English Language Exam Revision 1

English Language

SECTION A – Reading

What to expect• The whole paper is 2 hours 15 minutes long.• It is divided into 2 sections• Section A is the reading section• You will be given 3 sources in an extract book

and asked to answer 4 questions using the source material

• Questions 1-3 are worth 8 marks and focus on 1 f the source texts. You should spend 12 minutes answering each of these questions

• Question 4 is worth 16 marks and will ask you to compare 2 of the source texts. You should spend 24 minutes answering this question

Types of questions

• The questions will usually test your ability to:

- Find information (Information retrieval) 8 marks

- Write about presentational features 8 marks

- Analyse what is being suggested or inferred 8 marks

- Compare how language is used in two texts 16 marks

Audience

Key aspects that would have been chosen to appeal to the target market:• Presentation: colour, pictures, diagrams, front style and

size• Language: level of difficulty, variety of vocabulary,

sentence structure• Content and style• Target audiences can be characterized by:- Age- Background- Gender- Interests- Location- Beliefs

Purposes

Purposes of texts include:InformExplainDescribeArgueEntertainsAdvisePersuadeReview

By identifying the purpose and audience, it will be easier to understand why certain language or presentational features have been used.

Lesson 1 – Question 1

Retrieve facts and

infer information from a text.

Interpret ‘Boy’ by

Roald Dahl.

So that I can...

Learning Objective

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Learning Outcome

Definitions

Retrieving Facts

Inferring Meaning

Right or wrong answers

Reading between the lines

Copying information

Using evidence to inform our opinion

Using evidence to answer the question

More than one possible answer

Definitions

Retrieving Facts

Inferring Meaning

Right or wrong answers


Copying information

Using evidence to inform our opinion

Using evidence to answer the question

More than one possible answer

• Which of these question types do you think is more difficult?

• Why?

Selecting and using information

• To support points made in your answers, you need to refer directly to the text

• Any ideas you put forward must come from the text itself (interpret the meaning of the text)

• Avoid long quotes. Use short, snappy and purposeful evidence.

AUDIENCE

GENRE

PURPOSE

Autobiography

People who like Roald Dahl’s

stories

To inform about Dahl’s childhood

and entertain readers

About Roald Dahl, written by

Roald Dahl

Children, adults, both sexes

Use of word ‘tales’ shows

that this will not just be a list of

facts

‘Kindergarten’• Read the first excerpt

from ‘Boy’.

• What do we learn about Dahl and his family from this passage?

• Why do you think the author has included extra boxes around the page?

Questions• You are going to answer the following

questions on the excerpt. Split them into the two categories of questions that we have looked at so far.

Retrieving Facts

Inferring Meaning

1. Which books did Roald Dahl dedicate to his daughter, Olivia?

3. What was the name of the Dahl family’s house in 1921 and what was the address?

4. Who ran the kindergarten in Llandaff?

5. Why did Dahl find his journeys to kindergarten so exciting?

2. How did Roald Dahl’s father react to the death of Astri?

Retrieving Information

• These questions should have short answers.

• E.g.

• Q. When was Roald Dahl’s daughter Olivia born?

• A. 1955

Retrieving from ‘Boy’

• Now, try this with the three retrieval questions.

• Remember, you are looking for facts from the text.

1. Which books did Roald Dahl dedicate to his daughter, Olivia?

2. What was the name of the Dahl family’s house in 1921 and what was the address?

3. Who ran the kindergarten in Llandaff?

3 minutes

End

Retrieving from ‘Boy’

• Which books did Roald Dahl dedicate to his daughter, Olivia?

– James and the Giant Peach, Fantastic Mr. Fox, The BFG

• What was the name of the Dahl family’s house in 1921 and what was the address?

– Cumberland Lodge, 134 Cardiff Road, Llandaff

• Who ran the kindergarten in Llandaff?– Mrs Cornfield and Miss Tucker. They were

sisters.

Inferring Meaning

• These questions are a bit more tricky, and will require a little more thought.

• Try to answer them using the PEE format:

P oint E videnceE xplain

The point that you are making.

A quotation to back it up.

How your quotation

answers the question.

Inferring Meaning

• Q. What is Roald Dahl’s impression of his mother?

• A. Roald Dahl believes that his mother was a strong woman. She “had five children to look after” on her own, and he states that “a less courageous woman would almost certainly have sold the house.” As she chose to stay in Wales rather than Norway, this shows us that she was indeed a courageous woman whom Dahl respected enormously.

Inferring Meaning from ‘Boy’• Now, try this with our questions.

• Remember, you are trying to ‘infer’ or work out information from the text, rather than just giving obvious facts.

1. How did Roald Dahl’s father react to the death of Astri?

2. Why did Dahl find his journeys to kindergarten so exciting?

10 minutes

End

Self Assessment

• Read through your work and give it a mark out of three.

• You get one point each for including a Point (have you answered the question?), Evidence (have you used a quotation?) and an Explanation (have you explained your quotation?)

• Underneath your work, write a WWW and EBI based on these criteria.

Plenary

• In less than six words, define each of the following question types on post-its, write your name on them and stick them in the relevant box on the board.

Retrieving Facts

Inferring Meaning


Synthesise and apply

my knowledge of

inference and retrieval.

Produce a Band 4

answer to Question 1 from the exam.

So that I can...

Learning Objective

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Learning Outcome

The Exam• Is split into 2 parts, READING and

WRITING.

• Section A is READING and has 4 questions.

• Each of these questions needs to be answered in a specific way.

• Currently, we are looking at Question 1, which requires the use of INFERENCE and RETRIEVAL.

Starter

• As this is a READING question in a timed exam, we need to be able to read and process information quickly.

• 1. What is this text about?• 2. Where might you find it?

Think of countries which don't have enough water and your mind might fly to arid, largely desert nations in the Middle East and North Africa. But, you could also consider somewhere closer to hand: the most prosperous part of our green and pleasant land is worse off than any of them.

That seems pretty improbable. After all, ours is a notoriously soggy nation where it often seems that, as Shakespeare put it, "the rain it raineth every day". But it's true. South East England has less water per head than the places above.

Recap: Inference and Retrieval

• Read through the article.

• Devise two RETRIEVAL and one INFERENCE question based on this article.

Q: Which playwright is credited with writing “the rain it raineth every day”?

Q: Is the UK doing enough to cope with the weather conditions outlined in the article?

5 minutes

End

Recap: Inference and Retrieval

• Swap your book with another student.

• Now, answer their questions in their book, using the formulas discussed last lesson.

5 minutes

End

Question 1 in the Exam• The question in the January 2012 exam was:

• What are the keywords in the question?• What is this asking you to do?

What do you learn from Geoffrey Lean’s article about the issues

of rainfall and flooding in Britain?

Or, what does the article tell you?

OR: What can you RETRIEVE and INFER from the article?

The examiner wants to know about this topic in particular, not what Shakespeare said about rain!

The Mark Scheme

• In order to get a Band 4 (top band) answer, an answer:

You must show that you have read the entire article, and make reference to the whole thing.

There are a maximum of 8 marks on offer – how many points should you make?

The Mark Scheme


You need to answer this question in detail – yes, it is easy, but it is easy to miss out on marks.

Ordinarily, the answer booklet will give you 3 pages to answer this question. How much should you aim to write?

The Mark Scheme


INFER! It is not enough to simply restate facts from the text.

Draw together separate points from the text in order to make assertions in your answer.

The Mark Scheme


Always remember to support your points, and always embed your quotations.

If possible, make your quotations short – you do not get marks for copying a paragraph from the source.

My ExampleThis article reveals that some parts of the UK now has less rainfall than some parts of the world which we would normally associate with having very little water.The article goes on to suggest that the UK is suffering from the lack of rainfall, and that “things are only going to get worse” as another “one and a half million” homes have been planned in the South East, one of the regions with the least rainfall in the country, in the next ten years. The additional houses will cause problems in the area as the lack of rainfall will lead to a lack of drinking water to be used in the area, potentially causing a shortage.

Non-specific, lack of detailNo quotation to back up the point.

1 sentence paragraph, lack of detail

Point Embedded quotations

Explanation

Inference – facts that we can deduce from reading between the lines of the text

Question 1

• Try the question.

• You have 12 minutes to complete this.

• You must:• Make a range of points which summarise all parts of

the text (at least 8 different points)• Synthesise the information and summarise it in your

own words• Use PEE chains in order to present inferred information• Look for subtleties such as contradictions and

inconsistencies

What do you learn from Geoffrey Lean’s

article about the issues of rainfall and flooding in Britain?

Peer Assessment

• Swap your answer.

• Has your partner:• Made at least 8 different points?• Backed these up with quotations (which they

have embedded)?• Shown inference – included information not

explicitly stated in the original text.

• Give them a WWW and EBI.

Homework

• Every day between now and our next lesson, read at least one article from an online newspaper.

• Focus specifically on:• www.guardian.co.uk• www.telegraph.co.uk• www.mirroronline.co.uk

• The topic of these is unimportant – the main idea is to become familiar with their layout and format.

Review

• On your post-it, write:

• What skills are required during Question 1?

• How many marks are available?• What is the key word contained

within the actual question?


Identify and evaluate the

use of presentational devices in

a text.

Evaluate the effectiveness

of the headline,

sub-headline and picture

from an article.

So that I can...

Learning Objective

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Learning Outcome

Starter

• (Quickly) read the text on the next slide.

• 1) What is this text about?• 2) Where might you find this text?

• TWO YEARS ago, Philippe Croizon could barely swim at all. Now the 42-year-old French quadruple amputee has become the first limbless person to swim the English Channel. "I did it. I'm so happy. I can't believe it. It's crazy," he said after swimming the 21 miles from Folkestone to the French coast.

• Mr Croizon's legs and lower arms were amputated after he suffered a calamitous electric shock while removing a television aerial from a roof in 1994 when it hit a power line.

Starter

• Now, try skimming the text.

• 1) Which body of water did Mr Croizon swim across?

• 2) How far did he travel?

• 3) Why did he need his legs and lower arms amputated?

• TWO YEARS ago, Philippe Croizon could barely swim at all. Now the 42-year-old French quadruple amputee has become the first limbless person to swim the English Channel. "I did it. I'm so happy. I can't believe it. It's crazy," he said after swimming the 21 miles from Folkestone to the French coast.

• Mr Croizon's legs and lower arms were amputated after he suffered a calamitous electric shock while removing a television aerial from a roof in 1994 when it hit a power line.

More on the exam...• The exam is marked out of a total of 80.

• You have 2 hours and 15 minutes, of which you should spend 15 minutes reading.

• There will be 3 sources.

• Question 1 is always about Source 1.• Question 2 is always about Source 2.• Question 3 is always about Source 3.• Question 4 is always comparing Source 3 and

either Source 1 or 2.

Question 2

• Always concerns PRESENTATIONAL DEVICES.

• The source will be a newspaper article, usually from the web version of the paper in question.

• In your books, draw a quick sketch of what a newspaper article online looks like, labelling the different sections.

3 minutes

End


• You need to not only analyse the words on the page but the:

- Use of colour, fonts and images- Position or layout of particular

features or information- Headlines, sub-headings, pull quotes

Presentational Features

• Title, or masthead• Menu bar• Headline• Sub-headline• By-line (credit)• Photograph• Caption• Body of text

Presentational Features

• Title, or masthead• Menu bar• Headline• Sub-headline• Photograph• Caption• By-line (credit)• Body of text• Links to social

networking

Analysing presentational features

• When commenting on presentational features, you need to explain how they work with each other to create an overall effect, not just what effect they have individually.

Headline The main heading in a newspaper story, designed to draw the reader’s attention

Strapline A second, introductory headline, below the main one, adds more information to the headline

Subheading Often used to summarise sections of the text or break it up into smaller sections, allowing the reader to skim over the text and see the overall point

Font Style and colour can vary throughout a text. Often it us possible to draw conclusions from the choice of colour-scheme or font style

Capitals Capitals are often used to stress and reinforce particular words or phrases

Caption The text under a photograph or diagram which explains it

Standfirst The introductory in an article or report, which could be in bold print or with the first word capitalised

Pull-quote A quotation which is lifted from the article and set apart, in larger or bold type

Bold, italics, underline

Different ways of making certain words stand out

Slogan A memorable word or phrase, designed to create interest

Logo Emblem to represent a product or company

Photographs and graphics

Used to add depth to the story or more information

Question 2

• Regardless of the source, the question will be:

• What are the key words in this question?• What is it asking you to do?

Explain how the headline, sub-headline and picture are effective and how they link to

the text.

The presentational devices that you should focus on.

Why have this headline, this sub-headline and picture been chosen to accompany this story?

This is asking us to use a particular A/A* grade skill...

EVALUATE.Or: Does it work, and why?

Pictures

• How important do you think pictures are in newspaper articles, particularly online?

• When answering Question 2, you need to consider:

• What the picture shows• What connotations it might have• How the above might shape our

understanding of the accompanying story

• What does this picture show?• What connotations does it have?• What does this suggest about the story that it

accompanies?– Think specifically about the article’s tone and formality

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• The picture shows Prince Andrew in formal naval uniform, greeting a crowd.

• The photograph appears to be from an informal setting, with a light-hearted tone, with all of the faces shown smiling.

• The picture suggests that the accompanying article will be about Prince Andrew, will have a similar light-hearted tone, and is more likely to be an amusing story than the announcement of a death in the royal family.

• What does this picture show?• What do you think this news story is about?• What connotations does it have?• What does this suggest about the story that it


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• What does this picture show?• What do you think this news story is about?• What connotations does it have?• What does this suggest about the story that it


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Headlines and Sub-headlines

• What is the function of a newspaper headline?

• What is the function of a sub-headline?

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Headline: Sums up the article.

Helps to set the tone.Tries to hook the reader into reading the article.

Sub-headline: Acts as a continuation of the original headline.

Includes the key facts.The second stage of trying to hook the reader into the article.

Revealed: how US and UK spy agencies defeat internet privacy and security

• How effectively does the headline accompany this image?

• How does it help to create a tone and level of formality for the article?

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Verb used alone gives the headline a sense of immediacy and revelation; the reader believes that they are about to read something which is important.

Connotations of secrecy and shady goings-on; complements the sinister look of the accompanying picture.

Aggressive verb, has connotations of violence and war

When combined with ‘defeat’, the reader feels threatened by the reduction of their liberties, and the shady ‘spy agencies’ are made even more troubling.

Additionally, the use of consonance here helps to draw in the reader’s attention.

Review• Match the photograph to the headline and explain why.

1. High street stores should use plus-size mannequins, says Equalities Minister

3. How to write a family history

2. TripAdvisor queried over erasing of hotel reviews

A.

B.C.

What is the

news story?

How do we

know?


Evaluate how presentation

al devices link to news

articles.

Write a Band 4 answer to Question 2 from the

exam paper.

So that I can...

Learning Objective

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Learning Outcome

Review Quiz (back of books)

1. What does GAP stand for?2. What is the date of your exam?3. What two skills do you need to succeed at Question

1?4. Name one difference between these two skills.5. Roughly how long should you spend on Question 1?6. What is the main purpose of a newspaper

headline?7. What is the main purpose of a sub headline?8. What is the main purpose of a photograph in a

news story?


• How effectively does the headline accompany this image?

• How does it help to create a tone and level of formality for the article?

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Writing it Up

• The article uses an image of a shady, eerily green lit pair of hands typing away at a Mac Book with streams of binary code emanating from screen. This is accompanied by a headline which continues the menacing tone, making reference to ‘spy agencies [defeating] internet privacy and security.’ The pair of hands shown in the photograph are clearly supposed to belong to one of these spies, covertly plotting to reduce the online liberty of the unsuspecting reader. By beginning the headline with ‘Revealed’, separated from the rest of the sentence by a colon, the author implies that they are lifting the lid on the shady practices currently held by these secret agencies, making the article appear to be a series of essential revelations to the reader.

• How effectively have the headline, sub-headline and picture been used in this article? End

Again, this must be in depth – another 8 mark question. You must comment specifically on the headline and sub-headline and how effective they are.

You need to discuss both the implicit and explicit here – you will get marks for describing the picture as well as interpreting the connotations of it.

You need to make the examiner aware, as with Q1, that you understand the article, and can show how the presentational devices help to support or add to the main contents of the text.

Back up what you say in your response either through quotations or by referencing how the article looks on the page.

The Source• Read through

the source.

• Summarise the contents of the article in exactly 12 words.

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The Glaringly Obvious

• When looking at the source, what are the first things that you notice?

• You will get marks for stating what appears to be really obvious things about the text.

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The Headline and Sub-Headline

• How are these effective at getting the reader’s attention?

• How do they link to each other?

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A numbered list – building up to the most important factor.

Rule of three.

Unusual, exciting words, interest the reader in the remainder of the story.

Another number continues the style of the headline.

Alliteration – gives rhythm and draws in reader.

In general – summarises the article, gives a little more detail.

Links• What links can

we draw between the photograph, headline and sub-headline, and the main body of the text?

Over to You.• You now have 5 minutes to read and annotate an article

which was Source 2 from the June 2012 examination.

• The question (as always) was:• Explain how the headline, sub-headline and picture are effective

and how they link to the text.

5 minutes

End

Explain how the headline, sub-headline and picture are effective and how they link to the

text.

Success Criteria:• Interpret and evaluate the effectiveness of the headline and sub-headline.• Describe and evaluate the effectiveness of the picture.• Link the use of presentational devices to the main body of the text.• Use quotations and references in order to back up your points.

End

Review• Which of the two articles used presentational

devices most effectively?• Write down two reasons on your post-it and

stick it to the article of your choice below.

Lesson 5

Infer feelings and

emotions from a text.

Write a Band 4 answer to Question 3 from the

exam paper.

So that I can...

Learning Objective

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Learning Outcome

Perspective

• Perspective means ‘attitude’ or ‘standpoint’. You can establish the view point of a well-written text by reading the first and last paragraphs and the topic sentence of each paragraph.

• They should guide the reader through their argument through the careful structure of their writing.

What to look for:- Emotive language- Strong first sentence clearly portraying view point- Sarcasm- Criticism- Presenting other view point (to disprove) - Sentence structure/length for effect

Starter• Read through

the source.

• What is the GAP for this text?

Explain some of the thoughts and feelings Parrado and Canessa

have whilst searching for rescue.

• What skill that we have already covered will you be expected to use to answer this question?

• If you wanted to give a comprehensive, A* English student answer to this question, how would you structure your answer?End

How did you answer the question?

• What did you do in order to write your answer?• What have you included in your response?• Where have you come across questions like this in

the past?

The Woman in Black workOf Mice and Men workPoetry anthology work

LITERATURE

Question 3• This question will always ask you about the

thoughts and feelings of an author or a character.

• It requires you to infer information from the author’s description and language used.

• And that is it.

Assessment• Read through the

previous exam answers.

• In each, highlight the quotations taken from the text.

• Give each a mark out of 8 and a reason why.

Assessment• Example 1:• 7/8. • Focussed on task, perceptive interpretation and

explanation.

• Example 2:• 6/8.• Clear understanding of thoughts and feelings. Clear

explanation, relevant quotations and beings to interpret.

• Example 3:• 4/8.• Some engagement with the text. Some comments to

explain thoughts and feelings.

Comparison

• What are the main differences between Examples 1 and 2?

• How does the candidate succeed in ‘interpreting’ the text?

vs.

Peer Assessment• Swap your work with another student.

• Highlight (or underline) their use of quotations. Tick any of these that have been embedded.

• Annotate in the margin where they have analysed language.

• Star any instances of sophisticated language in their work.

• Using the work we have looked at, and the mark scheme, write them a target for their next answer.

Practice Question• Using your target, answer

this question from the January 2012 paper:

• Explain some of the thoughts and feelings Christopher Ondaatje has about his experience of Lake Victoria.

• You have 17 minutes to read, annotate and answer the question. End

Review

• What are three tips that you would give to another student on how to answer Q3 from the exam?

Lesson 6

Compare the use of

language devices in

two sources.

Plan an answer to Q4

from the examination.

So that I can...

Learning Objective

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Learning Outcome

Recap 1

• What is THE RED RASP?

• Praise points available to those who can remember the most WITHOUT CHEATING.

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THE RED RASP• Tricolon (The Rule of Three)• Hyperbole• Emotive Language

• Repetition• Empathy• Discourse Markers

• Rhetorical Questions• Argument and Counter-Argument• Statements Dressed As Facts• Personal Pronouns

For each, write a short definition and give an example, either in a sentence or just a couple of words.

Recap 2

• What is SOMP?

• Simile• Onomatopoeia• Metaphor• Personification

Write an example for each.

Question 4• This is always the same. You will be asked to

compare Source 3 (ordinarily an excerpt from a memoir or (auto)biography) with either Source 1 or 2.

Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse the effects.

How do we know what effect a text is supposed to have?

WITH A PARTNER

• How many connectives can you think of to compare and contrast ideas.

• List them in your books Compare Contrast

GAP• Read through both

sources.• Determine the GAP

for both of them.

• For each, come up with 3 reasons relating to language as to why you chose that GAP.

E.g. This purpose of this article is to entertain as it includes a lot of imagery (SOMP).

Group Work• In a group of four, divide

the two sources between yourselves.

• Annotate your article for the use of THE RED RASP and SOMP.

• Link the use of the specific language devices to the GAP of your article.

Group Work• Now, feed back,

annotating your other article accordingly.

• Are some devices more applicable to one GAP than the other?

Planning for the Question

• Now, bring your ideas together.

• Draw up a table showing the similarities and differences between the two sources and the language used in each of them.

Review

• In what GAP would you expect to find the following sentences:

• It is outrageous, time-consuming and repetitive.

• The magical fairy house sparkled in the forest like pixie dust.

• When asked for comment, the man refused to answer.

The Nitty Gritty Part of the Exam

• Make sure you have the correct exam paper• I recommend reading through all the questions first• Start with the question you feel most confident with• Read all the sources, highlighting key features that

link to the question• Write the time you begin each question at the top

of the page and stick to your time limit for each question

• Ensure you check your spelling, punctuation and grammar for Section B

What to Look for When Analysing Different Texts

Reports

• A report is usually written for a specific audience

• The purpose of a report is to pass on specific information about a particular issue or investigation, so that others may take action using the findings of the report.

• A newspaper report gives information

Formal reports

• Formal reports follow a clear structure:

Introduction -> explanation of the research undertaken-> summary of findings-> conclusions or points for actionWhat to look for:- Percentages used to emphasize

strength of feelings- Result summaries for readers- Solutions

Newspaper reports

• Newspaper reports are normally written in an impersonal style

• The writer will provide facts- opinions will often come from ‘sources’ or people whose words are being reported through direct quotation

What to look for:- Emotive language which engages the reader- Quotes in headlines which can indicate bias- Summing up in last paragraph- Quotations from ‘the other side’ to balance

argument

Feature articles

• Feature articles provide more of a considered view or interpretation of an event or issue

What to look for:- Pronouns ‘we’, ‘our’- Strong opening sentence- shows

view- Emotive language- Concluding sentence

Advertisements

Structuring your answer1. Links purpose to presentation2. Analyse features and their effects3. Explain effect of reader4. Show connection between

presentational features and written text/ purpose

Diaries

• Personal diaries are written in the first person and are informal in style. They include personal recollections.

• Diaries written for publication, record events of public interest and can be more formal in style but are usually in the first person.

What to look for:- Purpose to the diary entry- Opinions- Emotive language- Exaggeration

Blogs

• Unlike diaries, blogs can have more colloquial language and the writer has a sense of the wider audience and the content and tone of the blog matches this, rather than being more personal and private

Biographies and autobiographies

• A biography will be written in third person and an autobiography will be written in first person and organisation is normally chronological.

• Biographies contain events from the person’s past• The purpose of biographical writing is usually a mixture

of entertaining and informing the reader.What to look for- Imagery- Sentence structure/length for effect- Dramatic language- Language style (formal/informal)- Why e.g. colloquial

language to remind the reader that it is a childhood anecdote

Travel writing

• Travel writing can be factual but can also give individual interpretations of the experience

• Travel writing entertains and informs the reader• Although factual in content, there will be an element

of bias in travel writingWhat to look for:- Different language techniques that the travel writer

uses to convey information to the reader- Be aware of the attitudes or feelings that the travel

experience causes in the writer.- The first sentence- it usually sets the tone of the

writing and can be quite dramatic.

Reading reviews

• The first thing to look for in a reviews is at whether it is biased or unbiased

• A review provides a description and an evaluation of an event, an object or publication.

• The purpose of a review is to provide a clear overview and an evaluative judgement or recommendation.

• They are written for a clear audience.What to look at:- Language and structure and how they are used to present a particular point of view

Web Page

• A web page uses particular layout conventions and presentational features to help you skim and scan the page for specific information

• A webpage has to be immediately appealing and accessible otherwise the reader will just skip to another site

What to look for:- Images- Colours- bright colour used to highlight offers?- Live links to help find information faster- Contact details- Where are they placed, how are they

presented?- Logos- Use of celebrities

Information texts

• Often use sub-headings or other organisational features to guide the reader easily through the material

• Its main purpose is to provide information. The language is usually impersonal, quite direct and clearly organised.

• They will have a target audience

Analysing presentational features

• When commenting on presentational features, you need to explain how they work with each other to create an overall effect, not just what effect they have individually.

Headline The main heading in a newspaper story, designed to draw the reader’s attention

Strapline A second, introductory headline, below the main one, adds more information to the headline

Subheading Often used to summarise sections of the text or break it up into smaller sections, allowing the reader to skim over the text and see the overall point

Font Style and colour can vary throughout a text. Often it us possible to draw conclusions from the choice of colour-scheme or font style

Capitals Capitals are often used to stress and reinforce particular words or phrases

Caption The text under a photograph or diagram which explains it

Standfirst The introductory in an article or report, which could be in bold print or with the first word capitalised

Pull-quote A quotation which is lifted from the article and set apart, in larger or bold type

Bold, italics, underline

Different ways of making certain words stand out

Slogan A memorable word or phrase, designed to create interest

Logo Emblem to represent a product or company

Photographs and graphics

Used to add depth to the story or more information

Inference

• There are a variety of ways in which language can be used to infer meaning other than the surface meaning. One technique to look for is IRONY. Irony can be created through:

- Rhetorical techniques- Exaggeration and understatement- Quotations

Inference

• Another technique to look for is HUMOUR.

Ways to infer meaning:- Language- Structure and organisation of text- Pictures and other presentational

features. • Pictures and the layout of text can

imply meaning the same way that language does

Analysing language- Key features

Language features to analyse- Sentence and paragraph types- Significant vocabulary- Punctuation- Imagery- Imagery and other linguistic devices- Style of language

Analysing language- Sentences

• Short sentences can suggest speed or excitement e.g. He ran forward. The ball fell at his feet. He shot.

• They can also indicate surprise or despair e.g. Her inspiration stopped. Her career ended.

• Long sentences can indicate calm e.g. The sergeant reported that right along the river, teams of men and women were at last preparing to return to their headquarters for a much needed break.

• Or they can build to a climax e.g. The crowds gasped as the top of the mountain blew away, clouds of ash shot hundred of feet into the sky and rivers of lava, terrifying in the early daw, shot upwards, then cascaded down into the valley.

Analysing language- Paragraphs

• Very short paragraphs can be used to attract the reader’s attention, to attract the reader’s attention, to pick out the main details in an article or to offer a ‘punchy’ idea. Popular newspaper articles often have short paragraphs so that they can be read more easily.

• Longer paragraphs provide more detail and analysis. Articles in more serious newspapers often have longer paragraphs.

Analysing language- Significant vocabulary

• The kind of vocabulary can tell you about the purpose of the text- Imperative verbs such as ‘follow’ and ‘begin’ suggest

instructional or advisory writing- Connectives like ‘since’ and ‘because’ are typical of

explanatory writing because these connectives link ideas together- Connectives such as ‘however’, ‘nevertheless’ and ‘indeed’

tend to be used in persuasive or argumentative writing where are point of view is being expressed

• The kind of vocabulary can also tell you about the audience for the text.

- More complex language indicates that the text is aimed at a more intelligent readership

- A text containing specialist vocabulary will be aimed at those with a special interest in that area

- Slang and colloquialisms could indicate a teenage target audience.

PunctuationTEENAGER ‘TORTURED TO DEATH’

Lets focus on… improving your home

HOLLY HITS OUT!!

The inverted commas indicate it may not have happened, but show that someone has offered that opinion

Ellipsis indicates that there are many things we could do. An ellipsis can also end a sentence leaving the conclusion to our imagination.

The double exclamation mark is to attract attention and suggest excitement, humour or even surprise.

Similes, metaphors, linguistic techniques and style

• Look for similes, metaphors, alliteration and onomatopoeia.• Text can have a formal or informal styleStylistic techniques- Rhetoric- Emotive language- Irony (subtle mockery)- Exaggeration- Contrast- Colloquial language- Ambiguity- Examples, anecdotes or quotations- Humour- Lists

Comparing language

• When comparing language, consider:- Levels of difficulty- The different tones- The different kinds of language features required for

different purposes• Decide how the writer has used language to meet

the needs of the form, purpose and audience. Look at:

- Sentences and paragraphs- Significant vocabulary- Punctuation- Imagery and linguistic features

Comparative response- paragraph structure

Explain the effect of the reader in text 2

Analyse the use of the technique in text 2

Use of comparative connective

Explain the effect on the reader in Text 1

Analyse the use of the technique in Text 1

Identify a technique used in both texts

Compare the purposes (and audiences) of each text

- The conclusion should NOT be long and should sum up your ideas whilst still focusing on the question

Connectives

Comparative connectives

Cause, effect, emphasising and illustrating connectives

Similarly In contrast While the first text

Just as

Whereas The second text

Likewise On the other hand

When we turn to

Also But In comparison

So However The second text, though

AlternativelyBecause So Therefore

Thus

Consequently

For example

Such as

For instance

As revealed by

In the case of

Above all

In particular

Especially Significantly

Indeed Notably

APPLE- General analysis of non-fiction texts

A PPLE

audience- who is it for? How do you know

purpose- Why has is been created? What message(s) is given?

presentation- Features, images, layout. How do they relate/ support the text?language- Consider vocabulary, tone, stylistic devices, phrasing used and structure of sentences.effect on audience- Has the writing achieved its purpose for the audience?

A FOREST- Language Devices to look for:

A F O

R E

S T

alliteration

acts

pinions

repetition

exaggeration and Emotive language

statistics

triples

CODFISH

CODFISH- Presentational features to look at:

colours

organisation

data/ diagrams

font/ Italics/ Bold

images/ Pictures

slogans/ catchphrases

headings/sub-headings

FIFAT- How reliable and authoritative is the text

Very 1 2 3 4 5 6 7 Very

F Factual Opinionated

I Impersonal(Unbiased)

Personal(Biased)

F Formal Informal

A Authoritative

Unreliable

T Trustworthy

Untrustworthy

Find non-fiction texts such as articles, adverts, flyers, leaflets etc. and practice using this grid to find how reliable and authoritative the text is.

SECTION B

What to expect

• You will be asked to complete 2 non-fiction writing tasks; the first worth 16 marks and the second 24 marks

• Aim to spend 25 minutes on the shorter writing task and 35 minutes on the longer task.

• A clear purpose, form and audience will be given in each task, however if no audience is mentioned, then use the examiner as your audience (formal writing)

Structure and paragraphs

• Start each new paragraph with a topic sentence.• The remaining sentences in the paragraph should

develop the idea in more detail• Link your paragraphs using connectives to make the

shift from one idea to the next smoother• Start by introducing what you intend to discuss in

tour writing in a way which engages the reader.• Develop your response in the next 3 or 4

paragraphs, expanding your ideas• Sustain your view point• Keep the same style throughout• End by emphasising your view point.

Sentences

• Use a mixture of sentence structures; simple, compound, complex, questions and exclamations

Simple sentences- Can be used one after another to add

excitement- Can be used to build tension- Can also relieve tension- A simple sentence after a series of longer

sentences can pull the reader up short and make a quick but powerful point

Compound sentences

Compound sentences- A compound sentence is 2 simple

sentences joined together with either a semi-colon or a conjunction. Each part of the sentence could stand on its own.

- The second part of a compound sentence is linked to the first part by the subject matter as well. It is used to add extra information about the first part of the sentence.

Complex Sentences

Complex sentences- A complex sentence has one main

clause, which contains the main point of the sentence, and at least one subordinate clause. A subordinate clause links to the main clause but cannot stand on its own as a sentence. It often starts with ‘who’ or ‘which’

e.g. The boy, who was alone at last, walked across the field that led to the farm.

Questions, commands and exclamations

• Questions, commands and exclamations should be used sparingly, so that they have an impact.

• They can be used very effectively in writing to argue, persuade or advice.

• In a piece of writing to argue, persuade or advice, you should try to open or end the piece with a rhetorical question.

• Commands are a good way of addressing the reader directly.

• Exclamations show strong emotional reactions

Punctuation

Commas- Used to separate a list- To add clauses or phrases- To separate a phrase that adds extra

information or detail.Speech marks- Punctuation at the end of speech is placed

before the final speech mark- There should be only one speaker for each

paragraph

Punctuation

Apostrophes- Used to show possession- To show a contraction (can’t)Colons- Used to introduce a list- Introduce an explanation e.g. “I’m sorry I didn’t

show up: I had a heavy cold and my head hurt.”Semi colons- Used to indicate a short pause between 2 clauses

or simple sentences that are equally important.- To separate phrases in a complicated list

Punctuation

Ellipses- Used to create an idea that a

situation will continue forever.e.g. It seems that tis cycle of bullying will continue forever…- To allow the reader to decide what might fill the space

Language to engage reader

• Select vocabulary that is appropriate to the form, the purpose and the audience.

• Use a wide range of vocabulary• Use a range of connectives• Use adverbs to provide more

information• Try to avoid nouns and verbs that

sound very general

Using language creativelyImagery- Similes make a comparison using ‘like’ or ‘as’- Metaphors state things that are not literally true, but the

comparison has a strong effect- Personification is a particular type of metaphor, giving

inanimate objects ‘life’, often human characteristicsClichés- Avoid clichés. A cliché is an over-used phrase and this makes

them less effective.Stylistic techniques- Onomatopoeia is a way of capturing sounds in words. It is the

term we use when a word sounds like the sound it is describing- Alliteration is when words begin with the same letter or soundIrony- It can be used in a humorous way - It can be used for serious effect

Evidence, statistics and quotations, Rhetoric and humour

• Using material which seems factual and the result of research really makes your writing sound powerful

Rhetoric and humour - Using humour engages your reader and is very effective in writing to argue and persuade as it helps to ‘break down’ any barriers between you and the readerRhetoric is used to engage and persuade.

Rhetorical devices

• Rhetorical questions• Lists of 3(sometimes adjectives for powerful

effect)• Direct address with use of the inclusive pronoun

‘we’ and ‘us’• Assuming your audience’s agreement• Appearing to agree with, or flatter, your

opposition to help win them the round• Repetition of key words or phrases• Exaggeration to make your point more strongly

The opening and ending

• Try to open your writing with:- A short piece of conversation- An anecdote- A description- A rhetorical question• Your final paragraph should always leave

your reader with a clear impression of your ideas and your point of view. It should link back to the introduction to round off your writing.

Writing letters

• Put your address at the top right hand side• Put their address on the top left hand sideSigning off- If you are writing to someone you don’t

know, you should use ‘Dear Sir/Madam’ and end with ‘yours faithfully’

- If you are writing to a named person or someone you know formally you should use Dear Mrs Jones or Dear Customer Services Manager and end with yours sincerely.

Writing reports

• A report is usually a mainly factual account of a recent event or set of circumstances

• It should be a mixture of facts and opinions

Writing articles

• An article has a clear purpose: to discuss or express ideas, usually from a particular point of view

• You should also consider layout and presentational features such as a headline, strapline and subheading

Writing to argue

Introduction

• Where the writer states what their view point is

Development

• Where anecdotes or experiences are used as evidence

Development

• Where statistics and ‘expert’ witnesses are used as evidence

Counterargument rebuttal

• Where the other side of the argument is mentioned, only to be dismissed or disproved

Conclusion

• Where the writer ends the argument with a ‘punch’

Writing to persuade

• Use techniques such as:- Effective structuring of ideas- Emotive language- Examples and anecdotes- Rhetoric devices

Writing to persuade

Introduction

• Catch your readers attention straight away• State why you are writing in an interesting and friendly way• Involve the reader and make sure that what you say is relevant to them• Show that you have the authority to write on this topic (sound reasonable and

trustworthy)• Uses rhetorical question• Choose your vocab with precision and care4/5 Body paragraphs

• Introduce each paragraph with a clear and interesting topic sentence• Think of using one further rhetorical question but make it subtle• Discuss only ONE point per paragraph• In one paragraph use an anecdote• Be personal• Link your points and develop them fully• Acknowledge the main opposing view but with care, subtlety and tact- counter it • Add authority- quote an expert, a survey or something to prove it works• Use vivid description• Add power by adding a few rhetoric devices

Conclusion

Writing to persuade

Conclusion• Re-emphasize the common ground and why your review is worthy of consideration

• Make sure your reader knows precisely what you would like to happen next

• Only if appropriate to your audience and for your purpose, end with an emotional plea

Writing to inform• You should concentrate on:- Choosing information to suit your purpose- Organising your ideas into clear - Writing an effective opening and ending- Including facts and opinions- Creating the right tone for your audience and purposeWhat is the examiner looking for?- Have you provided your audience with what it needs, wants, or might like

to know and nothing more?- Have you given relevant details that are clear, fair and balanced – whether

as facts or opinions?- Are the details given in a straightforward and unambiguous manner? -

Language that informs should rely on its denotation for meaning, i.e. its literal meaning, rather than

- connotation, i.e. suggested meaning.- Are the relevant '5W+H' questions being answered, i.e. who, what, why,

where, when and how?- Is the writing engaging and interesting to its audience, i.e. is its style

lively?- Is the detail given sufficient (i.e. not too much or too little).

Writing to inform

• CREATE A STRONG OPENING- Begin with humour to engage your

audience- Or an account from personal

experience which gives a context for your writing

Writing to explain

• Give reasons for what happened, or how you feel, or why something is important.

• You need to use casual connectives such as:

Present a situation

Explain the

cause

Explain the

effect it had.

As a result of this It might be

This meant that The reason could have been

This is because It may be that

As a consequence Perhaps

Therefore Possibly

Writing to review

First part

Explains the topic for review in a short summary or synopsis

Second partGoes into more detail giving some examples that provide more information about your topic and why you liked or didn’t like it. You might also like to compare the topic with others

Final part

Give your overall recommendation- your view on whether or not your reader will appreciate the item you are reviewing.

Writing to reviewPositive General Negative

Irresistible Plot Bewildering

Hilarious Type Disappointing

Classic Form Superb

Hype Unbelievable Effects

Imitation Suspense Mood

Captivating Typical Clichéd

Impressive Scenes Excessive

Writing to advise

Present the subject clearly

Offer advice which is

logical and convincing

Demonstrate benefits

of following your advice

• Your tone needs to fit your purpose and audience. YOU ARE ADDRESSING YOUR READER DIRECTLY

Language Features you can use- Commands e.g. Make sure you add… Don’t forget to visit…- Verbs like must and should which encourage the reader to

act- Softer verbs like can and may or could and might which

give suggestions- If…. (then)… sentences shows what would happen if you

follow the advice.

RHETORIC- Used to engage and persuade

RHETORIC

Rhetorical questionsHyperbole

Emotive LanguageTriples

Opinion as fact

Repetition

Involve the audienceComments from experts

A COAST MAP- Used for writing and analysing a piece to describe

ACOAST

MAP

Alliteration

Colours

Onomatopoeia

Assonance

Similes

Triples

Metaphors

Adjectives

Personification

Education

English Language Exam Revision 1