YEAR 11 REVISION

How to revise for an A/ A* in the English exam

As Father Christmas for…..

A simple way to gain an A/A*

 Is to

expand your vocabulary

.   Try to find synonyms for the following words/ phrases: I

think

that…..

Did you get any of these?

               believe consider conceive recollect suppose imagine assume comprehend envision envisage estimate expect surmise suspect presume                 foresee determine perceive recognise realise ascertain conjecture conclude deduce infer postulate Predicate Presuppose Speculate Affirm accredit

Unit 2- 1 hour writing

 This exam will be a writing task. You will be provided with two questions that may be linked to the theme of the previous extracts and will test your ability to write from a certain viewpoint.

An example question

 You have to give a talk to your class with the title ‘Mobile phones; a blessing or a curse?’ Write what you would say.

What’s the GASP?

 Genre- speech  Audience- your class ( teenagers)   Subject- mobile phones Purpose – give your view, blessing or curse

Purpose: Top Tips

  You’ll be asked to persuade and inform.

It doesn’t really matter which words are used in the question, e.g. Argue, persuade, give your opinion, review.

 Just make sure you give clear ideas that are detailed and fit into a clear view.

How to plan

 Plan what you want to cover in each paragraph  Think about how your paragraphs will flow together  What order to you want your points in?

 How will you

hook

them interested?

your audience and keep  Finish on a strong point.

PERSUASIVE TECHNIQUES

             Start with a statement that you may not agree with. For example, ‘Some people believe that ……….however, I believe……..

Use useful linking phrases like ‘However’, ‘Therefore’, ‘Nevertheless’ Offer your own opinion, ‘I believe that….’ Use facts and figures to back up your point. ( if you don’t know any, make them up but make sure they are believable) Use emotive language.

Exaggerate and stress points. Underline your main points Use

‘we’

and

‘us’

when you can. This makes the reader feel more people are on the side of your opinion.

Remember the

magic 3 rule.

message more effective. For example, ‘These people are helpless, vulnerable and destitute’ Say your point 3 times to make the Use repetition Make up anecdotes Direct your points personally at the audience, ‘Surely you would agree?’ Use rhetorical questions. ‘Is this really what you want?’ Finish on a strong point, ‘Think about it!’

What’s your viewpoint?

 Choose an angle that you want to write from?   Remember that there are thousands of teenagers all writing the same thing. Could your angle be… an annoyed teacher who is fed up with phones going off?

Make yours stand out from the crowd

    If giving your opinion on something,

remember that you could take on the persona of a character

.

Be as imaginative as possible and don’t be afraid to use humour. Remember if using a different viewpoint- make sure you let the examiner know you are

still clear about the audience and purpose.

For example, you could start your speech to a class by thanking the teacher for inviting you in and then talk as if you are a member of the public.

Make up anecdotes

…When I ride the bus, I have to put up with obnoxious music played through cheap mobile phones… …I missed the bus and was stranded in the countryside, without my phone I would have been there for hours!

… I saw someone get hit by a car and immediately dialled 999, without my mobile, they would have died.

Hook them in….

  Your friend is lying unconscious on the road after a hit and run accident….

What do you do? ……  Leave your injured friend and run in a blind panic to the nearest phone box…. Or take out your mobile phone and immediately help save the life of your friend.

Plan strong points! ( think in extreme)

 So, would you rather we communicate by telegram, or morse code?

 Teenagers today are addicted to mobiles they will be unable to fulfil normal healthy relationships as all communication will be through texts!

A* is about crafting your work

     A writer has

deliberately crafted

present their information. They consider every full stop and every choice of word. the way they To get an A* is not about writing 4 pages, but writing 1- 2 pages WELL You must spend at least 10 minutes planning and crafting your writing. You must consider the EFFECT of sentence structure, punctuation and language choices.

Don’t be afraid to cross out- improve words or sentence structure

      

To get an A/ A* you must…..

Carefully select material you are writing don’t ramble- think about what Think about your paragraph structure and sequence of ideas, vary the pace of your story Use a variety of connectives.. ( although, however, despite, consequently) Use a wide range of ambitious vocabulary Use a wide range of sentence structures Use at least 5 different types of punctuation to vary pace and for deliberate effects Ensure if you change tense you do this securely ( don’t keep swapping from past to present tense)

SCREAM 3 !

        A Useful phrase to remember could be

SCREAM3 S

Sentence length and variation, superlatives and similes

C

Contrast ( state one thing then the opposite)

R

Repetition, rhetorical questions

E

Emotive language

A

Alliteration, Adjectives

M

Metaphorical language

3

Magic 3 rule

Make sure you SCRAPE an A grade by remembering…



S

Sentence structure 

C

Check through your work 

R

Range of vocabulary 

A

Audience- who are you writing for?



P

Paragraphs and punctuation 

E

Engage your reader, make yours stand out from everyone else

Remember ….

     

You will be assessed on your use of spelling, sentence structure, punctuation and paragraph use

. If you forget about all these things you can go back and add paragraphs by marking your text with // to show the examiner you want a new paragraph there. Try to

use a variety of punctuation

more marks.

( :, ;?!) this automatically gives you Make sure you

use a variety of sentence structures for effect

. Use long descriptive sentences followed by short snappy ones. Try to

expand your vocabulary

points for trying. . Use words you do not normally use. It doesn’t matter if you’re not completely sure how to spell them. You get Use standard English and avoid slang ( unless it fits your angle) Make sure you

engage your reader

. Use any trick you can to guarantee your reader is interested and continues to read.

How to draft

         Check you sentence structures- have you varied them for effect?

Have you used a variety of punctuation for effect?

Change boring words Can you add an adjective?

Spellings?

Have you used a range of techniques to communicate your viewpoint?

Have you hooked or grabbed the reader?

Do you sustain interest? Are paragraphs used correctly and do they flow?

Think of an examiner like a fish you want to catch…

 HOOK them in  Choose your ANGLE  Use PERSUASIVE devices( to tempt them)  ANECDOTES ( to get them on side)  STRONG POINTS ( to finish them off)

Group activity- Create a model answer for one of the following questions

 You have to give a talk to your class on the following topic:

Should addicts of alcohol or nicotine be given the same medical treatment for cancer as those who have led a healthier lifestyle.

Write what you would say  Write an article for a teenage magazine in which you give your opinion on the following topic: ‘ Are celebrities the new Royal family ?’

QUESTIONS FOR REVISION AT HOME

 Write an article for the school magazine where you argue your view on the following question, ‘ Are Zoos a harmless form of entertainment or a public show of cruel captivity?’  Write an article for a music website in which you debate the question, ‘ With the rise of shows like the X factor, is popular music too manufactured?’