Language revision

Tuesday 6 th June Paper 1: Fiction and Imaginative Writing1 hour 45 mins

Section A: ReadingQ1 – Finding a quote (5 mins)Q2 – Making an inference (5 mins)Q3 – Analysing language and structure (20 mins)Q4 – Evaluation (30mins)Section B: WritingImaginative writing (45 mins)

Monday 12 th June Paper 2: Non-fiction and Transactional Writing2 hours

Section A: ReadingQ1 – Finding a quote (2 mins)Q2 – Finding a quote and analysing language (4 mins)Q3 – Analysing language and structure to interest and engage (15 mins)Q4 – Finding a quote (2 mins)Q5 – Finding a quote and analysing language (4 mins)Q6 – Evaluation (20 mins)Q7a – Comparison – similarities (10 mins)Q7b – Comparison – similarities and differences (20 mins)Section B: WritingTransactional Writing (40 mins)

In the second exam, you have to complete two sections:

Section A: Reading. You will need to read two 20th/21st century non-fiction texts and answer seven questions. Questions 1-3 are on text one and will ask to you find quotations and analyse the language and structure. Questions 4-6 are on text two and will ask you to find quotations, analyse language and evaluate the writer’s construction of the text. Questions 7a and 7b will ask you to compare the two texts (7a – the similarities and 7b – both the similarities and differences).

Section B: Writing. You will need to choose one of two questions and construct a transactional piece of writing.

Section A: Reading

Question One

1. Underline the line reference.2. Box out the lines on the text.3. Re-read the question, identifying the focus.4. Highlight everything that is relevant to the question.5. Choose two phrases or sentences and copy these directly using quotation

marks.

Step One: Underline the line reference

Step Two: Box out the lines on the text. Anything outside of these lines is not significant.

Step Three: Re-read the question, identifying the focus.

Step Four: Highlight everything that is relevant to the question.

Step Five: Choose two phrases or sentences and copy these directly using quotation marks.

Question 2

1. Underline the line reference.2. Box out the lines on the text.3. Re-read the question, identifying the focus.4. Highlight everything that is relevant to the question.5. Choose one phrase or sentence and copy this directly using quotation marks.6. Identify the key word in the sentence using the correct terminology or a

language technique that has been used.

‘Motivated problem-solvers’

Resilient – ‘Up to 80 per cent of applicants fail the application form.

Step One: Underline the line reference.

Step Two: Box out the lines on the text.

Step Three: Re-read the question, identifying the focus.

Step Four: Highlight everything that is relevant to the question.

Step Five: Choose one phrase or sentence and copy this directly using quotation marks.

Step Six: Identify the key word in the sentence using the correct terminology or a language technique that has been used.

‘Tiptoed into the modern world’

Question 3

The first thing to remember about this question is that it doesn’t actually change. The question remains the same.

Before you begin the process, you must be clear on two things. Firstly, the distinction between ‘interest’ and ‘engage’.

To interest the readers means to capture their attention at the start of the text – what does the writer do to hook them in?

To engage means to keep them reading – what does the writer do to ensure the reader reads the whole text?

Secondly, you must know the following techniques. If you know the following techniques, you will be able to analyse the text you have been given.

Language StructureNoun – a person, place or thingAbstract nouns - feelingsVerb – an action or a stateAdjective – a describing word (describes the noun)Adverb – a describing word (describes the verb)Facts and statistics – numbers to provide convincing informationAnecdotes – little stories to illustrate a

Short sentenceMulti clause sentence – a sentence containing lots and lots of clauses to build up detailsDeclarative sentence – a statementExclamatory sentence – a sentence ending in an exclamation (use of exclamation mark)Interrogative sentence – a questionImperative – a command

‘Tiptoed into the modern world’

The verb ‘tiptoed’ suggests that despite the process being slow the recruitment process has finally changed. The use of the adjective ‘modern’ suggests the agency have widen the way in which they try to recruit people including more up-to-date methods such as technology.

pointTone – formal? Informal? Humorous? Colloquial? Sarcastic?

Openings versus ending – has the argument shifted?Contrasts – in tone, in ideas, in arguments

1. Read the opening paragraph.2. Highlight any words or structural elements that capture your interest or you

think might have been constructed to capture the interest of the reader.3. Look through your highlights and focus in on how language techniques and

structural techniques have been used to capture your interest. Annotate these in the margin using correct subject terminology.

4. Construct two paragraphs (following the TEEE structure: Technique, Example, Explanation, Effect) about how your interest has been captured, analysing the use of language in one paragraph and the use of structural techniques in the other.

5. Read the rest of the text.6. Highlight any words or structural elements that you think have been crafted to

keep the reader’s interest peaked and engaged with the rest of the text.7. Annotate the techniques in the margin using the correct subject terminology.8. Construct two paragraphs (following the TEEE structure: Technique, Example,

Explanation, Effect) about how you have been kept engaged, analysing the use of language in one paragraph and the use of structural techniques in the other.

Step One: Read the opening paragraph/s

Step Two: Highlight any words or structural elements that capture your interest or you think might have been constructed to capture the interest of the reader.

Step Three: Look through your highlights and focus in on how language techniques and structural techniques have been used to capture your interest. Annotate these in the margin using correct subject terminology.

Step Four: Construct two paragraphs (following the TEEE structure: Technique, Example, Explanation, Effect) about how your interest has been captured, analysing the use of language in one paragraph and the use of structural techniques in the other.

An exclamatory sentence ‘Psst!’ has been used to peak the interest of the reader. The word ‘Psst!’ combined with the exclamation mark is an utterance that is regularly used to capture people’s attention. However, its use here, not only seeks to capture the reader’s attention but also helps to reinforce the subject matter of the article which is on recruitment to MI6, which is an organisation based on secrecy and the ability to be diplomatic. Immediately following this is a rhetorical question ‘Want to join MI6?’ which is although seen as a direct

Exclamatory sentence – captures attention. ‘Psst’ = secretive manner as though capturing only your attention and ties in with focus of text.

Rhetorical question – direct appeal, getting reader to consider whether MI6 is for them.

Sibilance / past tense – hint that recruitment has changed. Sibilance emphasises slick nature of recruitment previously. Adjectives – subtle – effect = targeted recruitment and understated

Proper Nouns – Oxford / Cambridge – selective recruitment process.

Noun phrase – ‘talent spotter’ – people didn’t apply, they were chosen previously. Parenthesis and repetition –

‘right school, right family’ – implying recruitment process was focused on a particular calibre of person

Discourse marker – fast-forward three years – to suggest how things might have changed.

Adjective – ‘crumpled’ – contrast to image of ‘Oxford’ and ‘Cambridge’ and ‘crumpets’. Gets my interest peaked – reality or change?

Proper nouns – Lisbon and Czech – exotic locations which might appeal for someone who likes to travel.

appeal to the reader in an attempt to get them to consider whether they might be interested in joining the profession is actually slightly misleading as the article is about the changing process of recruitment.

The use of proper nouns such as ‘Oxford’ and ‘Cambridge’ helps to present the recruitment process in years gone by. The reference is made to students who have attended Oxford or University, which are known to be two of the best universities in the country. The use of these proper nouns imply to the reader that in years gone by the recruitment process was selective and agents of a particular calibre were targeted by those recruiting. However, the use of the adjective ‘crumpled’ ,which means creased or folded up, later on to describe an agent gains our interest because this contrasts directly with the calibre of candidates selected earlier on the text and the images provided of them. Therefore, the readers question how the recruitment process has changed or whether the drive to recruit presents the reality of life as an agent.

Step Five: Read the rest of the text.

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Step Six: Highlight any words or structural elements that you think have been crafted to keep the reader’s interest peaked and engage them with the rest of the text.

Step Seven: Annotate the techniques in the margin using the correct subject terminology.

SIS personified – reluctance or desire to come into modern world quietly / without fuss

Colloquial tone / humour to strengthen rapport with the reader.

Humour – dispel previous myths about who can / can’t join MI6.

Anecdotes – insight into what it is like but contrasts life as a spy with normality and routine

Proper nouns – ‘Africa’ and ‘Middle East’ – exotic foreign travel contrasted with family life

Short sentences – ‘That increasingly means.. / There is a demand…’ conversational tone / as though writer is talking to the reader and telling them a secret about the types of people being recruited.

Structure surprises – contrasts ideas about spies with reality

Short sentences – emphasising how difficult the application process is.

Repetition of % and ‘half’ suggests how hard it is to be selected and contrasts with idea of it being open and friendly from earlier in the text.

Step Eight: Construct a minimum of two paragraphs (following the TEEE structure: Technique, Example, Explanation, Effect ) about how you have been kept engaged, analysing the use of language in one paragraph and the use of structural techniques in the other.

A humorous tone is used by the writer ‘Not just bluestockings; but the kind who know what to do with scatter cushions’ to describe who they feel can apply to be a MI6 agent. The use of humour is an attempt by the writer to dispel the myth about who can and can’t join MI6 and provides a contrasting image from the opening paragraphs where references to ‘Oxford’ and ‘Cambridge’ are made. Furthermore, anecdotes have been used to reveal to the reader that a MI6 agent can also lead a normal life when the writer states ‘But I do get to drop my daughter at nursery and pick her up’ which implies that whilst the life of a spy sounds enticing and exciting, it doesn’t mean that aspects of your normal life have to be forgotten which would appeal to many.

Short sentences have been used to convey how that whilst anyone can apply, the process is rigorous. This is evidenced in the sentence ‘Up to 80% of applicants fail the application form’ and ‘Five per cent of applicants fail personal vetting’ which suggests that there are a number of hurdles applicants must cross. The use of these short sentences bluntly imply that whilst the field of applicants is broader it is still an incredibly difficult and rigorous process to go through. This is coupled with the repetition of ‘half’ in the sentences ‘Half the applicants selected for first interview fall at that hurdle and half the remainder fail the second interview’ which informs the reader that many people fail the application process. The use of the repetition here, contrasts the idea of MI6 being open and friendly from earlier in the text and reinforces the complexity of the application process.

On the next page you will find further examples of responses to this question with the examiner’s feedback.

Exemplar One

Exemplar Two