Transcript Slide 1

WJEC GCSE H
English Language
Preparing for the Reading Section
Your guide to gaining the
best possible grade for
Paper One
In the first part of this guide you will
learn how to get the best possible grade
on Paper One, the reading section, of
your English examination.
To get started, let’s have a quick
reminder of how many marks the
reading section is worth.
GCSE English/English Language Written Paper
Your examination is worth 40% of your mark for GCSE English.
Paper One makes up 20% of your GCSE. It is worth 40 marks and is one
hour long.
The paper tests your reading and understanding skills.
Paper One is all about non-fiction texts.
The exam board say:
This unit will test through structured questions the reading of two nonfiction texts. Non-fiction texts may include: fact-sheets, leaflets,
letters, extracts from autobiographies, biographies, diaries,
advertisements, reports, articles and digital and multi-modal texts
of various kinds from newspapers and magazines, brochures and the
internet. Visual material will always be included in the material used.
We are now going to look in
detail at Paper One.
How can you maximise your
chances of gaining a top grade
in this section?
Let’s take a look at what the
exam board say you need to
know....
Key skills for Paper One
The examiners are looking for certain key skills. Can you do the following?
Read and understand texts, select material appropriate to purpose, collate
from different sources and make comparisons and cross-references as
appropriate.
In other words, can you understand what the text is about and be able to write
about it clearly, in detail and with insight? Can you select parts of the text that
support your ideas and compare two different texts with each other.
Can you explain and evaluate how writers use linguistic, grammatical,
structural and presentational features to achieve effects and engage and
influence the reader, supporting their comments with detailed textual
references?
Put simply, this means can you explain why the author has used specific words and
phrases. Can you explain how they affect the reader? Can you also analyse, in
detail, the author’s use of presentation in a text?
What should I expect?
In the examination, you will be given two pieces of unseen writing to
read. The writing will always be non – fiction / media and you will be
asked four or five questions.
The texts could be about anything but they may possibly be linked by a
common theme.
The type of texts you are asked to read could be any of the following:
•Leaflets
•Articles (newspaper and magazine)
•Reports
•Autobiography / biography
•Travel writing
•Advertisements
•Web pages
•Reviews
WJEC assessment objectives for Paper One
The exam board give us the following information about the questions:
Question 1 refers to text 1, and will be a straightforward test of the candidates’ ability to
retrieve information and ideas from the text.
Question 2 also refers to text 1 and tests reading and understanding text, and selecting
material appropriate to purpose. It also tests how writers use linguistic, grammatical,
structural and presentational features.
Question 3 or 3 & 4 refers to text 2, and will test the candidates’ ability to read and
understand texts, and select material appropriate to purpose, and develop and sustain
interpretation of writers’ ideas and perspectives.
Final Question refers to both texts. The question will test candidates’ ability to select
material appropriate to purpose, to collate material from different sources and make
comparisons and cross-references.
Candidates should make close reference to, and quote from the sources to support their
comments and analysis.
How long should I spend on each
question?
You are given 1 hour to complete the paper. This means 10 minutes to
read the 2 texts and the question paper, 45 minutes to answer the
questions and 5 minutes to check your work.
For the reading paper spend slightly more than one minute per mark.
For example spend a little over 5 minutes on a 5 mark question and a
bit more than 10 minutes on a ten mark question. If you stick to this
rough guideline you should get to the final question with around 15-20
minutes to go which is enough time to produce a strong final answer
and will allow you to check your work carefully.
Good news!!
Preparing for the reading
section of the exam really
helps you prepare for the
writing section of the exam
– many of the skills are
identical.
Even more good news!
You are not tested on spelling in
this section. As long as the
examiner can understand your
meaning, your spelling doesn’t
matter in the slightest which is
great news for us who have
trouble with speling......
Back to Basics
Skimming and scanning techniques
Skimming and scanning are ways of reading a text quickly. You will need these
skills when you are looking for information in the texts.
Skimming
Skimming is when you very quickly read over a piece of text. You do not need
to read every word, you are only finding out the main points or the gist of a
text.
Scanning
Scanning is when you very quickly read over a piece of text, this time however,
you are looking for a particular piece of information. For example, in the exam
you could be asked to locate three reasons why smoking is on the increase for
the under 16s. To do this you would scan the article looking for key words like
‘smoking’, ‘increase’ or ‘under 16s’.
Back to Basics
When reading any type of non fiction text, try to find the PAF.
PAF means PURPOSE, AUDIENCE, FORM
PURPOSE
The purpose of a text is most important. What is the text trying to do? Is it
trying to make you buy something? Is it trying to give you advice? Is it trying to
give you balanced information about an event? How do you know this? What
gives it away?
AUDIENCE
Who do you think is the intended audience of this text? Is it a child? Is it a
teenager? Is it an adult? How do you know? What gave it away?
FORM
What kind of non fiction text is this? Is it a letter, a newspaper article, a
review? How do you know? What gives it away? Do you know the features of
each kind of non fiction text type? This will be helpful for the writing section
too.......
Try!
Junk mail can be very annoying but it is now your new
best friend.
Grab as much of it as you can and try to identify the
PAF. Look at the purpose – it is probably to sell you
something. How do you know? Be detective like and
track down clues. What words and phrases does it use to
persuade you to try the product? Are there any pictures,
colours, particular fonts, bullet points that are there to
persuade you to buy?
Look at the audience – who is it for – how do you know?
Look at the text type, is it a letter, is it a leaflet – what
effect does the text type have on the reader?
Question 1 - Information
retrieval
This is one of the easier skills you have to
master for the exam. It is a basic
comprehension skill.
You will be asked to locate and write down
information from Source 1. For example, you
may be asked ‘why are there no closed
prisons in Greenland?’. You would simply use
your scanning techniques to find the
information in text 1 and write down the
answers. SIMPLE!
Question 2 – presentational
devices
Question 2 requires you to write
about language and
presentational devices. The
presentational devices you are
going to identify and comment
on are obviously dependent on
the texts you are given to read
in the exam and the question
asked. However, here are a
selection of the most common
to get you started........
Question 2 – presentational
devices
Pictures and illustrations. Most of the source materials in the exam will
have pictures on them. Remember, you are looking at newspapers,
magazines, web pages, charity leaflets etc – all of these will have
carefully chosen pictures on them.
Think about the purpose of your source material. If it is a charity leaflet
for example, its purpose may be to persuade you to donate to that
charity. You need to comment on how that picture in the leaflet helps
persuade the reader to part with their money. Perhaps it could be for the
RSPCA and the picture on the front is of a cute kitten with a broken paw.
You would need to state how that picture a) gets your attention and b)
persuades the readership to part with their money. There may be a
picture of a smiling person holding up their dog who wants to thank all
the lovely people who support the RSPCA. Why is this picture there? How
would it persuade the reader to donate?
Question 2 – presentational
devices
Colour
Colour is another key feature that you can comment on in your exam.
If you are analysing the presentational features of an advert, try to
think about the colours and why they have been chosen.
For example, the colour red may be used to symbolise love or
passion, white purity, green nature, blue the great outdoors. Use your
imagination, there is no ‘set’ answer providing you can justify your
point of view.
Take care though. It is not enough just to identify a colour, you
clearly have to analyse the intended effect on the reader.
Question 2 – presentational
devices
After analysing the graphics, you may wish to look at how
the words are presented on the page. For this I mean:
o font size
o any capital letters used
o any bold type or italics or underlining
o bullet points
o the layout of the source material as a whole
Keep asking yourself, why has this device been used?
What is the effect on the reader. Without making this
analysis, you cannot gain the full marks for this question.
Questions 2 (and 3) – Language
How to read between the lines
One of the key skills you will need for this exam is
to locate, retrieve and interpret information. This
means to read between the lines – to look for clues
as to how the writer really feels about something.
Exam Tip!
You can discuss both language and presentational
features when writing about inference i.e. reading
between the lines.
Reading between the lines
Quite often a writer will give the reader clues to
how they feel about a particular topic without
actually saying the words ‘I like this’ or ‘I don’t like
that’. On the following slide are some examples
for you to look out for. These are only suggestions.
Try finding your own ways to spot the writer’s
feelings on the topic they are writing about.
Reading between the lines
Humour / sarcasm. A writer might poke fun at a topic or mock it to show that
they disagree with it.
Exaggeration. A writer might go over the top about the topic. This implies that
they like or don’t like something.
Repetition. A writer could repeat a statistic or a phrase to show they do or
don’t like something.
Rhetorical questions. This is a technique often used in writing an argument
and its function is to get the reader to agree with what the writer thinks.
Positive and negative language. Words often carry positive and negative
meanings. It might be nice to be called ‘curvy’ but not so nice to be ‘fat’.
Emotive language. This is language that stirs up the emotions. If the writer
uses language like ‘unimaginable cruelty’ when discussing animal experiments,
they are probably not in favour of them.
Top tips for analysing language
For Questions 2 and 3, you need to know how to analyse
language effectively.
This is often the skill that students find most difficult.
So what is so difficult? Sometimes students are simply
finding the correct information and copying down the
text without analysing the intended impact of the
language upon the reader. So, do not copy out chunks of
text, use quotations carefully and always explain the
effect of a word or phrase on the reader.
On the following slides are some top tricks that writers
use to influence their readers.
Analysing language - Tone
When analysing the language in a piece of text, think about the tone.
An easy way to remember about the tone is to ask yourself, what tone
of voice would be used to read out the text? Would it be persuasive,
informative, argumentative, light hearted and so on.
Once you have established what the tone is, work out how you know it
is a persuasive or light hearted tone. What words and phrases are used
to set this tone? Think also about the purpose of the text – is it to sell
you something? Does the tone match the purpose? It would be very
odd to read a text whose purpose was to inform you about global
warming but was using a light hearted, feel good tone!
Questions 2 & 3 continued
Look for any imagery in the text. Imagery is where the writer tries to
paint a picture in the reader’s mind to help them relate to what is
being described.
Imagery is often used in poetry and fiction but you also find it in non
fiction texts. Look out for:
Similes – compares one thing to another using the words like or as (flat
as a pancake)
Metaphor – describes one thing as if it were another (you are a tower
of strength)
Remember, it is not enough just to identify imagery. You need to
explain clearly, in detail and in your own words what effect this
imagery has upon the reader.
Questions 2 and 3 continued
Another technique to look out for in your text is sensational or emotive
language.
Emotive language is often used by writers when they want to manipulate
the reader’s feelings.
Quite often emotive language will be found in adverts, charity leaflets
or a text where the reader passionately believes in or hates something
they are writing about.
Examples could be: the animals used are often cold, lonely and
starving.
Remember – it’s not enough to identify emotive language. You have to
clearly explain the effect it has on the reader.
Questions 2 & 3 continued
A common language technique to spot and comment on is the use of the
personal pronoun ‘you’ or ‘us’.
This technique is commonly used by the writer to make the text feel more
personal to the reader, as if it is aimed directly at them personally.
Quite often, rhetorical questions will be used for added emphasis, such as
‘Do you think it’s right that.......’ or ‘Would you like that for your
children?’
Sometimes, colloquial language is used. This is the kind of chatty,
informal language that you would use with your friends.
Remember – it’s not enough to identify the personal pronouns – you have
to explain in detail the effect on the reader.
Questions 2 & 3 continued
Repetition is a very common technique and often (although not
exclusively) used in sales. The word or phrase is repeated throughout
the text to make it stick in the reader’s mind. It could be the name of
the company, or it could be the word ‘bargain’ or words like ‘best
ever’.
It is not enough to simply identify examples of repetition – you have to
explain in detail the effect on the reader.
Something similar is the use of three. You will know all about this
from writing to argue or persuade. The technique to spot is where the
writer uses a list of three to emphasise a particular point – ‘it is
wrong, disgraceful and we shouldn’t stand for it’.
Remember – it’s not enough to identify the repetition – you have to
explain in detail the effect on the reader.
Questions 2 and 3 continued
Quotations, statistics and anecdotes are used often in newspapers and
magazines and sometimes in sales texts. They are used to add interest
and credibility to a text.
For example, a charity leaflet might highlight the fact that ‘156 more
people were helped last year through the generous donations made by
people like you.’
They might go on to say that Prince Charles supports the charity and feels
‘This charity holds a special place in my heart’.
They may also choose to have a few lines about how the charity has
helped a particular person. ‘Robert, 16, was struck down by this terrible
illness during his GCSEs.’
Remember – it is not enough to identify quotation, statistics and
anecdotes – you need to explain in detail the effect upon the reader.
Questions 2 and 3 continued
Humour and or sarcasm is an easy technique to identify
and comment on in an exam.
Think about the purpose of the humour – is it there
simply to entertain and make the writing more lively? Or,
is it there to manipulate the reader into thinking in a
particular way. For example, if you were reading an
article about the justice system in the UK and the judge
in a case was mocked as being ‘old as the hills’ and
‘doddery as a dodo’, you might be prejudiced about what
he said.
Remember, it is not enough to simply identify humour
and sarcasm in the exam – you need to explain in detail
the effect upon the reader.
Questions 2 and 3 – last bit
Look out for and comment on the following techniques – they tend to impress the
examiner........
Sentences and paragraphs
Short sentences suggest tension and speed. Short paragraphs are often used in tabloid
newspapers making them easier to read. Very short paragraphs attract the reader’s
attention.
Long sentences are mainly used for description and are full of detail. This is the same with
long paragraphs. These are often used in broadsheet newspapers.
Punctuation
Look for question and exclamation marks. Question try to draw a response from the reader
while exclamations often stand out and attract attention.
Use of imperatives
Commands often appear in advice leaflets, ‘try this tip at home’ but can also be used in
persuasive texts ‘ Give money now’.
Try to link the language to the audience
You might wish to comment on more sophisticated language for an educated audience and
a more colloquial vocabulary to a teenage audience etc.
The Final Question - Comparison
The final question will always be a comparison of the two texts. The key to
answering this question is to a) make sure you are analysing the presentational
devices and the language and b) ensure you are answering the question in
depth and writing about both texts.
An example question might be:
Compare and contrast what Simon Bateson and Sarah Lord say about the use
of capital punishment.
(10 marks)
So, how do you compare the texts?
Comparing texts
In the final question you will always be asked to compare the 2 texts.
There is no set format for answering this question.
Perhaps the easiest way is to analyse Text 1 and then compare it to Text 2
saying in what ways they are similar but different.
On the higher paper there are not usually bullet points to help you structure
your answer. You must therefore structure and plan yourself.
Make sure you use a wide range of connectives when comparing the texts.
Remember to look for the PAFs of each source and write about how well each
text succeeds in its chosen purpose.
What else should I look for?
It is likely (although not certain) that one of the source materials on your exam
paper could be either a newspaper or magazine article. For this reason, it is a good
idea to get to know the main terminology used in this industry.
Broadsheet – a newspaper like the Times or the Guardian. Usually tackles more serious
stories. Smaller headlines and more serious tone.
Tabloid – a less serious newspaper like the Sun which does contain news but also
celebrity gossip and scandal. It will have a less serious tone and a more limited vocabulary.
Headline – the title of the main story on the front page.
Strapline – the introductory smaller ‘headline’ located just underneath the main
headline.
Byline – the journalist’s name who wrote the story
Sub-headings – you will find these breaking up columns of text. They make the story
easier to read and you can find out the main points of the story by scanning these.
Media terms continued
Lead story – as its name suggests, it is the main story on the front page.
Feature article – a feature is a topic the journalist believes will be interesting to the
readers. S/he will cover the topic in some detail.
Human interest story – this type of article is often a personal or funny story, e.g. at
Christmas a 100 year old letter addressed to Santa Claus is found up a chimney etc.
Editorial – this is where the editor (the person in charge of a newspaper) writes his /
her opinion on a particular subject or news story. This is sometimes quite controversial.
What else?
Practice really does make perfect. For best results keep your junk mail and
continue to find the PAF.
Go one step further by analysing both the language and the presentational
features and getting vital practice for questions 2 and 3. Soon you will be
able to do this in your sleep!!
For practice see your teacher who will be delighted to give you millions of
past papers.
Finally!!
Top tips for exam success........
1.Prepare for your exam now. Start saving that junk mail ..... you know what to do!
2.Start asking for those past papers.
3.Time yourself. You have 1 hour to complete 4/5 questions. Can you do it?
4.Read every non fiction title you can manage. Start to look at different types of
newspapers and magazines, web pages, travel writing etc. Start to look for particular
styles – know what to expect.
5.Get a good night’s sleep before your exam – you’ll need it!
6.Pack at least two pens in black or blue.
7.Plan your journey. Do you really want to be late?
8.In the exam room, listen carefully to all instructions
9.Read the questions before you read the texts. This will help you as you already
know what you are looking for when you read the texts.
10.Read the questions carefully. Use the bullet points to help structure your answer.
11.Remember that you get most marks for questions 4 and 5.
12.Take a deep breath and relax. You
can do it!!
WJEC Eng Language H
Unit 2
Preparing for the Writing Section
All about writing
Your guide to getting the best grade
on Paper Two
Paper Two of your English exam will assess
your WRITING SKILLS
You will be asked to complete:
•Two non fiction writing tasks – both are worth
20 marks
•You will have an hour to complete this section,
and must answer both questions
•You should aim to spend around 30 minutes on
each writing task. This should include 5
minutes to check your work once you have
completed each task
The tasks
The writing tasks will ask you to produce a non fiction text, for example, a letter or an email.
It is likely to be a functional task, such as writing to inform or explain.
The exam board say:
‘This unit will test transactional and discursive writing through two equally weighted
tasks (20 marks each). Across the two tasks candidates will be offered opportunities
to write for a range of audiences and purposes, adapting style to form and real-life
context in, for example, letters, articles, leaflets, reviews etc.’
Both tasks require you to produce a non fiction text in which you have the chance to
develop your ideas in detail, for example, an article for a magazine or newspaper. This might
involve writing to argue or persuade.
You will be given a clear form, purpose and audience for each task. Usually the audience of
the text will be mentioned in the task, for example, ‘write an email to a friend to let them
know about…’. If an audience is not given, you will be writing for an examiner.
There may be a link between the tasks you are asked to complete on Paper Two and texts
you read on Paper One.
The following slide will show you an example
Answer Question 1 and Question 2.
In this unit you will be assessed for your writing skills, including the presentation of your
work. Take special care with handwriting, spelling and punctuation.
Think about the purpose, audience and, where appropriate, the format for your writing.
A guide to the amount you should write is given at the end of each question.
1. A company that runs play-schemes for children in the 3-10 age range is looking to recruit
part-time staff for the school summer holidays.
You decide to apply.
Write your letter of application.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or a curse?’
Write what you would say.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
REMINDER
When an examiner marks your work, they will look at the
following Assessment Objectives for writing:
1.That you can communicate clearly, effectively and
imaginatively, using and adapting forms and selecting
vocabulary appropriate to task and purpose in ways which
engage the reader.
2.Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
3.Use a range of sentence structures for clarity, purpose and
effect, with accurate punctuation and spelling.
Guide to
planning your
writing
YOU MUST PLAN YOUR WRITING
Timing:
•Ideally, you want to spend around 30
minutes on each task, including around 5
minutes to plan and check your work.
•The examiner will expect your writing to be
around 4 – 5 paragraphs which is
approximately one and a half to two sides if
you have average sized handwriting.
Stage 1: P.A.F
The first thing that you should do in an exam is read the question carefully. When
you are sure that you understand what you are being asked to do, look for the PAF.
P = PURPOSE
A = AUDIENCE
F = FORM
The purpose is the most important. It makes you think about why you are writing .
Are you trying to persuade someone to abolish school uniform? Are you trying to
advise someone about internet safety? What are you trying to do?
Audience – who are you writing for? Are you writing for your Head teacher or are
you writing for your classmates?
Form – this asks you to think about the type of writing. Are you writing a letter or
an email? A magazine article or a report?
TRY:
Find the PAF in the following examination questions.
Write a letter to your school magazine which argues for or
against homework being set at Key Stage 4.
Write a review for a teen website about a film or TV
programme you have seen recently.
Write a report for your local newspaper which offers
advice on how to provide more facilities for teenagers.
Write an article for a teen magazine persuading young
people to stop smoking.
Stage 2: Spider diagram
After writing your PAF, the next stage is to put down all of your thoughts on a
given topic. Think about the shorter question from Jan 2011:
Write a letter to your head teacher explaining how to improve your
school or college.
Remember to:
Write a letter
Explain the things that would make your school or college better.
Your P = to explain the things that would make your school or college better
Your A = your head teacher
Your F = a letter
Your next step should be to design a spider diagram to get down as many
thoughts as possible about the question.
New buildings
Better food
New sports equipment
Improve
school
New playing fields
Longer school day
New
computers
New uniform
New school rules
More teachers
More text books
Stage 3: Developing your ideas
The next step is to develop your ideas by adding more detail to your plan and to note down
what you will include in each paragraph.
Look at how this plan, based upon the previous spider diagram, would help you write your
essay.
Intro – Formal – Dear Mr or Ms …… state briefly why you are writing to them, that you feel
school needs to change. State that you have a number of suggestions.
Para 1 – If school needs to change something fundamental like uniform and school rules
explain how to change and the impact on school.
Para 2 – Explain improvements to sporting facilities and equipment. Why important.
Para 3 – Explain improvements you would like to see to canteen food. Why important.
Para 4 – Explain improvements to lessons. More text books, better computers, more teachers,
more interesting lessons? Explain what you’d like to see and why.
Conclusion – Summarise your main points and thank your head teacher for reading. Can you
think of a final sentence to push him or her into understanding why your changes are so
important?
Basic skills
to improve
your writing
Structuring your writing
After you have written your plan, you need to think about how to structure
your writing. Here are some handy hints:
•Start each new paragraph with a topic sentence. Topic sentences introduce
your paragraph. They let the reader know what to expect.
•Link your paragraphs using connectives – words or phrases that show your
reader how your ideas link and work together. Here are some different kinds of
connectives:
• Time order: At first, Then, Later
• Logical order: Therefore, Consequently, As a result
• Contrast: On the other hand, In contrast
• Simple ordering of ideas: Firstly, Secondly, Finally
• Development of ideas: Because of this, Also, Moreover, What is more, In
addition
Structuring your writing (continued)
Think carefully about how to paragraph your work:
•Start by introducing what your writing is going to
be about
•Develop your ideas in the next two, three or four
paragraphs
•Keep to one main idea for each paragraph
•Make sure you restate your point of view clearly at
the end of your writing. You could also save a new
idea for your conclusion.
Look at this question:
Many older people don’t use computers or the internet, either
because they don’t see any value in them or because they are
afraid of modern technology.
You have been asked to give a talk to a group of older people to
persuade them to use computers and the internet.
Write what you would say. [20]
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
Some other ways
to improve your
writing
Sentences
Top Tip:
Try using a range of sentences in your
work.
Why?
It will make your writing more
interesting and hopefully impress the
examiner.
Sentences continued
So what kinds of sentences are there?
The grammar bit
There are three kinds of sentences and you should try to
use a mixture of all three
Simple sentences
Compound sentences
Complex sentences
Sentences continued
Short sentences
A simple sentence contains one main idea, with one subject and a verb. It is a
sentence which is complete in itself.
The boy sauntered into the room
Boy = subject
Sauntered = verb
As you can see, the sentence is only about one thing which is a boy sauntering
into a room!
Sentences continued
Short sentences have a variety of uses.
They can:
•Add excitement to your writing
The girl started running. She turned. The man was still following.
•Make a powerful point
People often promise to stop misbehaving in lessons. This never seems to
happen – someone always lets the class down. Something needs to
change.
•A single word sentence looks fab!
The fog stretched ahead of her, enclosing and wrapping itself around the
house, the car, the world. Silence.
Sentences continued
Compound sentences
Compound sentences are easy, they are two simple sentences joined together.
This type of sentence must be balanced though, each part of the sentence must be
able to ‘stand on its own’.
Two simple sentences:
My friend invited me to a tea party. My parents didn’t let me go.
A compound sentence:
My friend invited me to a tea party, but my parents didn't let me go.
Do you want to stay here, or would you like to go shopping with me?
I have a lot of work to finish, so I will be up all night.
EASY!
Sentences continued
Complex sentences
A complex sentence is made up of at least one main clause and at least one subordinate or
supporting clause.
Clauses
It sounds tricky but is in fact very easy. If you look at most longish sentences, you will notice that
the sentences are made up of different parts. The main clause is the part of the sentence that
makes sense on its own. The subordinate clause links to the main clause but can’t stand on its
own.
The horse galloped across the field as if something was chasing him.
main clause
subordinate clause
Sentences continued
Complex sentences are great because we can ‘expand’ them.
We can use extra detail to make the writing come alive and to enable them to
picture what you are writing about.
The horse, who was glad to be free, galloped across the field as if something
was chasing him.
We can also use adjectives and nouns to add more detail:
The delighted horse galloped joyously across the field as if something was
chasing him.
Remember:
Showing range and variety in your writing gets you marks.
This applies as much to your sentences as to vocabulary,
punctuation and ideas.
TRY
Look at a leaflet or magazine
article. Choose one paragraph and
count how many sentences it has.
Then identify the complex,
compound and simple sentences.
How much variety is there?
PUNCTUATION
If you want to get a top grade in
your exam you’ve got to know
about punctuation.
It’s easy when you know how.
Apostrophes
Use apostrophes to:
Show possession.
First find the owner
The pen belonging to the teacher
The bag belonging to the lady
Then, add ‘s
The teacher’s pen
The lady’s bag
But, if the owner already ends in s then just add the apostrophe
The bikes belonging to the boys
The boys’ bikes
The coat belonging to Mrs Sykes
Mrs Sykes’ coat
Apostrophes Reminders
Apostrophes also show where letters have been removed.
Do not talk = don’t talk
She will not talk = she won’t talk
She has not got any = she hasn’t
Try!
Add the apostrophes in the sentences below:
1. The cats whiskers.
2. The teachers pen.
3. There are birds nests in the beech trees.
4. Paul caught the dogs tail.
5. The boys toilets.
6. Mrs Robinsons coat.
7. The miners lamps.
8. Its a big decision.
9. The womens handbags.
10. The builders toolkit.
How to use
language to
get higher
marks
This section is all about how to use
language creatively. An examiner will
see hundreds of examination papers.
How can you get yours to stand out?
Try to remember and use some of the
following tips in your writing. They will
help you gain a higher mark. You know
it makes sense!
Everything you
wanted to
know about
openings and
endings
Openings and endings
One of the most difficult things in
English is deciding how to start a
piece of writing and then how to
finish it.
Follow these simple tips to maximise
your grade.
How to write an effective opening
The job of an opening is to grab the reader’s attention. You must hook the reader straight
away and force them to continue reading.
Here are some ways to do this:
For non fiction
Start with a quotation (real or made up)
63% of 16 year olds don’t take enough exercise
An anecdote
It was watching X Factor with my friends that really got me into dance
A rhetorical question
Schools to close? Teachers to resign? This is not some vision of the future – it is happening
now….
How to write an effective ending
The conclusion is the ending to your writing – it is the
impression that you will leave the reader with. For a non
fiction essay you need to summarise (not just repeat) your
main points and provide a final perspective on the topic. Try
and use anecdotes, or humour or statistics to conclude.
If you take anything from this speech, I want you to
remember that school uniform is unnecessary, it is ugly
and most parents can ill afford it. Why does this school
persist in making us students suffer in this way? 97% of
students and 87% of parents think that students in Year
10 and 11 should be given the choice to decide what they
wear. Do the right thing. You know it makes sense.
Different types of writing
One of the most common questions
asked by students is how to set out a
letter, an article etc..
This section is all about the different
types of writing you might be asked to
produce in your writing exam.
Simple spelling rules
Part of your overall grade for writing will depend on your ability to spell a
wide range of words accurately. Handwriting is not assessed, however, if
an examiner cannot read your writing you are unlikely to score highly.
Follow these simple tips to boost your spelling:
•create a list of common spelling errors. Try using this link
http://www.gcse.com/english/spellings.htm
•learn to spell the most common words using the look, cover, write,
check method
•learn the difference between commonly confused words such as:
• there/their/they’re
• two/to/too
• quite/quiet
• effect/affect
• where/were/we’re
• accept/except
Everything you ever wanted to know about metaphors, similes and
emotive language – try using these devices even in non fiction
What is a simile?
A simile is a comparison of two things using like or as
The frost sparkled like diamonds on the pavement
What is a metaphor?
A metaphor is a comparison of two things where one thing is another
The boxer’s iron fist crashed into the opponent
What is emotive language?
Emotive language is any language that makes people feel emotional
i.e. anger, sympathy etc..
There are many valid reasons why cosmetics should not be tested on
animals. This hurtful industry causes unimaginable agony to these
innocent animals. Would you condone experiments conducted on
your own child?
Don’t forget that you can use statistics, even if you have made
them up yourself!
Different types of writing
For your English
examination, you will
be asked to write in a
variety of styles e.g. a
letter, magazine article
etc.. and to write for a
variety of different
purposes e.g. to argue,
to persuade etc..
Letter writing
To write a letter, you need to go back to
your PAF. Who is your audience? Your letter
will be very different if you are writing to
your head teacher than if you are writing
to your best friend. You must think
carefully about your language and your
tone.
Letter writing
Here are some general tips for letter writing.
For formal letters:
• Write your address in the top right hand corner
• Write the business address in the top left hand corner
• Start either with a name (if you are given it in the question) or with Dear Sir
/ Madam
• Begin by stating why you are writing the letter
• Write your points clearly and in paragraphs
• Finish your letter with Yours faithfully if you began with Dear Sir / Madam
• Finish your letter with Yours sincerely if you began with a name
For informal letters:
• Write your address in the top right hand corner. This shows the examiner
you know how to set out a letter
• Start with Dear (name of friend)
• Write your points clearly and in paragraphs
• Finish your letter informally e.g. lots of love or speak soon
Writing articles for newspapers and magazines
Writing an article for a newspaper or magazine is a very
common question at GCSE.
Follow these top tips for exam success!!
1.Do write a headline, it shows you are aware of
presentational features. Also use a strapline which fits
underneath the headline. Use subheadings when you
change topics.
2.Don’t waste your time drawing pictures – an empty box
will suffice and you don’t need to bother writing in
columns.
3.Think carefully about the purpose of your article, make
sure you sustain the purpose until the end of your article.
4.Express your ideas clearly, usually one idea per
paragraph.
Writing a report
Writing a report is another common GCSE question. More
top tips………
•Reports are nearly always factual and ask you to do
things such as write a report for the school magazine
about a recent school play or a school trip
•Reports are usually a mix of fact and opinion (but
remember, your facts don’t have to be true)
•Use a headline like a newspaper article
•Use reported speech
•Try using what, when, who and where in your opening
paragraph to set the scene for the reader
•Write organised paragraphs which explain what
happened
Writing a review
You may be asked to write a review. A review is basically your account of an
event and your thoughts and feelings on it.
A review usually follows the same structure:
1.A brief description / summary of the concert, play, film, TV programme
that you are reviewing.
2.A bit more detail with examples to highlight what was good or bad about
it.
3.Your opinion.
Top tips for writing a review
•If you are asked to write a review about a film, don’t give away the ending
•Consider ending with an evaluation and marks out of 10
•If possible, write about any technical details e.g. in a film / play review you
could write about the special effects / settings / the director / the acting
•Your review topic (film / book / holiday / concert etc.) can be real or
imaginary
In addition to writing in a particular
style i.e. a letter or a newspaper
report, you will be asked to write for a
particular purpose i.e. to argue your
point of view, to persuade your reader
of something, or to explain a particular
topic.
Writing an argument
Top tips:
•Find your PAF and write a plan – examiners want to see structured,
considered work
•An argument means you put forward a well considered point of view
– for or against a given topic
Consider using all or some of the following:
•anecdotes real or imaginary
•statistics real or imaginary
•arguments to counter the main alternative views
•rhetorical questions
•emotive language
•rule of three
•repetition
•hyperbole
Writing to persuade
Top tips:
•Find your PAF and write a plan – examiners want to see structured,
considered work
•Being persuasive means to encourage your readers to believe or do
something
•Writing to persuade is generally more emotional and one sided than
writing to argue
Consider using all or some of the following:
•emotive language – make your writing particularly emotional
•anecdotes – real or imaginary
•Pronouns - ‘we’ or ‘you’ to give a sense of belonging
•List or rule of three
•statistics - real or imaginary
•rhetorical questions
•examples of what could be done to improve the situation
Writing to advise
Top tips:
•Find your PAF and write a plan – examiners want to see structured,
considered work
•Writing to advise means to give your audience help to do something,
so depending on your PAF, your work needs to be very clearly laid out
Consider using all or some of the following:
•bullet points or headings to separate ideas into sections
•diagrams (not too elaborate though!)
•offer logical solutions
•commands (then you should…..)
•be encouraging and motivating in your tone
•try and capture the reader’s attention (what kind of learner are
you??)
•depending on PAF, be polite but informal
Writing to explain
Top tips:
•Find your PAF and write a plan – examiners want to see structured,
considered work
•Explaining something means being objective and explaining how and
why something happens. You may be asked to write something formally
or explain about something that is personal to you
Consider using all or some of the following:
•try describing a situation and explaining how and why it came about and
what effect it had
•always give reasons and examples for why something occurs
•use statistics or ‘evidence’ either real or made up but make it sound
believable
•be clear and specific
•focus on the title, if you are asked to write about something memorable
– then write about that
•consider your language, it should be interesting to read
Writing to inform
Top tips:
•Find your PAF and write a plan – examiners want to see structured,
considered work
•Informative writing means you are giving clear information to your reader in
an easy to understand style
Consider using all or some of the following:
•include both facts and opinions – either real or imaginary
•use statistics or evidence – either real or imaginary. You should sound as if you
know about the subject
•personal anecdotes to make it more interesting
•consider language use carefully – who are you writing for and how will this
influence your language use
•make your information very clear – imagine your reader knows nothing about
the topic
Specimen Exam and
Mark scheme
Test yourself!
Specimen mark scheme and
analysis
The next slide will give you the opportunity to try out some of
the skills you have learned in this unit of work. Remember,
you must answer both questions and have 1 hour to
complete all of the writing.
A mark scheme is included so you can assess your work.
Good Luck!!
Answer Question 1 and Question 2.
In this unit you will be assessed for your writing skills, including the presentation of your
work. Take special care with handwriting, spelling and punctuation.
Think about the purpose, audience and, where appropriate, the format for your writing.
A guide to the amount you should write is given at the end of each question.
1. A company that runs play-schemes for children in the 3-10 age range is looking to recruit
part-time staff for the school summer holidays.
You decide to apply.
Write your letter of application.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or a curse?’
Write what you would say.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
Mark Scheme
For each of questions 1 and 2 you will be awarded two marks:
Content and organisation (13 marks)
Here the examiner is looking for evidence of:
•Purpose, audience and form
•Organisation – cohesion and use of clear, ordered paragraphs
•Use of a style appropriate to audience and purpose
•A range of vocabulary
Sentence structure, punctuation, spelling (7 marks)
Here the examiner is looking for evidence of:
•Sentence use
•Punctuation
•Spelling
•Tense and agreement
The following slides will give you the mark scheme an examiner would use when marking
your writing. Check each band carefully and see which band your work would ‘best fit’.
Letter of application for a job.
[20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real
life‘ uses of English is also important.
Content and organisation (13 marks)
0 marks: not worthy of credit
Band 1
1-3 marks
• basic awareness of the purpose and format of the task
• some awareness of the reader / intended audience
• some relevant comment but analysis is basic
• simple sequencing of ideas provides some coherence
• paragraphs may be used to show obvious divisions or group ideas into some
order
• some attempt to adapt style to purpose / audience (e.g. degree of formality)
• there is a limited range of vocabulary with little variation of word choice for
meaning or effect
Letter of application for a job.
[20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real
life‘ uses of English is also important.
Content and organisation (13 marks)
Band 2
4-6 marks
• shows awareness of the purpose and format of the task
• shows awareness of the reader / intended audience
• a sense of purpose shown in analysis / comment and some reasons are given in
support of opinions and ideas
• sequencing of ideas provides coherence
• paragraphs are logically ordered and sequenced (e.g. topic sentences are
supported by relevant detail)
• a clear attempt to adapt style to purpose / audience
• there is some range of vocabulary, occasionally selected to convey precise
meaning or to create effect
Letter of application for a job.
[20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real
life‘ uses of English is also important.
Content and organisation (13 marks)
Band 3
7-9 marks
• shows clear understanding of the purpose and format of the task
• shows clear awareness of the reader / intended audience
• clear sense of purpose shown in content coverage; appropriate reasons given
in support of opinions/ ideas
• ideas are shaped into coherent arguments
• paragraphs or sections are used consciously to structure the writing
• style is adapted to purpose / audience
• there is a range of vocabulary selected to convey precise meaning or to create
effect
Letter of application for a job.
[20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real
life‘ uses of English is also important.
Content and organisation (13 marks)
Band 4
10-13 marks
• shows sophisticated understanding of the purpose and format of the task
• shows sustained awareness of the reader / intended audience
• content coverage is well-judged, detailed, and pertinent
• arguments are convincingly developed and supported by relevant detail
• ideas are selected and prioritised to construct sophisticated argument
• paragraphs are effectively varied in length and structure to control progression
• confident and sophisticated use of a range of stylistic devices adapted to
purpose/audience
• a wide range of appropriate, ambitious vocabulary is used to create effect or
convey precise meaning
Sentence structure, punctuation and spelling (7 marks)
0 marks: not worthy of credit
Band 1
1 mark
• sentences are mostly simple or compound
• compound sentences are linked or sequenced by conjunctions such as ‘and’ or
‘so’
• punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
• the spelling of simple words is usually accurate
• control of tense and agreement is uneven
Band 2
2-3 marks
• sentences are varied and both compound and complex sentences are used
• there is use of some subordination to achieve clarity and economy
• some control of a range of punctuation, including the punctuation of direct speech
• the spelling of simple and polysyllabic words is usually accurate
• control of tense and agreement is generally secure
Band 3
4-5 marks
• a range of grammatical structures is used to vary the length and focus of
sentences
• simple, compound and complex sentences are used to achieve particular effects
• a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
• most spelling, including that of irregular words, is usually correct
• control of tense and agreement is secure
Band 4
6-7 marks
•there is appropriate and effective variation of sentence structures
•there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
•accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects
•virtually all spelling, including that of complex irregular words, is correct
•tense changes are used confidently and purposefully
It is presumed that candidates attaining Band 2 and above will have achieved
the criteria listed in the previous band(s). Fine tuning of the mark within a
band will be made on the basis of a "best fit" procedure, weaknesses in some
areas being compensated by strengths in others.
Additional task-specific guidance
Good answers may include some of the following features:
• a sustained sense of register and purpose which meets the requirement for a
letter of application (for example, a suitably formal tone and offering convincing
reasons why the writer is a suitable applicant)
• a clear and coherent approach (offering a range of skills and aptitudes suitable
for the requirements of the job)
• a logical structure within which relevant information is conveyed effectively and
clearly
• an evident sense of cohesion with material linked effectively (use of
connectives/subordination)
• a range of appropriate and well-selected details to illustrate and give substance
to information offered (relevant details of previous part time work or offering
names of people prepared to offer a reference)
• some development of ideas (perhaps showing evidence of specific skills, such as
working with young children)
• positioning and establishing a relationship with the reader (clear sense of
audience)
• ability to move from the general to the particular or vice-versa (specific and
relevant examples used within a coherent approach to the topic)
• clear understanding of format
Less successful answers may be characterised by some of the following
features:
• uncertain sense of purpose and register (for example, ignoring the specific
requirements for the job or showing a limited sense of audience)
• less secure control of structure (uncertain or random sequencing)
• a tendency for details to be handled in isolation with limited sense of linking or
cohesion (uneasy with connectives/subordination)
• details are thin or generalised with little sense of development (for example, I
would enjoy working with children but giving no evidence why this would be the
case)
• limited development of why the writer would be a strong candidate and a
tendency to simple assertion (for example, I like adventure activities so I would be
good in this job)
• very limited awareness of the reader (for example, offering details unrelated to
the demands of the post applied for)
• a tendency for comments about personal strengths and qualities to stay at the
level of the general and to lack specific examples
• limited understanding of the features of a letter of application
Talk to class : ‘Mobile Phones: a blessing or a curse?’
[20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real
life‘ uses of English is also important.
Content and organisation (13 marks)
0 marks: not worthy of credit
Band 1
1-3 marks
• basic awareness of the purpose and format of the task
• some awareness of the reader / intended audience
• some relevant comment but analysis is basic
• simple sequencing of ideas provides some coherence
• paragraphs may be used to show obvious divisions or group ideas into some
order
• some attempt to adapt style to purpose / audience (e.g. degree of formality)
• there is a limited range of vocabulary with little variation of word choice for
meaning or effect
Content and organisation (13 marks)
Band 2
4-6 marks
• shows awareness of the purpose and format of the task
• shows awareness of the reader / intended audience
• a sense of purpose shown in content coverage and some
reasons are given in
support of opinions and ideas
• sequencing of ideas provides coherence
• paragraphs are logically ordered and sequenced (e.g. topic
sentences are
supported by relevant detail)
• a clear attempt to adapt style to purpose / audience
• there is some range of vocabulary, occasionally selected to
convey precise
meaning or to create effect
Band 3
• shows
7-9 marks
clear understanding of the purpose and format of the
task
• shows clear awareness of the reader / intended audience
• clear sense of purpose shown in content coverage;
appropriate reasons given
in support of opinions / ideas
• ideas are shaped into coherent arguments
• paragraphs are used consciously to structure the writing
• style is adapted to purpose / audience
• there is a range of vocabulary selected to convey precise
meaning or to create
effect
Band 4
•
•
•
•
•
•
•
•
10-13 marks
shows sophisticated understanding of the purpose and format of
the task
shows sustained awareness of the reader / intended audience
content coverage is well-judged, detailed, and pertinent
arguments are convincingly developed and supported by relevant
detail
ideas are selected and prioritised to construct sophisticated
argument
paragraphs are effectively varied in length and structure to
control progression
confident and sophisticated use of a range of stylistic devices
adapted to purpose/audience
a wide range of appropriate, ambitious vocabulary is used to
create effect or convey precise meaning
Sentence structure, punctuation and spelling (7 marks)
0 marks: not worthy of credit
Band 1
1 mark
• sentences are mostly simple or compound
• compound sentences are linked or sequenced by conjunctions such as ‘and’ or
‘so’
• punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
• the spelling of simple words is usually accurate
• control of tense and agreement is uneven
Band 2
2-3 marks
• sentences are varied and both compound and complex sentences are used
• there is use of some subordination to achieve clarity and economy
• some control of a range of punctuation, including the punctuation of direct speech
• the spelling of simple and polysyllabic words is usually accurate
• control of tense and agreement is generally secure
Band 3
4-5 marks
• a range of grammatical structures is used to vary the length and focus of
sentences
• simple, compound and complex sentences are used to achieve particular effects
• a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
• most spelling, including that of irregular words, is usually correct
• control of tense and agreement is secure
Band 4
6-7 marks
•there is appropriate and effective variation of sentence structures
•there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
•accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects
•virtually all spelling, including that of complex irregular words, is correct
•tense changes are used confidently and purposefully
It is presumed that candidates attaining Band 2 and above will have achieved
the criteria listed in the previous band(s). Fine tuning of the mark within a
band will be made on the basis of a "best fit" procedure, weaknesses in some
areas being compensated by strengths in others.
Additional task-specific guidance
Good answers may include some of the following features:
• a sustained sense of register and purpose which meets the requirement for a talk (for
example, a lively, opinionated or witty approach)
• a clear and coherent approach
• a logical structure within which relevant information is conveyed effectively and
clearly
• an evident sense of cohesion with material linked effectively (use of
connectives/subordination)
• a range of appropriate and well-selected details to illustrate and give substance to
suggestions, information and opinions (relevant use of facts/figures/anecdotes)
• some development of ideas and opinions (perhaps involving alternative views)
• positioning and establishing a relationship with the reader via devices such as
asides, questions, humour, use of active or passive voice and other journalistic
devices (clear sense of audience)
• ability to move from the general to the particular or vice-versa (specific
examples used within a coherent approach to the topic)
Less successful answers may be characterised by some of the following
features:
• uncertain sense of purpose and register (for example, ignoring the requirement for
a talk)
• less secure control of structure (uncertain or random sequencing/no clear sense of
argument)
• a tendency for details to be handled in isolation with limited sense of linking or
cohesion (uneasy with connectives/subordination)
• details are thin or generalised with little sense of development (for example, a
single sentence for each topic such as everyone like mobile phones)
• limited development of ideas/opinions and a tendency to simple assertion (for
example, not having a mobile phone is ridiculous)
• very limited awareness of the audience
• a tendency for comments to stay at the level of the general and to lack specific
examples
Finally!!
Top tips for exam success:
1.Read widely and for pleasure.
2.Read non-fiction and fiction. Make friends with your school librarian.
3.Listen carefully in class. Your teacher is an expert and wants you to gain
the highest grade possible.
4.Try completing as many practice papers as possible at home. This gives
you a feel for the timings and the sort of questions you will be asked.
5.Try planning imaginary essay questions using the three point method.
6.Try and extend your vocabulary. Reading will help with this.
7.Make a list of your weaknesses – is it spelling, apostrophes, planning
etc. and work on them.
8.Get a good night’s sleep before the exam.
9.Ensure you have at least two black / blue pens.
10.Take a deep breath, close your eyes and relax. You
can do it!!
Links
Links to WJEC exam papers
http://www.wjec.co.uk/index.php?subject
=51&level=7&list=paper