Section A- ReadingContent or Method?

Content questions test your understanding of what is in the text.

Method questions test your understanding of the techniques used in the source.

Content Questions Method QuestionsWhat have you learnt about..? How has the writer tried to make the story

interesting/entertaining for the readers?What happened to … and why? How do the images help the reader to

understand…?How did the other people react to what had happened?

How does the text explain/describe/advise in a clear way?

List four things we learn about… How does the source emphasise/show…?List four things the writer remembers about…Explain how the writer knows… How does the writer make what happens

seem frightening/exciting/comical?List four details which show…What impression of… does the writer give?What does the source suggest about…?Explain what…What ideas do these pictures suggest about…?Explain why… What methods are used to

persuade/inform/argue…?What were the effects of…? How does the writer create a sense of

panic/joy/fear…?What ideas about… are explored? How does the writer make you feel sorry

for…?Explain… and the reasons… What impression do you get from the

quotations?

RememberIt is not as simple as looking for the words what or how. For example: “How did the other people on the bus react to what happened?” is a content question. It asks you to consider what the writer says about the way that the people reacted.

Think: Am I being asked about what the writer is saying, or how he/she is saying it?

Do I need to think about the effect on the reader?

3 marks 6-7 mins4 marks 8-10 mins5 marks 10-11 mins6 marks 12-15 mins7 marks 15 mins

Timing: roughly 2 minutes per mark (unless you get extra time!)

Content QuestionsContent questions test your understanding of what is in the text.

These include list questions such as:

List 4 things the writer remembers about… List 3 things that show…

Remember: If it is not a list question, you need to show inference, following the content answer structure.

Content Questions include:

What do you learn about ..? Why is… the case? Explain the writer’s feelings… Explain why… What are the writer’s thoughts…? Explain how the situation develops…

To answer: Point, Evidence, Explanation, Link

In the source we learnThe writer tells us

A detail that you learn from the text in your own words.

This is shownThis is evidentWe see this when the author says

A short quotation containing the information.

This suggests/ is becauseFrom this we can inferThis means thatFrom this we understandThis gives the impression thatThe reason for this is

What does it tell you in relation to the question?

FurthermoreAdditionally Consequently On the other handHowever it may

Push yourself further in your explanation using a connective. Try to do this at least once per question (excluding the “List…” questions).Can you offer an alternative interpretation using “on the other hand” or “however”?

Overall Does the impression that the writer give change? If so, how? Is there a contrast at all?

Example:

How did the other people on the bus react to what had happened? (5 marks)

In the source we learn that the passengers couldn’t understand how he could have been so foolish. This is shown in the quote “my fellow passengers fired a cacophony of unanswerable questions, as though they were my know-it-all relatives.” This suggest that they think that he was stupid for not following the group. Furthermore, they can’t understand why he would want to walk away to get privacy. We also learn that the other people on the bus were disgusted by him. This is evident when it says: “As I walked down the aisle… I was like Moses, parting a sea of Chinese students and professors.” From this we can infer that the other passengers didn’t want to be anywhere near him as a result of the fact that he was covered in the contents of the latrine, and probably smelled quite bad. Overall, although the passengers were confused and angry because of what he had done, they also seemed to be concerned for his safety.

3 mark question: Do this at least once!4 mark question: Try to do this twice with an overall comment.5 mark question: Twice with a perceptive overall comment.6 mark question: Try to do this three times with an overall comment.7 mark question: Three times with an overall comment.

Method QuestionsMethod questions test your understanding of the techniques used in

the source.

Method Questions include:

How does the narrator make clear… How does the writer make you feel… Comment on the methods the writer uses to show…

To answer: Point, Evidence, Explanation, Link

The writer uses Language or presentation feature (remember, if you’re struggling, this can be as simple as “interesting verbs, multiple pictures etc…)

in order to What are they doing with it (linked to the question)?Evidence: Short quotation containing the language feature or description of

the presentational feature.This makes the readerShe/ he does this toThe effect of this isThis makes the reader aware

What effect does this technique have on the reader? What does it make them think? What impression does it give? How does it make them feel? Think about connotations here. Remember you are the reader. What impression does it give you? Empathise.This has to be linked to the question. What is it prompting you to look for?

FurthermoreAdditionally Consequently On the other handHowever it may

Push yourself further in your explanation using a connective. Try to do this at least once per question.Can you offer an alternative interpretation using “on the other hand” or “however”?

Overall What overall impression do the language features create? Is there a contrast at all? Do things change?

Remember:

In Paper 2, the method questions might require you to comment on presentational features. When this is the case, give a brief description of the picture/element/colour scheme etc. as your evidence.

3 mark question: Do this at least once!4 mark question: Try to do this twice with an overall comment.5 mark question: Twice with a perceptive overall comment.6 mark question: Try to do this three times with an overall comment.7 mark question: Three times with an overall comment.

Language FeaturesTO DESCRIBE: AAAMOPS

ALLITERATION Words close together beginning with the same sound

Sammy the snake slithered slowly south.Bombs blasted around us, bombarding the barracks, breaking the silence.

ADJECTIVE Describing words

gigantic, ferocious, disastrousADVERB Describes a verb (doing word)

nervously, rapidly, excitedlyMETAPHOR Comparing one thing with another by saying it is

something else

My teacher was a real witch today.That little troll woke me up again this morning, jumping on my bed and demanding breakfast.

ONOMATOPOEIA Words that sound like what they are describing

bang, crash, slap, thumpPERSONIFICATION Making something inanimate (not living) seem alive by

giving it human qualities

The wind howled through the trees.SIMILE Describing something by comparing it to something else,

using the words like or as

To me he was as tall as a mountain.Like a lion stalking his prey, he crept up on his mother and gave her a fright.

TO INFORM/ARGUE/PERSUADE: A FOREST

ALLITERATION Words close together beginning with the same sound in order to draw your attention to a particular word, or make a phrase memorable.

Buy British beef.FACTS A statement that cannot be disagreed with.

Exercising regularly can greatly improve your overall health.

OPINION A personal response to something.

Cycling is very good fun. RHETORICAL QUESTION A question to which an answer is not expected.

How would you feel if this were to happen to you?EMOTIVE LANGUAGE Language used to evoke a certain emotion.

The situation for these unfortunate children is becoming desperate; don’t let them suffer any longer.

STATISTICS Facts represented as numbers (percentages, fractions, numbers…)

80% of people experience bullying at some point in their lives.In 2015 1/3 primary aged children are obese.

TRIPLETS Using a techniques three times for effect, eg: 3 adjectives used to describe something; a word or a phrase repeated 3 times; alliteration used across three words.

Not only is this car affordable, it is also efficient and eco-friendly.

Example: Paper 1

How has the writer tried to make the story interesting for readers? [7 marks]

The writer uses first person narration in order make the story interesting for readers. This is evident throughout the source, for example: ‘I heard a splash, and found myself walking through a shallow pond.’ This makes the story more personal, and more believable for the reader. Furthermore, the first person narrator makes the surprise of what happens to the man more effective, and the reader is not necessarily expecting it. The writer also uses alliteration in order to make the story interesting for readers: ‘One sniff of the stench snapped me out of my stupor.’ The alliteration of the letter ‘s’ might be used in order to reflect the sloshing sound that the man would make as he struggled through the muck and dirty water of the latrine, therefore making the image of what happened to him clearer for the reader. On the other hand, the alliteration might be used in order to draw the readers’ attention to the idea of the ‘stench,’ thereby emphasising the horrible smell. The writer uses similes in order to interest the readers: ‘I was like Moses, parting a sea of Chinese students and professors on my left and right.’ This makes the reader think about how the other people on the bus reacted to him after his accident as it makes clear that nobody wanted to be near him. Additionally, this simile adds an element of humour, as the readers might imagine a comical scene in which passengers on the bus move apart from him at the same time. Overall the writer uses a number of techniques in order to interest the reader by making the story seem more believable, and emphasising the elements of toilet humour.

Example: Paper 2

What methods are used to persuade single men to go to war? [5 marks]

The source uses large numbers in order to persuade single men to go to war: “Hundreds and Thousands of married men have left… to fight for KING AND COUNTRY.” This would make the single men aware of just how many men had already gone to war, consequently making them want to be a part of the majority, rather than the minority. Additionally, the words “Hundreds” and “Thousands” are capitalised, further emphasising the number who are fighting. The source also uses two pictures in order to persuade single man to go to war. The top picture depicts a family sitting around a dinner table. The position of the light from the lamp draws the reader’s attention to the fact that the father is missing. The light from the lamp in the top picture extends down to illuminate the bottom picture, which shows men fighting in the trenches. This makes the reader aware that the two pictures are linked; the missing father and husband from the top picture is away, fighting at war. This would make the single men aware of what the fathers and husbands have left behind, thereby emphasising the sacrifice they have made. This may make the single men feel selfish for staying at home, and therefore persuade them to go to war. Overall, the source combines effective language, in combination with emotive images, in order to persuade single men to go to war.

Section B- Writing

DESCRIBE INFORM, ARGUE, PERSUADEShow,

don’t tellIf your character is feeling a certain way, or experiencing something specific, show your reader before you make it obvious where your character is, what they’re doing, or how they are feeling. Use your senses to slowly reveal where your character is, or what they are experiencing.Use appropriate verbs and adverbs, and sentence structure, to reveal how your character is feeling.

Think about how you can illustrate your point using an example, or, ever better an anecdote before you state your point.

Give detail

Can you give more detail by using adjectives and adverbs? Can you use more ambitious vocabulary? Is there an opportunity for a simile, metaphor or personification?Make sure you use the descriptive language features.

Develop your reasons using specific examples and persuasive language features. Remember to use discourse markers to help to structure your point.

Variety Vary your sentence starters and sentence structure. Vary paragraph length for effect- one sentence or one word paragraphs.Include direct and indirect speech.

Vary your sentence starters and sentence structure for effect. Consider when to use simple, compound and complex sentences.

Structure Follow your plan and know the content of each paragraph. Make sure your piece comes to a deliberate ending, don’t let it fizzle!

Try following the structure outlined in “Non-fiction Structure.”

Remember to

Plan Paragraph Communicate clearly

At the end:

Read Check correct

Sentence Starters VS PACMANVerb – Present tense for a sense of action

Lashing out wildly, he tried with all of his might to get away.

Simile – Use like or as to compare

Like a lion stalking its prey, he crept up behind his victim…

Preposition – Where?

Underneath the stairs John contemplated the difficult situation he was in.

Adjectives – Can you pair them for effect? Think of using and, but or yet to put them together.

Exhausted yet nervous, he trudged on…

Connective – Start your sentence with a subordinate clause, punctuate it correctly

Although he had waited all of his life for this moment, Richard couldn’t bring himself to take that final step…

Metaphor – What are you describing? Can you refer to it as a metaphor?

The little monsters took over the playground for two hours every day after school.

Adverb –

Desperately, she searched everywhere for the missing ring…

Noun (and relative clause) – Remember to use commas to separate your extra information.

My sister, who lives in Manchester, is a lawyer.

Non Fiction Writing StructureFor argue or persuade questions.

Plan- If the task asks you to agree or disagree, or to argue for or against, make sure you pick a side and stick to it. Do not present a balanced argument. Come up with at least 2 points that you can develop.

Title

Hints at yourpoint of view.

Personal Anecdote/Focus on One Example

Remember to make your anecdote engaging using

emotive language and varied sentence starts

State argument clearly

One clear sentence. If there is a prompt statement, don’t refer to it directly; try to use the language of

the prompt in your argument statement.

Developed reasons #1 and #2

One or two paragraphs per point, developed using persuasive

techniques and specific examples.

ConclusionA final paragraph. State your argument clearly, referring back to your anecdote.

Writing Questions PAPER 1

Specimen

Choose an important person in your life. Describe that person so that your reader has a clear picture of him or her.

“It was the most important test of my life.” Write a story which will interest your reader which starts or ends with this sentence.

“Exams are an old fashioned way of measuring a person’s ability.” Write the words of a speech for a podcast in which you argue for or against this idea.

June 2012

Write a story which begins or ends with: They had never been so frightened.

Describe a place you remember well.

Argue for or against the idea that ‘sports personalities are overrated and overpaid.’

January 2013

‘Humans are more important than animals.’ What do you think of this view?

‘They reached the top of the hill. What they saw filled them with terror.’ Describe what they saw.

Write a story called ‘The Rescue’.

June 2013

Write a story suggested to you by this photograph.

Write an article in which you argue that everyone has the right to a decent place to live.

Describe the most caring person you have ever met.

January 2014

Write a story which ends with the words ‘It was over.’

Describe a frightening place.

‘We should always help others in need. There is never an excuse not to help.’ Discuss this point of view.

June 2014

Describe a crowded schoolyard.

Discuss the problem of bullying and whether you think it can be solved.

Write a story called ‘Revenge!’

January 2015

Argue for or against the idea that ‘There is no place like home’

Describe an embarrassing situation.

Write a story inspired by this photograph.

PAPER 2

Specimen

Write the text for a leaflet for people who live in other countries. Your purpose is to advertise the London Olympic Games and explain why your readers might enjoy going to them. Use information form some of the text in Section A and your own ideas.

Write an article to be place on a school or college website which is usually read by students, parents and teachers. Your purpose is to inform them about the London Olympic and Paralympic Games and persuade them that it is a good time to give more time to sport in your own school. Use information form some of the text in Section A and your own ideas.

June 2012

Write an article for a magazine on the subject of natural disasters. You need to explain what they are and the types of threats they present, and comment on how we should try to deal with them. Use information from the sources in Section A and your own ideas.

An international fund is being set up so that money will be available the moment a natural disaster happens. Write the script for a radio appeal in which you say why the money is needed and persuade listeners to donate. Use information from the sources in Section A and your own ideas.

June 2013

Your local newspaper is running an essay competition for the best response to the question: ‘Can money really buy happiness?’ Write an essay for this competition. You must use information from the sources in Section A and your own ideas.

Write a newspaper article about poverty and what can be done about it. You must use information from the sources in Section A and your own ideas.

January 2014

Write a speech for Year 11 students in which you argue that being successful in life means more than just being successful in exams. You may use information from the sources in Section A and your own ideas.

Write a letter to Malala Yousafzai, the girl in Source D, saying what you think about her experiences. You may use information from the sources in Section A and your own ideas.

June 2014

A local organisation is running a public speaking competition for young people and you have decided to enter. The topic is: ‘What I Would Fight to Defend’. Write the speech you would give. You may use information from the sources in Section A as well as your own ideas.

Write an article for a local or national newspaper with the title: ‘Conflict and its Consequences’. You may use information from the sources in Section A as well as your own ideas.

January 2013

A national newspaper has published an article called ‘Films are not worth our money any more’. Write a letter to the editor of the paper explaining your thoughts and feelings about films. You may use ideas from the sources in Section A as well as your own.

Look at the poster below for a national film review competition. Now write your review of your chosen film, recommending it to viewers. You may use ideas from the sources in Section A as well as your own.