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Year 11 English Language Revision Guidance

Unit 1 Understanding and producing non-fiction texts All you need to do to work towards top marks! To improve your grades:

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

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

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

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

Useful Revision Sites Mr Bruff www.bbc.co.uk/bitesize/gcse/english www.englishbiz.co.uk www.s-cool.co.uk English Language Unit 1 Examination 40% 2 hours 15 minutes

Section A: Reading 20% - Spend 1hour 15 minutes on this section

Section B: Writing 20% - Spend 25 minutes on the first task (inform/explain/describe)

Spend 35 minutes on the second task (argue/persuade) Reading assessment objectives A/O s (Section A) AO2

i. Read and understand texts selecting material appropriate to purpose Collating material from different sources, making comparisons and cross references as appropriate

Read and understand texts - THIS MEANS you can show you understand what the writer is telling you about, his intended purpose in writing e.g. to inform you about something/entertain and inform you/ persuade you to take the same view that the writer has on a topic. THIS ALSO MEANS you can show you are aware of the type of audience the text is aimed at e.g. young teenagers/people who are interested in a particular topic like being a green conservationist/people interested in a hobby or interest/people concerned about an issue like dogs making a mess on the pavements or in public areas etc. Selecting material appropriate to purpose - THIS MEANS select a relevant quotation or example to support your idea and explain how it supports your idea – Point. Evidence. Explain.

ii. Collating material from different sources, making comparisons and cross references as appropriate - THIS MEANS when you are writing about a single text you can show you are able

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to select a variety of quotations to support the points you are making about the text and when you are writing about more than one text by comparing or contrasting them you can show that you can select quotations from both texts to support points you are making.

iii. Explain and evaluate how writers use linguistic, grammatical, structural and presentational

features to achieve effects and engage the reader Linguistic features - THIS MEANS you can show that you understand how different types of words are chosen deliberately by the writer to have an intended effect on the reader. You do this by identifying examples of effective vocabulary and explaining how their use may be effective in delivering the writer’s meaning and purpose - simile/metaphor/slang/colloquial/powerful adjectives and adverbs - e.g. a description of a person or a place described in a way so as to make it appealing to the reader and persuade them to want to go there- the soft breeze sighing to the trees and cooling your skin as you recline on your sun lounger and are kissed by the sunshine. Grammatical features - THIS MEANS you can show that you understand that the types of sentences are deliberately chosen by the writer to have an intended effect on the reader. You do this by identifying a selection of them-e.g.- list of three/repetition of a word/ short punchy one or two word sentences/ punctuation- exclamation marks/rhetorical questions etc. then explaining how their use may be effective in delivering the writer’s meaning and purpose. Structural features - THIS MEANS you can show that you understand how the writer has ordered and linked the text- sequentially/paragraphs etc. and identifying a selection of them explaining how their use may be effective in delivering the writer’s meaning and purpose Presentational features - THIS MEANS you can show that you understand how the writer has laid out the text-e.g. colour/font/graphs/pictures/text boxes etc and identifying a selection of them explaining how their use may be effective in delivering the writer’s meaning and purpose. Writing assessment objectives A/O s (Section B) Assessment Objective 4 (English Language) Writing:

i. Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways to engage the reader

ii. 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

iii. Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

It is worth remembering that in section B one third of the mark is allocated for: AO4 iii Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

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Revision Timetable: Create a timetable like the one below to organise your study. Each week try to do 3 things to revise for English Language. Choose activities from this booklet.

Week Commencing Revision Activities

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GCSE English Language Unit 1 Reading and Writing Non-Fiction Texts FOUNDATION Section A - Reading SPEND 1 HOUR 15 minutes ON THIS SECTION In this section you will be required to read 3 different texts – called sources – and answer questions to show your understanding of them. The questions will always test the same skills. Foundation Tier – 4 (five in paper pre Jan 2013) Questions

Question 1a refers to Source 1, and will be a straightforward test of your ability to retrieve information and ideas from the source. 4 marks, one for each identified fact/piece of information located

Question 1b also refers to Source 1 and will test your ability to retrieve, understand and interpret information and ideas from the source. 4 marks

Question 2 refers to Source 2, and will test your ability to understand and interpret meaning in the text which will be an extract of well-written non-fiction, such as a biography or a piece of travel writing or journalism. 8 marks

Question 3 refers to Source 3 and will test your ability to write about the effectiveness of language employed by the writer. 12 marks

Question 4 refers to any two of the sources, selected by you. The question will test your ability to write about presentational features and to compare two texts. 12 marks

You should make close reference to, and quote from the sources to support your comments and analysis. Tips for success Foundation Tier

read the entire question paper through once

read each source text a second time before attempting to write an answer

TIMING Section A - find a technique of reading the Sources and answering the questions which allows you to work within the time limits for example: 1 hour and 15 minutes for section A can be broken down into

Q1 (a+b) and 2 are worth 8 marks each so spend roughly 5 mins reading and 8-10 minutes writing (total 15 mins) x 2 means spend 30 minutes total on Q1a=b and Q2

know that some questions carry more marks than others, particularly questions 3 and 4, so spend more time answering them

Q3 and 4 are 12 mark questions so spend roughly 5 mins reading and 15-17mins writing (total 22 minutes ) x 2 means spend 44 minutes total on Q3 and Q4

try to remain very focused on what each question is asking so you do not repeat the same ideas in your answers

avoid describing or retelling the sources, try to analyse by saying HOW and WHY

support all of your ideas with appropriate quotations from or close reference to the source. Highlight interesting language features as you read: similes, repetition, metaphors, long 'words, specialist words, exaggeration, repetition, sarcasm, irony, humour, emotive words, etc.

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GCSE English Language Unit 1 Reading and Writing Non-Fiction Texts HIGHER Section A - Reading SPEND 1 HOUR 15 minutes ON THIS SECTION In this section you will be required to read 3 different texts – called sources – and answer questions to show your understanding of them. The questions will always test the same skills. Higher Tier – 4 Questions

Question 1 refers to the first source, called Item 1, and will test your ability to retrieve information and ideas from the source text. 8 marks

Question 2 refers to the second of the sources, called Item 2, and will test your ability to understand and interpret presentational features such as headline, sub-headline, pictures and captions from the source text. 8 marks

Question 3 refers to the third source, called Item 3, and will test your ability to understand and interpret meaning in the source text. 8 marks

Question 4 refers to the third source together with one of the other sources chosen by you. This tests your ability to compare the effectiveness of language used by the writers in the source texts. 16 marks

You need to quote from the source texts in your answers. Tips for success - Higher tier

read the entire question paper through once

read each source text a second time before attempting to write an answer

TIMING Section A

Question 1-3 are 8 mark questions so spend no more than 5 mins reading and 8 mins writing your answer (13 mins total for each question) x 3 = so spend no more than 35-40 mins in TOTAL on questions 1-3

Question 4 is worth twice as many marks as the other questions so spend more time answering it so spend approximately 8-10 mins re- reading the two texts you will compare and approx. 20-25 mins writing spend 35 mins TOTAL on Q4

allocate time; rushed or unfinished answers will lose marks

focus your response on the question which is actually being asked

present your own comments, explanations and analysis about the texts in your answers

support all of your ideas with appropriate quotations from the text, making sure you quote in full.

Highlight interesting language features as you read: similes, repetition, metaphors, polysyllabic words, specialist words, repetition, sarcasm, irony, humour, exaggeration, hyperbole, emotive words, etc.

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Foundation Tier Support Grid

QUESTION/SKILL TIPS EXAMPLES

1a Retrieve information (Source 1) 4 marks – about 2 mins!

Make sure you are doing exactly what is asked.

Don’t waste too much time on this question.

1b Retrieve, understand and interpret information (Source 1) 4 marks – up to 5 mins

Think about what you’re being asked.

Answer in your own words.

Don’t copy out what is already there.

2 Understand and interpret meaning (Source 2) 8 marks – up to 15 mins

Give an answer in your own words.

Connect information together.

Quote to back up your point.

3 Write about the effectiveness of language (Source 3) 12 marks – up to 20 mins

Emotive, rhetorical, statistic, fact/opinion, simile/metaphor, repetition, pattern of three, choice of adjective/verb/adverb

Choose an example where language is used as you have said.

Explain what is effective about this language.

Develop the point - explain how that affects the whole piece.

Write about two or three examples in depth.

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Higher Tier Support Grid

QUESTION/SKILL TIPS EXAMPLES

1 Retrieve, understand and interpret information (Source 1) 8marks – up to 8 mins

Make sure you are doing exactly what is asked.

Think about what you’re being asked.

Answer in your own words.

Don’t copy out what is already there.

2 Explain how Headlines and presentational features contribute to the overall effectiveness of a text 8marks – up to 8 mins

Headings; font, position, colour – not size!

Analyse the wording of the headline and captions or sub- headings

Pictures; facial expressions, framing, positioning on page, colour.

Explain how they have been used to support purpose and appeal to the reader.

Link the title and images to places in the text.

Write about two or three examples in each in depth.

3 Understand and interpret meaning (Source 3) 8 marks – up to 15 mins

Give an answer in your own words.

Connect information together.

Quote to back up your point.

Is it first/third person- explain effect on reader

Comment on structure- e.g. changes in mood.

4 COMPARE Write about the effectiveness of language (Two Sources ) 12 marks – up to 20 mins

Look for examples of : Emotive, rhetorical, statistic, fact/opinion, simile/metaphor, repetition, pattern of three, choice of adjective/verb/adverb IN EACH TEXT

Choose an example where language is used as you have said.

Explain what is effective about this language.

Develop the point - explain how that affects the whole piece.

Using the above criteria COMPARE how the language in the source compares to the second source

Write about two or three examples in depth.

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Revising for Language Unit 1 section A How often? At least twice a week over the holiday for section A. How long? An hour at a time.

1. Go online and look at 2 different newspaper sites or news gathering sites and read 2 articles on the same topic.

2. Collect magazine articles on any topic: reviews of holidays, days out, books, films etc.

3. Or buy 2 different newspapers and read their articles on the same topic.

4. Use newspaper/ magazine articles and practice identifying the following:

What types of people will read this article

What the purpose of the article is

The main points the writer makes

The facts and opinions they use

The layout and presentational devices they use

The language and writing techniques they use (fist/second third person/A FOREST, short sentences for effect and complex sentences to explain or add additional information or emphasis)

5. Higher tier only Q4: Create a comparison grid between the two texts using the grid below

APOLO analysis of the language used in a non fiction and media

WHAT TO LOOK FOR EVIDENCE

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

PURPOSE What is the writer trying to achieve? Is he/she persuading, informing, entertaining, arguing, explaining?

OPINION/FACT How much of this article can be proved, and how much is it just the writer’s opinion? What effect does that have on you? What do you think he is trying to achieve?

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LANGUAGE DEVICEs Is the language emotive? Is it factual? Does it use (A FOREST) quotations from people, statistics, expert opinions. Does it use LITERARY TECHNIQUES - poetic devices (simile/metaphor/personification/repetition etc.)? How are these used for effect (to support purpose/ appeal to the reader)? STRUCTURE-How is the information divided up? Do the paragraphs show a sequence of events building to a conclusion or climax? Is it chronological? How are these used for effect (to support purpose/appeal to the reader)?

OPINION – do you think that the text is effective in appealing top the reader or achieving its purpose/

6. Create a grid to investigate the presentational techniques ( FOUNDATION) and how the

headline and pictures relate to the content of the text (HIGHER TIER) Foundation Question4: Comparing two texts – English Language unit 1 Section A

Higher Tier Question 2: for higher tier you are only writing about one text and not comparing.

WHAT TO LOOK FOR TEXT 1 TEXT 2

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

PURPOSE What is the writer trying to achieve? Is he persuading, informing, entertaining, arguing, and explaining?

PRESENTATIONAL FEATURES LAYOUT #1 Heading. How has it been laid out on the page? Is there a headline? Does the headline use a writing technique (pun/alliteration etc.)? Does what is said in the headline link to what is said in the article - explain how it does e.g. does it support some information or ask a question etc? LAYOUT #1 Sub headings. What about sub headings? Are there any bullet points/ text boxes? What purpose do the subheadings/bullet points/text boxes have? Explain how they support a purpose or help the reader.

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PRESENTATIONAL FEATURES LAYOUT #3 Are there pictures, comments, diagrams, charts? What is happening in the pictures/charts etc that have been used, why do you think they have been chosen? Explain how they support a purpose or help the reader.

OWN OPINION- CONCLUSION What do you think of it? Does it achieve the purpose - do you think it would appeal to the target audience(s)?

7. Practice writing out in your own words the Main points the writer makes.

8. Practice explaining what the writer uses and how it helps them achieve their purpose

The facts and opinions they use

The layout and presentational devices they use

The language and writing techniques they use (first/second third person/A FOREST)

9. Practice timing yourself – say 15 minutes annotating the text

10. BBC Bitesize English Language Unit 1 – this has plenty of revision hints and tips and exercises.

11. Then TAKE 45 minutes to write about the text focussing on the 4 separate skill areas a. Identify main points a writer makes. b. Explain how facts and opinions are used to help writer’s purpose and affect the reader (e.g.

persuade, support a point etc.). c. Explain how the layout and presentation is used to support the writer’s purpose and affect

the reader. d. Explain what techniques the writer uses language and writing techniques (fist/second third

person/A FOREST, short sentences for effect and complex sentences to explain or add additional information or emphasis) and how these support the writer’s purpose and affect the audience ( help support an argument, help to persuade reader, help to emphasise a point etc)

12. Practice comparing the two texts on the same topic or story

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Unit 1 section B Here are some examples of writing purposes. Remember, of course, that most non fiction writing is a combination of these types. Your aim is to become confident with the ingredients of each of these so that you can include the structure and writing techniques in your own writing tasks. English Language Unit 1 Section B: Writing Spend 25 minutes on the first task (inform/explain/describe) Past paper questions:

Write a letter which you hope will be published in your local newspaper. Inform readers what leisure facilities are available for young people and families in your area and explain how you think they could be improved

Sometimes decisions have to be made. Describe a decision that you, or someone you know, had to make and explain the consequences. Your piece will appear in the Real Lives section of your local newspaper.

Write a brief article for a website of your choice telling your readers about an interesting or unusual journey or travel experience you have had. Explain why it was memorable.

Spend 35 minutes on the second task (argue/persuade) Past paper questions:

‘Life is too easy for young people today. They lack challenges and don’t have to fight for anything.’ Write an article for a magazine of your choice which persuades your readers that this statement is either right or wrong.

Many people believe that it is our duty to cut back on our use of the world’s resources, and that we must invest in greener forms of energy for the future – whatever the cost. Write an article for an environmental website which argues for or against this idea.

Your school or college is inviting entries for a writing competition. The topic is “dangerous sports activities and pastimes are selfish, often put others at risk and should be discouraged”. Write your entry arguing for or against this view.

Generic features of A*-C writing include:

correct punctuation – full stops, capital letters, apostrophes, commas, semi colons,

correct spelling of homophones – there/their/they’re, where/were/we’re, your/you’re, etc

paragraphs – to organize time, ideas, topics,

variety of vocabulary – interesting – engaging – fascinating – diverting – arresting

variety of sentencing – short sentence – even a one word sentence for dramatic effect or emphasis, long sentences that begin with an ‘ing’ verb, connective, time, place, adverb, noun, adjective.

coherent structure – beginning, middle, end

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Editing Tips English Both Papers Section B THESE ARE THINGS TO CHECK FOR IN YOUR WRITING TO GET MAXIMUM MARKS Examiners are impressed by students who correct their work, so don’t be afraid to cross things out and make changes: it shows you are a thoughtful writer. Make sure you keep changes as neat as possible and that your corrections are clear. Does it make sense? Have I included full stops, semi-colons and commas? Also check for speech marks, colons, question marks and apostrophes. Don’t use exclamation marks unless it is an emergency. Could I vary the sort of sentences I’ve used? Maybe I could start with subordinate clauses and make the sentences more descriptive and detailed. Do any of the words I’ve written look as though they’re not quite right? If so, try writing them again on a piece of rough paper, spelling them differently; keep trying until it looks right and then correct it in your essay. Have I divided my work up into paragraphs? If not, read it carefully and decide where you think the breaks ought to go. After the last word of the sentence that you want to end your paragraph, mark // and then NP which will tell the examiner that you want to begin a new paragraph. Have I included all that I wanted to say? If not, mark the spot where you want to add something with a * and then make the same mark at the end of your essay, where you have some space, and write the extra points and ideas you wish to make by this second mark.

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Inform – this is when you tell your reader about something FEATURES OF PURPOSE Clear introduction provide a context give a wide range of aspects of the topic detail technical language, perhaps explained briefly systematic and logical organisation use of personal experience use of present tense clear links between paragraphs LANGUAGE There are many kinds of… The one I am interested in is… The pleasure I find in… The excitement lies in… By far the most interesting aspect… If you want to… then you need to… In order to begin you need to… Make sure that you… Some people enjoy… Other kinds of…

Explain – this is when you make something clear and detailed to your reader FEATURES OF PURPOSE range of reasons range of appropriate detail specific examples of different kinds to support explanation range of responses to ‘why’… range of responses to ‘how’… different points expanded and linked LANGUAGE Because… Another reason… Although Nevertheless… The most important… Above all else… Despite the fact that… The first thing to do is… Later on I… Ultimately… Contrary to popular belief… As a result… Consequently… Inevitably…

Describe – this is when you want your reader to imagine something vividly ­ Wide range of appropriate detail ­ Adjectives and adverbs ­ Use of colour ­ Use of senses: sight, touch, texture, hearing, taste, sound ­ Words to convey feelings and atmosphere ­ Use of metaphor and simile, perhaps use of personification ­ Personal reaction ­ Varied sentence length and type ­ Rich, varied, unusual vocabulary

English Paper Section B Writing

Argue – this is when you present two points of view FEATURES OF PURPOSE Formal Language Balanced sentences people’s opinions (real or made up) Specific examples of situations Range and variety of points Countering opposing view A neat conclusion LANGUAGE The most important aspect… Moreover… Sometimes… Despite the view that… On the other hand… Firstly… Notwithstanding… Research shows that… Secondly… The evidence clearly shows that… Thirdly… Another factor to be considered is… However… Opponents declare… but… Nevertheless… On balance…

Persuade – this is when you try to get your reader to do something or believe something FEATURES OF PURPOSE Emotive Language Second person pronouns Some short sentences Three part sentences Exaggeration Rhetorical questions Adjectives and adverbs LANGUAGE Some people think… It would be useful to consider… Do they really think that… In my experience… Common sense dictates that… What would happen if… By far the best solution would be… It is frightening to think that… We need to make sure that… I have no doubt that… Imagine what would happen if… I am sure you will agree that… There can only be one conclusion

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A F

O R E S T

Advise – Useful Phrases you might be able to… make sure that you… don’t… I understand that you feel… one solution might be to… you could… I think you should… if.. then…

think about… you should be careful to… if you don’t… then you could… don’t worry if… be careful to… in order to avoid… be confident about… on the other hand…

Key features of writing to advise formal language

providing reasons for a course of action

several suggestions about what to do

build the confidence of the reader

use imperatives

lead to a clear conclusion about actions to be taken

close relationship with your audience

empathy with audience’s problems

use of modal verbs e.g. might, could, should

address the reader directly using the second person (you)

raise questions and give answers

Use all the features in this mnemonic to ensure you attain an A*-C grade A FOREST

Anecdotes - personal stories to back up argument – I once knew a man wh …

Facts

Opinions - express a point of view using strong words – e.g. it’s outrageous!

Rhetorical questions - questions to which you don’t expect an answer – Do we really expect pollution to disappear of its own accord?

Examples, experts and Emotive language - these help to add weight to the argument

Statistics - this will show that the writer has done their research

Triples (rule of three) - the power of three e.g. towns, cities and villages will all benefit from these changes. (Sometimes short lists that contain more than three items are used instead of triples the effect or one idea building upon another is the same.)

Here are some example questions for you to practice writing TOP TIP

Remember to identify the purpose you are asked to write in

The form your piece of writing will take- letter etc

The audience(s) you are writing for Plan carefully with the form purpose and audience firmly in mind.

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Check your writing – one third of the total marks are for spelling punctuation and grammar in section B.

1. A student you know is about to be excluded from school. Write a letter to the school governors arguing for or against this exclusion. Give the governors advice about what action they might take. You might write about:

why the student should or should not be excluded

how exclusion would affect the student

how it can be avoided

why other methods should or should not be tried. Remember to:

write a letter

argue for or against

use language suitable for argument and advice.

2. Write an article for a magazine where you present an argument for or against something you feel strongly about. You might write about:

what you feel strongly about

why you feel strongly about it

what should be done about it. Remember to:

choose language suitable for a magazine article

argue for or against

3. Write the text of a leaflet advising elderly people of the direct benefits of the use of modern technology and arguing that it would improve their lives.

4. Write an article for a teenage magazine in which you persuade the readers not to smoke.

5. Teenagers are often criticised in newspapers. Write a letter to the editor of a national newspaper explaining why this is often unfair. Remember to:

explain what sort of things teenagers are often criticised for

focus on why it might be unfair to criticise teenagers

use letter form

use language to explain

use language suitable for a national newspaper More to choose from on the next page.

6. Your local council is planning to develop a Youth Centre in your area. Write a letter to the leader of the council. Explain why a Youth Centre is a good idea and give information about the facilities and events you would like to have. Remember to:

explain why a Youth Centre is a good idea

inform the council what facilities and events you would like to have

write a letter

use language to inform and explain

use language for the leader of the council to read.