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IGCSE English Language

Paper 2 (Extended)

Revision Guide

This document contains a sequence of activities, and guidance on how to complete these activities,

which will build on the learning of the last two years and help you to achieve success in your

examinations. There are a range of twenty-minute activities and you should aim to complete at least

one every day between now and your exam dates.

To improve your grades:

1. Plan your revision, and stick to the plan. 2. Revise for twenty minutes at a time, somewhere quiet, where you won’t be disturbed or

distracted. 3. Revising doesn’t just mean reading; it means actively engage with, make notes on, produce

evidence to show that you have completed a process. 4. Revise with a pen and notepaper and store and save your revision in the same place so that you

can look back at it and have a sense of achievement. 5. Start revising now - don’t leave it until the last week.

IGCSE English Language Paper 2 Examination

Paper 2: Reading Passages (Extended)

2 hours

Candidates answer three questions on two

passages of 600–700 words each, linked by a common theme.

Eligible for Grades A*–E.

40% of total marks.

GCSE English Language Unit Paper 2 Extended

Question 1 Directed Writing SPEND 45 minutes ON THIS QUESTION

In this test you will be required to read 2 texts – called passages – and answer questions to show your

understanding of them. The questions will always test the same skills.

1) Imagine that you are the reporter, Rob Buchanan. You interview Dean Potter after the climb and ask the following questions:

• Incredible! How did you manage to climb the face so quickly? • How do you answer people who say that what you do is foolish? • Can you tell us about your relationship with your climbing partner, O’Neill?

Write the words of the interview.

Base your interview on what you have read in Passage A and be careful to use your own words.

Write about 250 to 350 words.

Up to fifteen marks are available for the content of your answer, and up to five marks for the quality of your writing. [20]

Question 1 (20 marks)

This is how you deal with question 1, the directed writing question:

To secure the most marks you are trying to show the examiner that you have read and understood the

whole text.

Try to include at least 15 relevant details from different points in the text that are relevant to your

bullet points, so 3 bullet points means 5 pieces of information for each bullet point.

You need to stay within the limit 250 - 350 words (usually 1 ½ - 2 sides of writing).

Use any sentence starters you are given.

You are given 5 marks for writing, so try to use a varied vocabulary and a range of sentence structures.

You must also check your spelling, punctuation and grammar.

“their goal is speed, so the two are carrying hardware. Still, by any sane standard, they’re ridiculously underequipped: no packs, no shirts, no food and no water.” “Potter doesn’t wait for his partner to reach the safety of the permanent metal peg at the top of the first stage, but instead starts climbing straight away.”

Example introduction to an interview with Dean Potter by Rob Buchanan

A piece of information from Passage A

Rob Buchanan: Incredible! How did you manage to climb the face so quickly? Dean Potter: Well speed is my thing! I always want to climb in fastest time possible. I don’t want to be weighed down by equipment so I take the very least I can. It risks a bit more than a bad sun burn but the extra time I get is worth it. I want to be the best I can at rock climbing, so I don’t wait for anything or anyone. My impatience pushes me to start climbing as soon as I can, regardless of the risks I am committed to reaching my goal.

Passage A Climbing the Nose of El Capitan

Dean Potter is a famous rock climber whose speciality is speed. He often refuses to use any climbing equipment, relying only on his agility and lack of fear. This is Rob Buchanan’s account of watching Dean and his partner O’Neill climb one of the most difficult mountain faces in America. “Three, two, one, go!” Dean Potter punches a button on a plastic wristwatch looped around his climbing harness. His partner leaps at the rock before him, jamming freshly taped fingers into a slender crack. Above them, soaring into an azure sky, is the great, granite, curved wall of the most famous climb in Yosemite Valley (or indeed the world): the Nose of El Capitan. Climbers either fear or loathe it, but all of them respect anyone who has the ability to negotiate its incredibly difficult layout. After a gruelling vertical climb of over 2,000 feet, the rock face begins to curve out above the climbers – indeed like the underside of a large nose – and they must attempt to overcome this overhanging shelf in order to get to the top. Potter often climbs without the benefit of ropes or protection, but on this late autumn day their goal is speed, so the two are carrying hardware. Still, by any sane standard, they’re ridiculously underequipped: no packs, no shirts, no food and no water. A single 200-foot length of rope between them, plus a handful of spring-loaded devices to be placed in cracks for protection, are their only concessions to safety. Even Potter’s climbing harness is minimalistic: a homemade thing fashioned from 11/16 inch webbing and stitched together with dental floss. Potter doesn’t wait for his partner to reach the safety of the permanent metal peg at the top of the first stage, but instead starts climbing straight away. This is a risky procedure, but it’s the fastest way to climb. Five minutes later, the two are already 200 feet up, and my neck is sore just from watching them. As I back away from the Nose to get a better view, I hear it – a horrible scrabbling of hands and feet on rock, followed by a desperate yell: “Falling!” Looking up, I see O’Neill dropping through space, arms flailing, legs splaying like a manic puppet out of control. Suddenly, he jerks to a stop. This puppet now looks as though someone, out of pity, has cut all of his strings except one, and he hangs there, stunned, after plunging more than 25 feet. I can’t believe he hasn’t hit the bottom. There’s a moment’s silence. Potter has arrested his partner’s fall by holding on to the rope from his position 70 feet below. The bass boom of his voice echoes off the great sounding board of El Capitan. “Go!” he yells. “Get back on it! Go! Go! Go!” The intensity is startling. Potter is normally a very calm person, slow talking and sometimes painfully shy. One man who knows him well, his promotions manager, calls him ‘a gentle giant’. In Patagonia, he has a different nickname: Tarzan. Potter says that’s because of the monosyllabic way he speaks Spanish when he’s on an expedition in Argentina. Maybe, but the name seems to capture a lot of Potter’s other qualities too. With his wide-set brown eyes, prominent and slightly battered-looking nose, tumbling mane and barrel chest, he could be the original Tarzan come back to life: a brooding inhabitant of the wild who is occasionally roused to fantastic bouts of action and daring stunts. Whether propelled by Potter’s war cry or his own desire to get back on solid ground, O’Neill surges his way upward, simultaneously pulling himself hand over hand and ‘walking’ up the cliff.

Tiny, distant figures now, Potter and O’Neill swarm up the face. Sometimes they almost seem to be running, gaining speed with each step, springing past obstacles that every rock climber knows by heart. A little before noon they reach the final wall, rhythmically snapping their metal clips to the last string of metal pegs placed by Warren Harding on his laborious 45-day first ascent completed in 1958. A minute later they disappear over the top.

“Three hours and twenty four minutes,” I mutter to myself as I look at my watch in disbelief. “Incredible!”

O’Neil’s fall

Dean Potter

A CONTENT (EXTENDED TIER) Use the following table to give a mark out of 15.

Band 1

13-15

The response reveals a thorough reading of the passage. A wide range of ideas is applied. There is sustained use of supporting detail, which is well integrated into the response, contributing to a strong sense of purpose and approach. Developed ideas are well related to the passage. All three bullets are well covered.

Band 2

10-12

There is evidence of a competent reading of the passage. Some ideas are developed, but the ability to sustain them may not be consistent. There is frequent supporting detail. The response answers all three bullets, though perhaps not equally well.

Band 3

7-9

The passage has been read reasonably well, but the response may not reflect the range or complexity of ideas in the original. There may be some mechanical use of the passage. Supporting detail is used occasionally. Opportunities for development are rarely taken and ideas are simply expressed. There is uneven focus on the bullets.

Band 4

4-6

Some brief, straightforward reference to the passage is made. There is some evidence of general understanding of the main ideas, although the response may be thin or in places lack focus on the passage or the question. One of the bullets may not be addressed.

Band 5

1-3

The response is either very general, with little reference to the passage or the question, or a reproduction of sections of the original. Content is insubstantial, or there is little realisation of the need to modify material from the passage.

Band 6

0

There is very little or no relevance to the question or to the passage, or the response copies unselectively or directly from the passage.

B QUALITY OF WRITING: STRUCTURE AND ORDER, STYLE AND LANGUAGE (EXTENDED TIER) Use the following table to give a mark out of 5.

Band 1

5

The language of the response sounds convincing and consistently appropriate. Ideas are firmly expressed in a wide range of effective and/or interesting language. Structure and sequence are sound throughout.

Band 2

4

Language is mostly fluent and there is clarity of expression. There is a sufficient range of vocabulary to express ideas with subtlety and precision. The response is mainly well structured and well sequenced.

Band 3

3

Language is clear but comparatively plain and/or factual, expressing little opinion. Ideas are rarely extended, but explanations are adequate. Some sections are quite well sequenced but there may be flaws in structure.

Band 4

2

There may be some awkwardness of expression and some inconsistency of style. Language is too limited to express shades of meaning. There is structural weakness and there may be some copying from the passage.

Band 5

1

Expression and structure lacks clarity. Language is weak and undeveloped. There is very little attempt to explain ideas. There may be frequent copying from the original.

Band 6 0 The response cannot be understood.

Question 2 Language for Effect SPEND 30 minutes ON THIS QUESTION

2) Re-read the descriptions of:

(a) O’Neill’s fall in paragraph 3; (b) Dean Potter in paragraph 5. Select words and phrases from these descriptions, and explain how the writer has created effects by using this language. [10]

2 (b) The writer describes Dean Potter in a way which suggests he is like a lion, “tumbling mane.” This creates the image that Dean is the king of rock climbing much like a lion is the king of the jungle. Additionally this hints to the reader that Dean again like a lion is brave, physically strong, someone to be feared as well as admired. The description of Dean Potter suggests that he is an action man certainly but also slightly mysterious. The writer uses emotive language to describe Dean’s actions such as “fantastic” and “daring” it is as though he has hero like qualities. This is contrasted by the description of Potter as a “brooding inhabitant of the wild” suggests to the reader that he is adventurous the same time reflective. This also gives the reader the feeling that Potter is at home in this hostile environment that he has adopted, waiting for more opportunities to challenge himself.

Terms Used to Analyse

This shows

This indicates

This implies

This portrays

This highlights

This suggests

Question 2 (10 marks)

This is how you deal with question 2, the writing for effect question:

Your answer must explore the two paragraphs named in the question (you are given the first few words of the paragraphs to help you check it’s the correct paragraph).

Write 4 PEER paragraphs on each paragraph named in the question (8 PEERs in total).

1. Remember to underline the key words in the question.

2. Circle the relevant paragraphs.

3. Write the key words from the question next to the relevant paragraph.

READING Use the following table to give a mark out of 10.

Band 1

9 - 10

Wide ranging and closely focused discussion of language with some high quality comments that add associations to words in both parts of the question, and demonstrate the writer’s reasons for using them. Tackles imagery with some precision and imagination. There is clear evidence that the candidate understands how language works.

Band 2

7 - 8

Explanations are given of appropriately selected words and phrases, and effects are identified in both parts of the question. Images are recognised as such and the response goes some way to explaining them. There is some evidence that the candidate understands how language works.

Band 3

5 - 6

A satisfactory attempt is made to identify appropriate words and phrases. The response mostly gives meanings of words and any attempt to suggest and explain effects is basic, vague or very general. One half of the question may be better answered than the other.

Band 4

3 - 4

The response provides a mixture of appropriate choices and words that communicate less well. The response may correctly identify linguistic or literary devices but not explain why they are used. Explanations of meaning may be few, general, slight or only partially effective. They may repeat the language of the original or do not refer to specific words.

Band 5

1 - 2

The choice of words is insufficient or rarely relevant. Any comments are inappropriate and the response is very thin.

Band 6

0

The response does not relate to the question. Inappropriate words and phrases are chosen or none are selected.

PEER Paragraph

Point – Use the question to write a brief sentence stating you opinion.

Evidence – A short quotation from the text to support your ideas.

Explanation – Analyse why the writer has included this technique.

Reader – How does your quote impact on the reader? How does it make the reader feel?

Identify F

The writer uses similes “The sun is like a floodlight in the sky”

Clear Understanding D/E

This compares the sun to a very bright light.

Confident Analysis C/B

(What is the deeper meaning?) This implies that the sun is amazingly bright and happy. The writer has chosen to highlight this because…

(How does this impact on the reader?)

Sophisticated Evaluation A/A*

This is an excellent/bad device because…

Question 3 Summary SPEND 45 minutes ON THIS QUESTION

3) Answer the questions in the order set.

(a) Notes

The ways in which paintballing is a safe sport, as described in Passage B;

Write your answer using short notes.

You do not need to use your own words.

Up to 15 marks are available for the content of your answer.

(b) Summary

Now use your notes to write a summary of what Passage B tells you about the ways in which paintballing is a safe sport.

You must use continuous writing (not note form) and use your own words as far as possible.

Your summary should include all 15 of your points in Question 3(a) and must be 200 to 250 words.

Up to 5 marks are available for the quality of your writing.

[20]

Question 3 (20 marks)

This is how you deal with question 3, the summary question:

Write the focus on the top of the passage, then for Part (a) find fifteen points that relate to

the question and write each point next to the bullet point provided.

For Part (b) use your notes from Part (a) to write a short (1 page) summary of the passage

focusing on the topic you have been given.

You must stay within the word limit (200-250 words). Don’t repeat the same point twice!

You can use the words from the passage for Part (a), but you must write the Part (b)

summary in your own words.

This question is worth 20 marks. 15 marks for Part (a) are for finding relevant information

from the passage and 5 marks for the quality of your writing for Part (b). Don’t forget to

proof read your summary for spelling, punctuation and grammar.

3 (b) Passage B informs the reader that paintballing is safe enough for families and non-

experienced people, like business people. A medical form must be completed to prove the

satisfactory health of the players, who are then issued with protective clothing which

includes headgear and an eye mask. The paintballs, being made of gel, are harmless, and

they cannot be fired at speeds above the legal limit. An instructor gives guidance on the

strict rules and arranges a practice session. Since the equipment is checked, accidents are

very rare, and in fact other sports are more dangerous than paintballing as it is a friendly

competition.

3 (a) The ways in which paintballing is a safe sport:

…It is a game that families can play………………………………………………………………….

…Business people play paintballing………………………………………………………………….

…You have to complete a medical form first…………………………………………………….

…You have to wear protective clothing…………………………………………………………….

…You are given headgear to wear…………………………………………………………………….

…You have to wear an eye mask………………………………………………………………………

…The paintballs are made of gel……………………………………………………………………….

…There are strict rules when playing………………………………………………………………..

…The paintball instructors give everyone clear guidance………………………………….

…You are made to practice before playing a game……………………………………………

…The rifle speed is fixed below the legal limit…………………………………………………..

…The equipment is checked……………………………………………………………………………..

…Accidents are very rare……………………………………………………………………………….…

…There are other more dangerous sports………………………………………………………..

…It is only a friendly game………………………………………………………………………………..

Read Passage B carefully and then answer Question 3.

Passage B Paintballing – a birthday treat? Recently, for my birthday, my teenage children ceremoniously handed me an ordinary envelope and urged, “Open it quick!” A postcard-sized coupon dropped out, and on it was an invitation to ‘Come Along and Blast Your Cares Away!’, accompanied by a cartoon drawing of a person in combat uniform, armed with a large rifle. The image unsettled me. Had my offspring signed me up for the army as a birthday treat? I looked at their laughing faces as the eldest declared, “It’s a morning’s paintball session, Mum! Don’t worry. Dad will explain everything on the way to the venue this afternoon.” I was soon to discover what this birthday ‘treat’ was all about, and pretended to play along enthusiastically with everyone else’s excitement.

“Don’t worry, I’ve already checked this place out,” my husband said, once we were in the car. “Paintball is good fun, but it’s also a game of action and skill. Families, friends and even work colleagues are organised into teams. Each team has a different colour paint to fire at their opponents, and the object of the game is a make-believe battle where everyone tries to ‘hit’ the other side whilst avoiding getting hit themselves. The winner is the last person standing.”

‘What else could I be doing on my birthday?’ I thought, as we sped on.

Arriving at the paintball site, a sprawling area of woodland with a log cabin used as an office, we were ushered in and had to fill out medical forms which checked we were fit and healthy. Then we were given our protective clothing and headgear, which included an eye mask. Our guide told us, “Every manufactured paintball mask must be made to withstand a paintball travelling at least 300 feet per second – that’s about 205 miles per hour – so you don’t have to worry.” I was already wondering how much a paintball travelling at that speed would hurt the rest of my body and began to regret my earlier bravado. Reading my thoughts, my husband started quoting details of the sport that were pinned to the wall.

“Listen to this, Zena. The paintballs aren’t like bullets, they are gel capsules – made of gelatine and food colouring – and they are completely edible. There are paintball eating contests all the time at tournaments and events.”

“Great, if we get hungry we can lunch on a yellow one,” I replied, still unconvinced.

Once we were ready, we were quickly introduced to our instructor, Ravi, who was an enthusiastic mine of information. “It is my job to guarantee that you have an enjoyable and safe experience,” he began. “Paintball has regulated itself. We have developed rules and guidelines, and all paintball facilities in the world adhere to them strictly. You must keep your masks on at all times, including the introductory session inside. You must make sure that your marker, which is what we call the rifle, is shooting under the legal speed limit, as we shall demonstrate later. Our company and players also ensure that the equipment is in good shape and well maintained.” I must have looked worried because he turned and said, “Some people associate this sport with ‘war games’ but, believe me, it’s really enjoyable out there and the only danger you might encounter is falling over a tree root! There are more injuries reported from basketball and baseball than from paintball in any given year. Once you get out there you will become totally immersed in a ‘friendly fight’. Go on and enjoy yourself – you’ll be surprised!” With that he led us to the indoor demonstration area.

Two hours later, I emerged smiling, my overalls spattered in bright crimson and my face a healthy glow. I felt like a child who had been out playing in the countryside and was now, reluctantly, being called in for supper.

A CONTENT Give one mark per point up to a maximum of 15.

B QUALITY OF WRITING: CONCISION, FOCUS AND WRITING IN OWN WORDS Use the following table to give a mark out of 5.

Band 1

5

The response is well focused on the passage and the question. All points are expressed clearly, concisely and fluently, and in the candidate’s own words (where appropriate) throughout.

Band 2

4

Most points are made clearly and concisely. Own words (where appropriate) are used consistently. The summary is mostly focused but may have a redundant introduction or conclusion.

Band 3

3

There are some areas of conciseness. There may be occasional loss of focus or clarity. Own words (where appropriate) are used for most of the summary. Responses may be list-like or not well sequenced.

Band 4

2

The summary is sometimes focused, but it may include comment, repetition, unnecessarily long explanation or lifted phrases.

Band 5

1

The summary is unfocused or wordy. It may be answered in the wrong form (e.g. narrative, commentary or as notes). There may be frequent lifting of phrases and sentences.

Band 6

0

Excessive lifting; no focus. The response cannot be understood or consists entirely of the words of the passage.

.

(a) reasons for considering paintballing to be a safe sport:

1 activity suitable for families 2 ordinary people/business people play 3 medical form must be completed 4 protective clothes provided 5 headgear supplied 6 eye masks must be worn 7 paintballs made of gel 8 strict rules/guidelines 9 instructors give guidance 10 practice session first 11 rifle (marker) speed below legal limit 12 equipment in good order/checked 13 accidents very rare 14 other sports more dangerous 15 only a friendly fight/game

English Language: Suggested Revision Tasks

1. Quick Quiz 1. What tier are you sitting? What should be written on the front of your paper?

2. What equipment will you need?

3. What question(s) include(s) a SPaG mark?

4. What do you do first when the test starts?

5. Which question(s) are you allowed to use quotations?

6. How many pieces of information should you include from Passage A in your answer to question 1?

7. How many PEER paragraphs do you need to write for question 2?

8. How many pieces of information from Passage B should you include in your answer to question 3?

9. How much (approximately) should you write for question 3?

10. What should you do when you think you have finished?

Mark your answers using Appendix 1.

2. Read a newspaper report from The Guardian, The Times, The Independent or The Telegraph. Write four PEER paragraphs on how language is used for effect in the article.

3. Read a Sunday paper. Choose a substantial article and using Appendix 2, analyse the effectiveness of the article. Allow yourself thirty minutes and write an essay which explains how the writer communicates with the reader.

4. Look back at the example first paragraph answering question 1. Complete the answer to this question and use the content mark scheme to mark your work. Have you included 15 relevant pieces of information in your answer?

5. Look back at the tips for question 2 and example answer for question 2b). Complete the answer to question 2a).

6. Use Appendix 3 to see what sort of SPaG grade you got for task 3. What do you need to do to improve?

7. Use Appendix 4 to revise the conventions of different layouts, which you may need to use in your answer for Question 1.

8. Timed practice for Question 1: Allow 40 minutes to plan and answer the following question. Using Passage B from the November 2012 paper (Appendix 5) imagine you are a tourist who went on holiday to visit the Kalahari in Namibia. Write an entry in your journal, intended to be read by members of your family when you get home. In your journal entry you should:

• explain the skills you have developed on this trip • explore how you feel in this environment • express your thoughts and feelings towards the San Bushmen and their way of life Base your journal on what you have read in Passage B. Address all three bullet points. Be careful to use your own words. Begin your journal: ‘My name is Tom Vincent and I have something important to tell you!’ Write between 250 and 350 words. Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing. Use Appendix 6 to help practice proof reading your work.

9. Timed practice: Allow 2 hours to complete the English Language paper 2 June 2012 in Appendix 5.

10. Check your work against the mark schemes at the start of the booklet for Question 1 and 2 (these mark schemes are very similar each year). Use Appendices 7 to for extra help to mark questions 1 and 2. Use Appendix 8 to mark Question 3. What do you need to do to improve your work? Get on and do it. Share your answer with someone else in the house – they’ll probably enjoy it: I’ll bet you’re lovely to live with right now.

Appendix 1: Quick Quiz Answers

1. What tier are you sitting? What should be written on the front of your paper?

Extended Paper 2

2. What equipment will you need?

Black pen and highlighter

3. What question(s) include(s) a SPaG mark?

Questions 1 and 3

4. What do you do first when the test starts?

Read the question then read the passage and underline/highlight relevant points.

5. Which question(s) are you allowed to use quotations?

Question 2 and 3(a) ONLY

6. How many pieces of information should you include from Passage A in your answer to question 1?

15 points from the passage

7. How many PEER paragraphs do you need to write for question 2?

8 PEER paragraphs in total (4 PEER paragraphs for 2(a) and 4 PEER paragraphs for 2(b))

8. How many pieces of information from Passage B should you include in your answer to question 3?

15 points from the passage

9. How much (approximately) should you write for question 3?

2 pages (15 bullet points and a one page)

10. What should you do when you think you have finished?

Read through your work! There are 10 marks for SPaG (including varied vocabulary and sentence structures) this is 20%!

Appendix 2: Analyse of a print media text

WHAT TO LOOK FOR EVIDENCE

AUDIENCE

Who is the piece aimed at and how do you know?

PURPOSE

What is the writer trying to achieve? Is he/she

persuading, informing, entertaining, arguing,

explaining?

OPINION/FACT

How much of this article can be proved, and how

much is it just the writer’s opinion? What effect

does that have on you? What do you think he is

trying to achieve?

LANGUAGE

Is the language emotive? Is it factual? Does it use

quotations from people, statistics, expert opinions,

poetic devices, exaggerations?

LAYOUT

How has it been laid out on the page? Is there a

headline? What about sub headings? Pictures,

comments, diagrams, charts? What is happening in

the pictures that have been used? Why do you

think they have been chosen?

OWN OPINION- CONCLUSION

What do you think of it?

Appendix 3: How to improve your grade for writing in your English Language Exam

Current grade bracket What you need to do to improve

G/F

You use straightforward vocabulary and usually

write in basic sentences.

You don’t always punctuate accurately.

Spend time learning basic spellings. Vary your writing and aim to use

a range of sentences – short and long. Always allow time before the

end of the exam to check your work; aim to make at least three

corrections per answer.

E/D

Your spelling is generally accurate and you plan your

writing. You can use some interesting vocabulary

and you use different types of sentences sometimes.

Develop a bigger range of sentence structures; try beginning with

subordinate clauses of time or place, perhaps with an adverb or

adjective instead, or, if you are writing descriptively or persuasively, a

non finite verb is a lively and exciting start. Try to connect your ideas

and use discourse markers to signal to the reader that you are making

a new point. Try to use more exciting words; planning and building

up a range of words before you start your writing is a good idea.

Organise your ideas into paragraphs that are introduced with a topic

sentence. Remember to start a new paragraph every time you have a

new idea.

C/B

Your writing is well controlled and you have a good

grasp of paragraphing.

Use a varied style making sure that you are clear about your audience

and purpose.

Try to entertain and surprise the reader with well chosen words –

take a few risks with vocabulary, e.g. Jordan has a big chest = Jordan

is voluptuous, curvaceous, siren-like, scantily clad and sexy,

pneumatic. OR Brad Pitt is cute = Brad is an admired sex symbol,

handsome, a bankable box office attraction, anodyne and talentless.

Use plenty of sentence variety, begin your complex sentences with

subordinate clauses and don’t be scared to break up long sentences

with simple ones.

Use semi colons in your extended sentences, allowing you to build up

ideas and remain clear, and use colons for dramatic effect in writing

to entertain, or before a list or quotation in other writing.

A/A*

You can write in a range of styles, very accurately,

using a variety of impressive vocabulary.

Be experimental. Choose words that help the reader visualise your

ideas, extend and develop them fully, adopting different perspectives.

Use a range of punctuation and sentence variety, located in writing

that is structured and linked within paragraphs.

Appendix 4: Layout

Newspaper Article

Script / Podcast

David Tennant and Catherine Tate are interviewed by Scott Mills (with Mark Chapman) on the Chris Moyles Show.

[Introduction music]

Scott: Er… right so the new series kicks off on Saturday at 6.20. It’s very exciting!

David: (at the same time) It does. BBC.

Scott: Can I ask you Catherine?

Catherine: (at the same time) Yeah.

[Scott plays sound effect from Dalek toy]

David: [as sound effect is playing] Oh yeah … yeah . yeah there you go.

Scott: What do you think of the er of the doctor who Dalek merchandise?

David: It’s very, it’s very nice.

Catherine: It is nice

David: We got a little Dalek in front of me here.

Name of paper

Headline (include a language device)

Caption Columns

Picture

Scene description at the start of every scene

Actions and sound effects in brackets

Name of speaker at the start of speech

followed by a colon

Ellipsis to show hesitation in speech

Blog

Letter

Task bar

Sign off

Paragraphs

Date

Name of entry

Name of writer

Recent posts

Name of blog

Dear____________

Yours sincerely

Signature

Name printed

Your address

Date

The address of

the person you

are writing to

Paragraph

Paragraph

Appendix 5: IGCSE Paper 2 November 2012

Read Passage A carefully, and then answer Questions 1 and 2. Passage A In this passage Julia and her parents are visiting the remote Kapawi jungle in Ecuador, South America. The family was trudging in single file through the dense undergrowth. As they sweated they waved sticks at buzzing flies, while trying to stay sure-footed over the thick knots and tangles of roots below. Accompanied by an effortlessly agile local guide, they could barely breathe as the jungle, steaming and hissing, stole their air. They stopped in a clearing and took countless photographs; above, howler monkeys broke into outraged hoops and screams, and tropical birds higher still splashed the canvas of the jungle with bright colours or flecked green onto patches of blue sky. Despite the humidity and terrible discomfort, they were thrilled to have finally arrived in this remote and extraordinary place. Only accessible by plane, Kapawi is one of the last places on Earth where you can experience the rainforest in all its glory. The opportunity to observe the incredibly rich biodiversity and abundance of wildlife, as well as 500 species of birds, was irresistible for Julia’s biologist parents. Even more fascinating for Julia was the opportunity to meet the Achuar community, who have lived in harmony with this rainforest for generations. They were one of the last indigenous groups to remain totally isolated, until the 1970s, and continue to preserve their traditional culture. Julia and her parents knew that the world’s rainforests are being destroyed, and conservation like that found in Kapawi is sadly rare. The family felt privileged to experience this wonderful place and its people. The guide suddenly signalled to Julia’s father that they should turn back, as a slight trickle of rain filtered its way down through the jungle canopy. They wondered why, not realising that this was tropical rain, and dangerous. Within seconds it became a violent storm, with torrential rain beating down, and a dark and sweltering atmosphere. The ground transformed into a wave of thick mud that made them lose their footing, and mini-rapids formed, capable of sweeping a body away on a strong current, down into the belly of the jungle. This was a flash flood – and in a split second Julia felt the sensation of being pulled from her mother’s side, sliding, crashing, and then … nothing. Hours later, lying in deep darkness, with an injury to her head and concussion, Julia knew that she must force herself up. All her survival training told her not to succumb to sleep. She had to find her parents. She imagined their voices, telling her over and over again, ‘Don’t give in’. Shouting was hopeless in this screaming jungle, and she staggered with the effort of moving. The dense foliage, above and below, snaked, twisted and snared her at every step of her torturous journey. The angry whirr of swarms of insects, some as large as model aircraft, orbited her constantly, ceasing only to dive, attack and bite. There was a stream up ahead which she thought might lead to a village, but her elation was short-lived. As she waded through dark, knee-high water, more creatures gravitated towards her, and leeches attached themselves to her legs. Delirious with exhaustion and pain, she curled up on the bank of the stream, and waited, hoping to be rescued.

* * *

The moment they reached a village, Julia’s parents raised a desperate alarm. The villagers, knowing the rainforest intimately, spread out in their search for ‘the yellow-haired one’. Her decision to stay close to the stream helped them find her, but they were horrified by her appearance: a patchwork of deep scratches, welts and sores marked her pale skin, and her fair hair was now dark, soaked and knotted. They encouraged her to eat, but this made her feel ill, and so she refused food. The organisers of the family’s trip tried to persuade them to leave Kapawi and return to a hospital in the nearest city hundreds of miles away. But as Julia’s parents watched the Achuar nurse her back to health, they realised they had nothing to fear. These villagers know all the secrets of the rainforest, and have an encyclopaedic knowledge of the medical uses of every tree and plant. Their harmonious lifestyle, community spirit, and generosity were all Julia needed to recover. The family had found what they had always been looking for.

Question 1

Julia, during her recovery, fully explained her experience to her parents.

A reporter for a newspaper interviews Julia’s parents and asks the following three questions only:

• What made you choose to visit the rainforest in Ecuador with your daughter, Julia? • How did Julia’s accident happen, and what did she do to survive? • What are your thoughts and feelings towards the Achuar people and their way of life?

Write the words of the interview, beginning with the first question.

Base your interview on what you have read in Passage A. Be careful to use your own words.

Write between 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

Question 2

Re-read the descriptions of:

(a) the rainforest and its wildlife in paragraph 1, from ‘The family was trudging…’;

(b) Julia’s walk through the rainforest in search of her parents in paragraph 4, from ‘Hours later…’.

Select words and phrases from these descriptions, and explain how the writer has created effects by using this language.

Write between 200 and 300 words, allowing for the size of your handwriting.

Up to 10 marks are available for the content of your answer.

Read Passage B carefully then answer Question 3.

Passage B

Many people are looking for an adventure holiday. This advertisement, taken from a website, offers travellers the opportunity to visit the Kalahari in Namibia, Africa. Discover the true meaning of safari as you walk with the San Bushmen deep in the arid sun-lands of the Kalahari. Our two-week expedition is not your average safari, it’s an experience – whether it’s being awestruck by the staggering vastness of the landscape, that instinctive trickle of fear when you hear your first lion roar, or simply basking in the steady heat of the African sun. But let’s not get ahead of ourselves! Your adventure will begin in the rugged Erongo Mountains, a wild and rocky landscape of steep escarpments on the southern edge of the Skeleton Coast wilderness. This immersion phase enables you to acclimatise and learn how to move safely and easily through the African bush. As well as learning desert survival skills, the art of tracking and protocols for wildlife encounters, we will trek to undiscovered, ancient, bushman rock-art sites, far from the tourist trail, that few people have ever seen. From the Erongo Mountains we will journey into the Kalahari, to the remote Nyae Nyae flat-lands near the border with Botswana. This area is a paradise for naturalists and photographers, with its abundant wildlife and stunning panoramas. We will spend as little time as possible in vehicles; no drive-through game parks, no secured observation hides and no gated lodges – only you, the people and nature. Our guide and good friend Werner Pfeifer has a close relationship with the San Bushmen who live here; it is their trust in him that allows us to gain an exclusive insight into their lives, which is simply not available to others. We have been visiting the San with Werner since 2003 and can guarantee that you will cherish your time with these wonderful, welcoming people. You will learn from their extensive knowledge of the bush, and

become immersed in their exceptionally skilful and resourceful way of life. These tribal people are among the last bushmen in Namibia who are permitted to hunt using traditional weapons, and who have retained much of their specialised ancestral knowledge and hunter-gatherer culture. This expedition is a hands-on, survival-skills training course, and you will be expected to tackle a range of physical challenges. You will sleep in the bush, under twinkling stars or canvas tents, cook over open fires, and experience the sunset dances and music in the company of the San people. During this time you will learn how to prepare your own traditional hunting weapons with bone, sinew and hide, and will receive training in expedition skills. Camping under giant baobab trees, next to sun-scorched desert pans of powdery white sand, you will enjoy the privilege of going hunting with the men at dawn, searching for a quarry of small antelope, porcupines and springhares. You will relax or work on crafts during the heat of the day, and go on tracking excursions in the late afternoon twilight as the sun is dropping, when your San teachers will show you how to look for the spoor of elephant, hyena, lion, leopard and cheetah. Our mission is to give you the skills, knowledge and confidence to create your own independent expedition, to feel self-reliant as you begin to master the art of bush travel. You can be confident that your visit will support the San community and their determination to maintain their ancestral heritage.

Question 3

Answer the questions in the order set.

(a) Note:

What the Kalahari expedition offers a traveller, as described in Passage B?

Write your answer using short notes.

You do not need to use your own words.

Up to 15 marks are available for the content of your answer.

(b) Summary Now use your notes to write a summary of what Passage B tells you about what the Kalahari expedition offers a traveller.

You must use continuous writing (not note form) and use your own words as far as possible.

Your summary should include all 15 of your points in Question 3(a) and must be 200 to 250 words.

Up to 5 marks are available for the quality of your writing.

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Appendix 6: SPaG

EDITING TIPS

THESE ARE THINGS TO CHECK FOR IN YOUR WRITING TO GET MAXIMUM MARKS

Examiners are impressed by students who correct their work, so don’t be afraid to cross things out and make

changes: it shows you are a thoughtful writer.

Make sure you keep changes as neat as possible and that your corrections are clear.

Does it make sense?

Have I included full stops, semi-colons and commas? Also check for speech marks, colons, question marks and

apostrophes. Don’t use exclamation marks unless it is an emergency.

Could I vary the sort of sentences I’ve used? Maybe I could start with subordinate clauses and make the sentences

more descriptive and detailed.

Do any of the words I’ve written look as though they’re not quite right? If so, try writing them again on a piece of

rough paper, spelling them differently; keep trying until it looks right and then correct it in your work.

Have I divided my work up into paragraphs? If not, read it carefully and decide where you think the breaks ought to

go. After the last word of the sentence that you want to end your paragraph, mark // and then NP which will tell the

examiner that you want to begin a new paragraph.

Have I included all that I wanted to say? If not, mark the spot where you want to add something with a * and then

make the same mark at the end of your essay, where you have some space, and write the extra points and ideas you

wish to make by this second mark.

Appendix 7: IGCSE Paper 2 November 2012 Question 1 and 2 Mark Schemes

Question 1 Candidates might use the following ideas: A1: What made you choose to visit the rainforest in Ecuador with your daughter, Julia? • A remote/inaccessible/isolated place • unique/unspoilt/extraordinary/magnificent scenery/other rainforests being destroyed • amazing biodiversity/abundance of wildlife • opportunity to develop biological knowledge • to see and experience an ancient traditional culture/meet the Achuar people/one of the last indigenous groups to remain isolated • learn from Achuar people’s knowledge of the rainforest and medicinal use of plants

A2: How did Julia’s accident happen, and what did she do to survive? • sudden tropical storm/sudden torrential rain/flash flood • the ground transformed into thick mud/rapids formed • Julia swept away/impossible to hold onto her • used her survival training/knew she must keep awake • imagined her parents telling her not to give in/refused to give in • kept moving even though the journey was torturous • knew a stream might lead to a village and tried to follow it/got into the stream • when she stopped she stayed close to the stream (which helped villagers find her)

A3: What are your thoughts and feelings towards the Achuar people and their way of life? • grateful that they found Julia/knew the terrain • impressed by their ability to nurse her back to health • touched by their kindness and generosity/being made welcome • fascinated by their knowledge of the medicinal secrets of the rainforest • appreciative of their community spirit/harmonious/peaceful existence • admiration for their having managed to preserve their traditional culture

Question 2

(a) the rainforest and its wildlife in paragraph 1, from ‘The family was trudging...’

trudging: implies effort and exhaustion when walking thick knots/tangles of roots: shows the impenetrable nature of the rainforest steaming: suggests extreme heat/humidity/boiling water hissing: suggests the jungle is alive/threatening sound (snake) (image) stole their air: makes the jungle seem hostile/dangerous/suffocating outraged hoops and screams: suggests the monkeys are angered by intruders/are using noise to intimidate/own the jungle (image) splashed the canvas: like in a modern/abstract painting, the birds are very bright/a variety of stunning colours (image) flecked green onto patches of blue sky: birds are like spots of paint used as contrast colour

(b) Julia’s walk through the rainforest in search of her parents in paragraph 4, from ‘Hours later...’

deep darkness: total lack of light gives effect of being submerged/disorientation staggered: unable to walk straight/upright because of pain (image) screaming jungle: the jungle sounds threatening, noisy and alive (image) snaked, twisted and snared: the foliage seems as if moving/deliberately catching hold of Julia; the alliteration sounds evil/snake image (shape not sound) torturous journey: shows how agonising her walk is/things are inflicting pain on her (image) angry whirr of swarms of insects: auditory image emphasising huge number of insects, and how close they are; sounds like a helicopter (image) as large as model aircraft: insects seem unreal, impossibly large and threatening (image) orbited her constantly: insects are inescapable; they surround her like satellites dive, attack and bite: triple aggressive verbs; the insects are focusing on her as a target creatures gravitated: unpleasant wildlife is drawn to her like a magnet; she cannot escape

Appendix 8: IGCSE Paper 2 June 2012 Question 3 Mark Scheme

A CONTENT Give 1 mark per point up to a maximum of 15. (a) What the Kalahari expedition offers a traveller (Passage B) 1. vastness of landscape 2. stunning panoramas/good photographs 3. thrill when you hear a lion roar 4. learn desert survival skills/master art of bush travel 5. the art of tracking/looking for traces of animals 6. wildlife encounters/abundant wildlife 7. visits to Bushman rock sites 8. getting to know the lives of San Bushmen/engaging with bush people 9. a guide who knows the tribe well/is trusted 10. introduction to San arts and crafts (music/dance) 11. chance to use/make traditional weapons 12. sleep in the bush 13. cook on open fire 14. go hunting 15. support the San community Examiners should decide whether candidates have understood a point and have expressed it sufficiently clearly for it to be rewarded. B QUALITY OF WRITING: CONCISION, FOCUS AND WRITING IN OWN WORDS Use the following table to give a mark out of 5.

Band 1

5

The response is well focused on the passage and the question. All points are expressed clearly, concisely and fluently, and in the candidate’s own words (where appropriate) throughout.

Band 2

4

Most points are made clearly and concisely. Own words (where appropriate) are used consistently. The summary is mostly focused but may have a redundant introduction or conclusion.

Band 3

3

There are some areas of conciseness. There may be occasional loss of focus or clarity. Own words (where appropriate) are used for most of the summary. Responses may be list-like or not well sequenced.

Band 4

2

The summary is sometimes focused, but it may include comment, repetition, unnecessarily long explanation or lifted phrases.

Band 5

1

The summary is unfocused or wordy. It may be answered in the wrong form (e.g. narrative, commentary or as notes). There may be frequent lifting of phrases and sentences.

Band 6

0

Excessive lifting; no focus. The response cannot be understood or consists entirely of the words of the passage.