When two or more words together repeat the same vowel sound but start with different consonant sounds.
Hyperbole Extreme exaggeration.
Oxymoron Contradiction of terms.
Juxtaposition When two contrasting images are placed next to one another/near each other.
Simple sentences You need to understand this for Q2
• A simple sentence is made up of one main clause.
The child waited silently for his Mum. • It always has at least one noun and one verb.
The child waited silently for his Mum.
Come up with 3-5 simple sentences to describe this classroom…
Compound sentences
You need to understand this for Q2
A compound sentence has more than one main clause linked with a conjunction*.
It was late at night and the last shoppers drifted tiredly back to their cars.
• Two main clauses can be linked with a connective, but NEVER with a comma.
It was late at night, the last shoppers drifted tiredly back to their cars.
• The clause preceding the conjunction, and the one after it must make sense as independent clauses.
The room provoked curiosity, but the students hadn’t noticed.
The room provoked curiosity, so that the students would be inspired.
*Remember Fanboys for your main conjunctions.
…for; and; nor; but; or; yet; so
Remember, conjunctions are preceded by a comma.
Connectives You need to understand this for Q2
and, also, besides, further, next, afterward, finally, later, last, lastly, at last, now, subsequently, then, when, soon, as a result, hence, so, accordingly, as a consequence, consequently, if, thus, since, therefore, for this reason, for, because of this, but, in contrast, conversely, however, still, nevertheless, nonetheless, yet, and yet, on the other hand, on the contrary, or, in spite of this, actually, nor
Now change your simple sentences into compound sentences……..
Complex sentences You need to understand this for Q2
• A complex sentence is made up or an independent clause, and one of more dependent (subordinate – little) clauses that will not make sense by themselves.
Although it was late afternoon
There are 3 ways to formulate a complex sentence…
Complex sentences
• Beginning the sentence
You need to understand this for Q2
Separate with a comma
Although it was late afternoon, the sun still shone brightly through the window.
• Embedded
These always go between the noun and the verb
The sun, although it was late afternoon, still shone brightly through the window.
• Ending the sentence Does not need a comma
The sun still shone brightly through the window although it was late afternoon.
What’s the effect of different sentences ?
• Simple sentences – high impact, short and snappy. Good way to end paragraphs, Work well after a few longer sentences to add tension .
• Compound sentences – good way to link ideas and events and people.
• Complex sentences – excellent way to give lots of detail and really bring a description to life by adding extra information.
*I.D.I.E You need to understand this for Q2,
3 & 4
*Remember this acronym for the exam.
Imperatives: instructions and orders
Don’t do that. Please pass me the ketchup.
Interrogatives: questions/rhetorical questions.
How old are you? Why are you so annoying?
Declaratives: declaring something/definite statement –
opposite to questions
I am 26 years old. The weather is fine and warm today.
Exclamatories: forceful version of a declarative, marked with exclamation
mark
It’s so sunny out here! I’m so hot today!
What’s the effect of I.D.I.E?
• Imperatives– convey power, bossiness, assertiveness etc.
• Declaratives– establish facts, set the scene, convey confidence from the speaker etc.
• Interrogatives– show the speaker to be curious, nosey, rude etc. Rhetorical interrogatives reflect attitude of the speaker and can give more information about the recipient.
• Exclamatories– convey anxiety, anger, passion etc.
You need this to answer
Q2
Q3 structure
now nee:d whole source.
text
" .. interest
[8 marks]
Feedback for Q3
Focus on bigger structural features such as sequence of ideas and narrative shifts, as opposed to smaller ones like punctuation.
Don’t revert to analysis of language; always need to be exploring structure.
Avoid empty phrases!
Q3 requires you to identify structural features and explore their effect. So...how do I structure
my response?
hltts In focus Conclusions and endings 'Repe't:itions. patterns or motifs I nside links and sentence types
suspense
Tension
Rspectives
- Unexpected changes foCus
significanT
c Uriosit¥- erspective change - big/small/outward/lnwa
Time and temporal markers """--uence of vents
1
dRama
E motions
1 Method + 'Quote' +-Effect
Flashbacks (analepsis} - sense of nostalgia,can be used to slow pace down,can be used to
explain thought process behind a character's actions,could be a recent or old flashback,may
be used to express regretfguiltfloss Flash-forwards (prolepsis} - misses out key information so could be used to confuse reader or
create enigma,by not followingentire life of character we may not feelas close to them,the jump forward might be used to emphasise the contrast between youth and age,could flash- forward to realor imagined situation.
Introductions and openings- May be slow or fast dependingon events,may not reveal
everything to create enigma, might introduce character/settingor an important motif to be used later,could contain the rna111 event of the story and be followed by explanat1on and resolution or might be used to explore the build up to a key event. We discussed the ways in which a writer might choose to organise the structure of their story differently according to the effect they want to create. Do they want immediate shock followed by discovery? Do they want to build up tension and suspense be fore shock?
Narrative perspective can be more difficult. We spoke about perspective being the way in which people sees things differently and how this affects the way they speak or write about it.l handed out pieces of paper with the same phrase on it: She is a lovely,friendly woman who often helps people.
Development of story- Links in to openingand introductions but also has plenty of overlap
with other techniques like shifts in focus.Development might be a change in character,new
information,recurring images,a physicalmovement or exploration and so on.
s c R
T
Shifts in focus- This is one area w ich st dents really excelat I think this is beca se H sand
trailers really he[ p to exemplify hovv effective s ifts in focus can be. One student mentioned Final Destination and a shot just before a woman falls through a wincow of the glass pane being carried. This focus change fro the glass to her indicates something bad may be about to happen.\Ne also discussed how shifts in focus could reflect distraction of character or narrator, speed, ovement, foregro nding of something important or a subtle way omaking a co- ment about t e events of the story. (Just a quick note: Do not show Final Destination to your studentsl It is gruesome and unpleasant! here are plenty of other great exa ples.)
Conclusions and ending- Lots of overla p here. Resol tion/no resolution ow it leads onto the
rest of the story {if ifs an endingof an extract)., if there are any links back to the start
Repetition, pattems or motifs- We spoke about vvhen we made our Brighton Pier construction and hovl/ some people used crows or the repeated use of the colour red to explore this.This can be used as a \ll/arning (such as in most horror films or writing) or a reminder (in A Christmas Carol with Scrooge and e chiming bells) or even as a nostalgic device in ended to reflect elements of
the characters childhood or past actions. s
s c R
T
I nside lin ks and sentence types - Short sentences ay re ect dramatic moments,
determination,defiance,anger,sadness etc.whereas longer, ore fragmented se tences may be used to shovl/ the mindset o the central protagonist o the speed at which the story is
rogress1ng.
Perspective change - big/sma U./i nward/outward - Again we used A Christ as Carol ""or this as
a stuaent entioned the perspec rve change when Scrooge moves from flying over t e
countryside vvith the Ghost of Christmas Pasi to being alone n the smallschool room vvith
Scrooge as a child.This servedIo hg llght the iso[abo of Ihe character a d his [nsigni ica ce 1n
the wi er world.We applied inward/outward toT e eta orphosis when vve looked a the way I i moves from escribing Gregor and his si ation to his own internal monologues and worries.
Time and temporaf ma rkers - An easy one for them to grasp. sed to show changes in time p
and perhaps reflect changes in minaset or stages etween cen:ain events. MigI emp asise hovv fast or slow something is appening and herefore how quickly decisions are made or j st holJV
slow time has passed whilst a c aracter is consiaering so ething.
Sequence of events - Again plenty of overlap here and ties in with development of story. s Stuaents thought about hovl/ an opening might impact onlater parts of t e story and how eve ts
ight allow on or precede one anot er.
Hooking the reader - METHODS
• Start with a simile, metaphor, hyperbole or pun
• Begin with a peek into a character’s mind
• Begin with background information (exposition)
• Begin a story in the middle of a conversation
• Start with a question
• Begin with a quote from a song, movie, famous person or book
• Start with a startling statement
• Begin with a description
You need to establish what hooks the writer uses at the beginning in order to fulfil this bullet point.
A02 Useful Sentence Starters
• The narrativevo1ceIS S1gn1ficant as... • The 3rd /1st person narrat10r1creates a sense of • The fact that 1t1s past/present tense allows the
wntcr to... • The contrasts created between.. • The wntcr uses repetition to... • The use of d1rect/reported speechIS used so that.. • The wnter has foregrounded theIdea oL • The1mpact of them1nor/s1mple/complex sentences
IS tO.. • The chmax of thep1ece IS...
Q4 structure
extent
..
.. ..
answer on 18
Question 4- evaluating critically
• For Q4, you will have to pick evidence from a given section of the source in order to validate a statement you are given.
• This question expects you to evaluate texts critically…
Evaluate texts critically and support with appropriate textual reference.
Evaluating texts critically; what does this actually mean!?
Making judgements about the text [evaluating] in light of the statement [critically]. For the ‘critically’ bit, this simply means that you are
expected to respond in light of the statement – agreeing with it and showing why.
It is NOT okay to disagree completely with the statement; you are SUPPOSED to validate, NOT refute. The whole ‘To what extent do you agree’
is arguable misleading. The more able student may challenge at some point IF there is reason to, but on the whole, you must assume this is true and that your job is to prove it through
textual analysis!
Feedback for Q4
You need to respond critically – don’t make excellent points about the text if you’re not linking them back to the statement as these won’t be credited.
Primarily agree with the statement.
Break up the statement If relevant and explore both sections in turn. This gives you more to write about for this whopping 20 mark question.
Evaluate by layering your answer with words like ‘also’ and ‘in addition’.
…what am I being marked for? 1. Showing understanding of writer’s methods. 2. Selecting a range of textual detail. 3. Evaluating critically the effects on the reader. 4. Developing a convincing response to the focus of the statement.
Dif
fere
nt
laye
rs o
f an
alys
is;
the
mo
re, t
he
bet
ter
Exemplar Paragraph
Introductory sentence; not to be repeated at beginning of each paragraph!
I can really see why the teacher has made this judgement about Scrooge from this part of the novel. *To me, Scrooge’s resentful nature is strongly conveyed through the declarative ‘no wind that blew was bitterer than he.’. The labial plosives ‘blew’ and ‘bitterer’ emphasise to the reader the hostility that Scrooge projects to all who come across him. The use of the comparative adjective ‘bitterer’ is actually quite ironic to the reader, since Dickens is trying to show his character as the superlative of bitter. The adjective ‘bitter’ is synonymous with the feeling of resentment; that Dickens chose to describe Scrooge in this way, really works to validate Scrooge as a resentful character.
1. Showing understanding of writer’s methods.
2. Selecting a range of textual detail.
3. Evaluating critically the effects on the reader.
4. Developing a convincing response to the focus of the statement.
Method [language and/or structural features] + Quote + Effect [be sure to link to focus statement]
AQA GCSE English Lang Paper 1: Explorations in Creative Reading and Writing
Section A: Reading
one literature fiction text
Section B: Writing
descriptive or narrative writing
How it is Assessed
written exam: 1 hour 45 minutes
80 marks
50% of GCSE
Sentence Starters
A06
REMEMBER TO CHECK:
• Full stops • Other punctuation marks like commas. question
marks and apostrophes • Spellings of basic words
• If youhave varied your sentences • If youhave varied your vocabulary • If your work makes clear sense
•
Descriptive task
example
!!! Usually, there is a choice, but AQA have been known to give you two narrative tasks to choose from instead – be prepared for this.
Narrative (story) task
example
If you choose the Descriptive Task…
• Write a description as suggested by this picture
Remember:
You are NOT analysing the picture. You have to imagine the image is a snapshot of the scene, and describe what you experience as if you’re in that picture yourself. You can undertake this task in several ways: - 1st person – as if you’re in the picture are describing your own experience .eg.
I see… - 3rd person – introducing a character and describing their experience of the
scene e.g. The man is staring intently at the… - Simply, a description of what you see in the scene in as much detail as possible.
E.g. the waves crashed and roared against the rocks…
Advice
The examiner wants to see how you engage the reader in this task through a well thought- out structure.
It’s all about how you manipulate language in order to grab the reader’s attention.
I would absolutely recommend you do the Descriptive task if there is a choice.
You need to ensure that you do the following in order to achieve this goal if you are to choose the Descriptive task:
- Use figurative language (MOPS)
- Experiment with sentence length
- Focus on the 5 senses.
Structuring the descriptive task…
Figurative Language MOPS
Metaphor Onomatopoeia Personification Simile
Try and build MOPS into every paragraph
Sentence length Use one word sentences/short sentences for impact. A really strong way of starting every paragraph would be with a one word sentence.
For example: Pain. All I could see was the pain around me as the soldiers fired.
The 5 Senses I would recommend that every paragraph focuses on one of the senses – structure sorted!
When appropriate, start each paragraph with a zoom in to a smaller detail and then zoom out.
For example: Blood. The red liquid pooled around his ear as the shots fired around him.
Choosing the Narrative (story) task: what are the exam board looking for?
Whilst the descriptive task requires you to describe what you see in a given image, the narrative task requires you to write a story based on something they tell you to focus on, for example:
If you choose this task, you will have to think up a storyline and characters.
Remember to:
•Write in the third person using ‘he’ or ‘she’ to refer to the characters. You can write in 1st person, but 3rd is easier. • Try to be adventurous with the structure of your story – can you start with a flashback, or perhaps the main event and then the aftermath… •Try to include some descriptive language – adverbs and adjectives – to add layers of interest •Use powerful well chosen verbs •Focus on small details to add to the overall picture
Skills check:
•Write in the third person using ‘he’ or ‘she’ to refer to the characters. You can write in 1st person, but 3rd is easier. • Try to be adventurous with the structure of your story – can you start with a flashback, or perhaps the main event and then the aftermath… •Try to include some descriptive language – adverbs and adjectives – to add layers of interest •Use powerful well chosen verbs •Focus on small details to add to the overall picture
Use of adverbs and adjectives to
add detail
Varying sentence structure
Show not tell
Getting your reader
interested
Using sentences
deliberately for effect
Effective choice of
verbs
English Language specification at a glance
Assessments Alltexts in the examination v1iiJ be un
Section A: Reading
one literature fiction text Section 18:Wri ting1
descriptive or narrative writing
one non-fiction text and oneliterary non-fiction texil
Sect on B: Wlriting writing o present a vLe,Npo[nt
Assessed
written exam: 1 hour 45 minutes 80 marks 50% of GCSE
Questions
Non-examination 1
Assessment: Spoken I I
Language I
What's assessed
(A07- A09) presenting responding1 to questions and feedback use of Standard IEngllsll
teacher set throughout cours-e marked by teacher SBparate endorsement (0% weighting of GCSE)
11 extendedquestion (1 x 20 marks)
Writing (40 .marks) (25%) 11 extended wrftl ng que st on (24 marks for content, 16 marks for technical accuracy)
Reading (40 marks) (25%) - two linked texts
1 short form question {1 x. 4 marks) 2 1onger tonn quesUons (1 x 8, 1 x 12 marks} 1 extended question {1 x 16 marks)
Writing (40 marks) (25%) 1 extended writing question (24 mart<s for content.16 marks
For Q1, you will have to decide whether given statements are true or false based on a given
source.
This is an example of Q1. The answers are above.
Q2 structure
AOl UsefulSentence Starters
• We learn that... • This implies that... • This suggests that... • We caninfer that... • I can infer from this that... • This indicates/demonstrates/conveys... • This leads me to believe... • One of the main differences between... is... • On the other hand... • This is different because... • We learn something different inSource A/B when...
Question 2:
Write a summary
(A01)
You need to be able to
retrieve information
8 marks
10 minutes
Q2: Summary - S.Q.I Method
S: Make a clear statement about the connections (usually the differences)
Q: Use a quote from each text
I: Make an inference from the quotation which shows understanding.
S Amber wears extravagant clothes, but the Watercress Girl has very
Q basic attire, ‘ballgowns,’ instead of ‘a thin cotton gown,’.
I This suggests Amber’s family are wealthier.
Q3 structure
only source B,
to
Henry
[12 marks]
Question 3:
How the writer uses language for
effect
(A02)
Analyse language for effect
12 marks
12 minutes
Q3: Language analysis:
Persuasive techniques
Word classes:
noun, verb, adjective, adverbs
Figurative language:
simile, metaphor, personification, pathetic fallacy, hyperbole,
onomatopoeia, oxymoron
Some persuasive techniques Association This persuasion technique tries to link a product, service, or idea with something already liked or desired by the target audience, such as fun, pleasure, beauty, security,
intimacy, success, wealth, etc. The media message doesn’t make explicit claims that you’ll get these things; the association is implied.
Use of statistics Factual evidence used to give an argument credibility.
Beautiful people Beautiful people uses good-looking models (who may also be celebrities) to attract our attention.
Experts opinion or
testimony
(A type of Testimonial.) We rely on experts to advise us about things that we don’t know ourselves. Scientists, doctors, professors and other professionals often appear in
ads and advocacy messages, lending their credibility to the product, service, or idea being sold.
Celebrities (A type of Testimonial – the opposite of Plain folks.) We tend to pay attention to famous people. That’s why they’re famous! Ads often use celebrities to grab our attention.
Explicit claims Something is "explicit" if it is directly, fully, and/or clearly expressed or demonstrated. For example, some ads state the price of a product, the main ingredients, where it
was made, or the number of items in the package – these are explicit claims.
Humour Many ads use humor because it grabs our attention and it’s a powerful persuasion technique. When we laugh, we feel good. Advertisers make us laugh and then show us
their product or logo because they’re trying to connect that good feeling to their product.
Intensity (emotive
language)
The language of ads is full of intensifiers, including superlatives (greatest, best, most, fastest, lowest prices), comparatives (more, better than, improved, increased, fewer
calories), hyperbole (amazing, incredible, forever), exaggeration, and many other ways to hype the product.
Exaggeration To represent as greater than is actually the case to create emphasis or effect. E.g I’m so hungry, I could eat a horse.
Hyperbole Extreme exaggeration that isn’t technically possible to evoke strong feelings and to create a strong impression. E.g I’m so hungry, I could eat 1000 horses.
Repetition Advertisers use repetition in two ways: Within an ad or advocacy message, words, sounds or images may be repeated to reinforce the main point.
Rule of 3 Suggests that things that come in threes are better and more satisfying. Increases memorability of the message E.g. The truth, the whole truth and nothing but the truth.
Testimonials Media messages often show people testifying about the value or quality of a product, or endorsing an idea. They can be experts, celebrities, or plain folks. We tend to
believe them because they appear to be a neutral third party.
Flattery Persuaders love to flatter us. Politicians and advertisers sometimes speak directly to us: "You know a good deal when you see one." "You expect quality." "You work hard for a living." "You deserve it." Sometimes ads flatter us by showing people doing stupid things, so that we’ll feel smarter or superior. Flattery works because we like to be
praised and we tend to believe people we like.
Nostalgia Many advertisers invoke a time when life was simpler and quality was supposedly better ("like Mom used to make"). Politicians promise to bring back the "good old days"
and restore "tradition." But whose traditions are being restored? Who did they benefit, and who did they harm? This technique works because people tend to forget the
bad parts of the past, and remember the good.
Rhetorical questions These are questions designed to get us to agree with the speaker; questions that don’t require an actual answer.They are set up so that the “correct” answer is obvious. ("Do you want to get out of debt?" "Do you want quick relief from headache pain?" and "Should we leave our nation vulnerable to terrorist attacks?" are all rhetorical
questions.) Rhetorical questions are used to build trust and alignment before the sales pitch.
Q4 structure
For this question, you need to refer to the whole of source A together with source B, the father's letter to a family friend.
Compare how the two writers convey their different attitudes to parenting and education.
In your answer, you should:
• compare their different attitudes • compare the methods they use to convey their attitudes • support your ideas with quotations from both texts.
(16 marks]
Connectives to use for your Q4 answer...
I addition
I
Q. I
For this question you are zooming out of the
source. Try to focus on one really juicy
paragraph from each source.
MODEL In contrast to Dahl’s close family ties, we can see that Esther’s childhood is missing any close S. bond to family members. This can be seen when she states ‘I had a very bad mother’, showing that unlike Dahl, who ‘adored’ the father-figure in his life, Esther’s memories are of a mother who did not fulfil her responsibilities towards her daughter.
Comparative statement
Quote Comparative inference
A03 Useful Sentence Starters
• One example of thewnter's VIews about XXJOO< can be found
when s/he states "..........." Th1s 1nd1Cate that s/he feels..
• This v1ew/feehng IS further exempl1fied whenthe wnter...
• An obv1ous example of the wnter's belief that. occurs when s/he describes...
• The wnter of source A states ......... shoWing that they believe/feel... Whereas the wr1ter of source B states..·..........". However.both wntersuse lOt."-10' to express the1r 1deas.
• Incontrast
• Incompanson
• The xxxxx havebeen presented from very d•fferent perspectives.
A03 Useful SentenceStarters
• Insource A.the wnted· escnbes...wh reas In source 3, the wnter tocusesup:m...
• The most obv1ousdifference betwee11 the wnters can be seenwhen both wnters 'lavevery d1 fferent v1ews about xxxxx.
• Wnter A feels that.. On theother hand wnter B expresses...
• To showth1s v1ew thewnter uses (phrases/adje:t.ves/the
S1m1le).... •example.....n1c'lhelp!. tocreate tocreate the !ltmosphere
• The wnter presen:s those feelings throu;jh:heuse of (strong verbs I a toneot..J pathetiC tallacy) when t1ey state (example)...
Writing structure
I o l s i Homework has no value. Some students get it done for them; some don't do it at all. Students should be relaxing in their free time.'
Write an article for a broadsheet newspaper in which you explain your point of view on this statement
(24 marks for content and organisation 16 marks for technical accuracy)
[40 marks]
AOS UsefulSentence Starters
• Myperspecf ve C·nthi s h-portantteopic is that... • Somepeople mightargue that.. • It could be said that... • We need to wo'k tcqethsr to... • Consequently... • As nre,ult of • We are :::.ftenlead to believe:rae.... hcwever... • Iamasking you to consider.. • A fur:her aspect to conSider is... • We must th'nk abcut...
Fhfllly.I wo.,lrl like tolea-,. e you with the i>e. r; that...
A06
REMEMBER TO CHECK
• Ful stops
• Other punctuation '!larks like commas. question marks :md apostrophes
• Spellings o:basic words
• If you have varied your sentences
• If youhave varied your vocabulary
• If your work makes clear sense
Formal letters
Audience: often to a person you do not know, or know in a more formal way.
Purpose: could be to apply for a job, give a view on an issue of concern, complain.
Style: formal, polite. Don’t use slang. You need to impress.
Articles
Audience: usually teenage magazine readers but could be for older or younger readers Purpose: to give information, advice or put forward an opinion. Style: less formal than a report. Usually quite chatty but this will depend on the audience and topic.
Leaflets
Purpose: to inform, advise, persuade. They tell people things they need to know, e.g. about health issues such as the risks of smoking.
Audience: most aim for the widest audience (e.g. holidays); some aim for young people (e.g. paintballing) and some for older people (e.g. pensions)
Style: needs to match the purpose and audience. For example, informal for younger readers, but formal for a serious issue like health.
Audience: often students in your school but it could be more general if, for example, writing for a radio show.
Purpose: to inform or persuade, dpending on your task.
Language: depends on your audience. A speech to children would have to be fairly simple.
Tone: generally formal rather than chatty bus this again depends on your audience.
Speeches
I
