Step 1 Know When Your Exam Is

English Language Revision

Step 1 – Know when your exam is

English Language

When is it? Tuesday June 3rdth 9:00 a.m

How long is the paper? 2 hours 15 minutes

What’s it worth? 60%

What’s in the exam? Section A – Comprehension (answer all the questions) 40 marks

Section B – Writing (answer both questions) 40 marks

Step 2 – Break it down

You need to cover 3 key areas for your exams

English Language:

• Comprehension
• Inform/explain describe
• Persuasive writing

Remember to read all sides of the paper, FRONT AND BACK in case you miss any questions.

Now you need to make a revision timetable which allows you to revise for each section of the exam. You have fourteen weeks before the exam (not including the actual exam week) if you begin revising the week beginning February 24th.

Step 3 – Begin revising

How to revise for the whole paper:

1)Read news papers, magazine articles, leaflets, web pages, newspaper columns, and identify why the headlines are emotive, how an argument is developed, the language used.

2)Look at the pictures used in magazines or adverts and think how the layout is used. Look at fonts, size of words, colours, how the picture links with the message of the article or the product advertised.

3)Plan three answers ( example exam questions included)

4)Write at least two questions for each question in section B under timed conditions.

Section A – Comprehension

You have 1 hour 15 minutes to spend on this section of the paper.

Question types:

1)Retrieve and interpret – Learn tends to be the key word in the question.

2)Presentation – Headline, picture and link to the article.

3)Inference – thoughts and feelings or suspense or excitement tend to be the key words in this question.

4)Comparison of the effect of language.

MAKE SURE THAT YOU HAVE ALL THREE INSERTS AND ARE READING THE RIGHT INSERT FOR THE QUESTION THAT YOU ARE BEING ASKED ABOUT.

Section A – Comprehension

Each question is testing a completely different skill. You must demonstrate the right skill at the right time.

How to revise:

Question 1 – Retrieval and interpretation

Percentage of students gaining Band 3 or above in 2013 – 64.2%

• It’s worth 8 marks
• 17 minutes
• Use the key words from the question: What do we learn about Nanny Joyce’s attitude towards the youth of today? We learn that Nanny Joyce is annoyed by the....
• Use evidence to support your findings

Retrieve – find information in the text

Support- Back up what you say with evidence from the text

Interpret – read between the lines. It’s what you can work out from the text without actually being told. To get 6/8 and above, you must use this skill.

To get a band 4 you must:

Comment on all aspects of the issue in detail.

Work your way through the text logiacally, in the order that things happen.

It is a good idea for candidates to use phrases such as “this suggests” or “this indicates” so that the examiner can see that you are beginning to interpret the information.

It is a good idea for candidates to start your response with an overview sentence to show a grasp of the whole argument.

5 or 6 key points is enough.

Question 2 – Presentation

Percentage of pupils gaining Band 3 or above in 2013 – 58.1%

• Worth 8 marks
• 17 minutes
• Look at the picture, the headline and sub-headings and the actual article.
• Write something about each.
• Start with the heading and analyse a specific word, then move to the picture and analyse whether the picture is depicting the same idea as the language in the headline, then move onto its link to the article. You do need to discuss size of pictures, colours and expressions in this response. The key is do you understand that they are all linked?

You are being asked to:

Comment on the effect of words used in the headline

Comment on the effect of the details used in the picture

Select actual words and phrases from the text and explain how they link with the headline and the picture.

To achieve a band 4 you must:

Discuss both the effects of the words used in the headline and in the details used in the picture

Select actual words ad phrases from the text in order to link with the headline and the picture

You are NOT being asked to link the headline and the picture together.

Avoid generalisations such as: “this is effective because it creates a picture in your mind” or “this is effective because it makes you want to read on” or “pull the reader in” or “it makes it stand out”= Bottom band 2 (3/8) E grade

The effect of words need to be connected to the article that you are reading.

Question 3 – Inference

Percentage of pupils gaining band 3 or above in 2013 58.1%

• Worth 8 marks
• 17 minutes
• Track through the extract from beginning to end.
• Look for a CHANGE in mood, atmosphere or situation.
• You need to “get it” and understand what is going on. Look for subtle irony, light sarcasm “dark humour”

Candidates are being asked to:

Select parts of a text which convey some of the thoughts and feelings of a character. These parts may include what is happening, what the character is saying or what the character is doing.

Identify the thoughts and feelings of a character from the parts of the text that you selected.

Interpret the thoughts and feelings of a character from the parts of the text that you have selected. THIS IS THE MOST IMPORTANT PART OF YOUR ANSWER. To interpret means to read between the lines . It’s what you can work out without being told.

To achieve a Band 4 you must:

Explain a range of thoughts and feelings in detail relating to the whole text.

Get to the end of the extract

Work through the extract logically and in the order in which events happen. Start a thte beginning and work through to the end.

Use phrases such as “this indicates” “this suggests” so that the examiner can see that you are beginning to interpret.

Begin with an overview sentence which shows that you have a grasp of the whole text before going into detail.

NOT comment on the use of language.

Question4 – Comparison of language

Percentage of pupils gaining Band 3 or above in 2013 21%

• Worth 16 marks
• 24 minutes
• You will HAVE TO USE THE SOURCE THAT THEY NAME AND THEN SELECT ONE OF YOUR OWN. Both sources that you can choose from will be equally valid so don’t fret about your choice, pick it and deal with it.
• Analyse LANGUAGE NOT PURPOSE. Begin with an understanding of the sources’ purpose to help you unpick the language, but there is no need to write about it in a flowery introduction. GET IN AND GET INVOLVED.
• You don’t need to worry about using sophisticated comparative language like: conversely or similarly, as this section of the paper is a test of your ability to read, understand and engage with source material, although, if you are able to use these words, then carry on, all I am saying is that if you feel more comfortable using words like: although, however, the same, different, then do it.
• You must analyse language. If you simply pick out words that are the same or different and do nothing with them, then you won’t get the marks.
• Look for a theme running through the sources (not always the case but mat be useful, do they all deal with rescue, water)

Candidates are being asked to:

Compare the use of language in two texts. Compare means to look at similarities and differences.

Select ACTUAL WORDS AND PHRASES that have been deliberately chosen to create an effect on the reader.

Comment on the effect on the reader of using these words or phrases or language features. THIS IS THE MOST IMPORTANT PART OF YOUR ANSWER.

• Q2 and Q4 ask to comments on the effect on the reader. Q1 and Q3 don’t

To achieve a Band 4 you must:

Compare language not content or structure.

The marks are determined by the quality of your explanation of why a writer has chosen to use a particular word or phrase or language feature and the effect of this choice on the reader. Language analysis is most important. 13 and 14 = analysis 15 and 16 = close analysis

Select examples of language which enable you to analyse the effects on the reader effectively. Select the right quote to analyse in the first place.

Avoid generalisations “this is effective because it creates a picture in your mind” or “this si effective because it makes you want to read on”

Use words or phrases that show similarities or differences to make it clear that you are comparing: both, is similar to, on the other hand, however, whereas.

It is likely that you will spend more time on Source 3 – this is fine.

Look at letter and word level and sound level for top band 4.

Avoid an introduction – get straight in.

Section B

Time 1 hour

How to revise for this section of the exam:

1)Learn PALL

2)Learn descriptive writing techniques

3)Learn GRIPPERS

4)Learn which layout is required.

5)Plan three answers ( example exam questions included)

6)Write at least two answers to each question in this section of the paper under timed conditions.

Question 5- Writing to inform/explain/describe

• 1 question
• Worth 16 marks
• Spend 25 minutes on it
• 2 sides is ample for Q5
• Avoid spending too long on this question, move on to Q6 after 25 minutes.

Inform – tell

Explain – describe clearly

Describe – explain in detail

There are four ways to begin this type of writing:

• Put a picture in the reader’s mind. Imagine this: or Picture the scene:
• Ask the reader a question: Have you ever....
• Take on the role of an object – BE VERY CAREFUL WITH THIS. ONLY DO IT IF APPLICABLE AND YOU ARE CONFIDENT WITH YOUR WRITING.
• Family tree – Mind map the words used in the title (describe a person that you admire so the key word being admired and then create a powerful opening sentence from these words)

You have already selected your best two starts in class, so practise writing an essay using both of these styles to the past paper questions included at the back of this booklet.

1)Find alternative verbs to describe ways of walking, moving, and speaking.

2)Start noticing details about people and places that you see.

3)At key points on a journey, looking out of a window, STOP and note down details. Write down your feelings. Write down what you see, smell, hear, taste, and touch.

4)Show don’t tell the reader. Instead of telling me. I felt sick, say: Lurching forward, I grabbed my stomach and threw my hand over my mouth to stop the bile from escaping. It’s much more effective and interesting to read.

5)PUNCTUATION IS IMPORTANT. You must use full stops, capital letters, apostrophes and colons accurately.

6)Once you have practised your starts, make sure that you know the techniques and the senses.

7)Look over your spelling lists and learn the words.

8)Think about symbolism, sweep and zoom, the senses, using extended metaphors.

Take care with something which looks simple like describe yourself or your home, you could easily make this boring. Stop and think about sweep and zoom. Instead of beginning with: I am sixteen, blond with hazel eyes, how much better would it be to begin with: A sea of bored faces stares at the teacher who is wittering about the importance of revision and its effect on the future. Amidst a row of stifled yawns and swinging chairs, is a blond ponytail beavering away at her notes, listening intently to everything the teacher says, burning a hole in her exercise books with the speed that she is trying to record her teacher’s words. That blond ponytail belongs to me, a conscientious, reliable, serious and, I admit it, a slightly boring teenager who just wants to succeed in life.

REMEBER THAT A C GRADE PERSON’S WRITING IS CLEAR AND SUCCESSFUL. AN A* PERSON’S WRITING IS CONVINCING AND COMPELLING.

Spellings that I would expect you to know:

Spellings:

CigaretteEngulfedharassesadvised

Disgustingembarrassment

Horrendouspersuadetumbled

SurroundedStalkedrotten

CrumblingSkulkedcomfortable

DilapidatedSwaggeredswarmed

DatedSaunteredsighing

ExpressionlessBabbledunsuccessful

TwitteredWaddleddisappointed

ComplainsincerelyTrappedTrudged

DisgracefulHygienefaithfullyHygienicextremely

Dissatisfiedunhelpful Unacceptablecompetent Writingcommitment

Commitdangerous

Remember the difference between:

To and too (too =too small, too big)

Your and you’re(your bag belongs to you, you’re a fool is you are a fool)

Its and it’s(the cat lifted its head because it’s = it is)

Their, there and they’re( there – over there, their – belongs to them = their bag, they’re = they are)

Remember TIPTOP – Every time that you change person, place, time or topic, then you must change paragraph.

Question 6

Persuasive writing

• Worth 24 marks
• Spend 35 minutes writing
• 1 question
• 2-3 sides of writing is ample
• Focus on skills of persuasion
• Focus on who your audience is

How to revise:

• Learn PALL
• Learn GRIPPERS
• Plan three answers ( example exam questions included)
• Write at least two under timed conditions.

PALL – Purpose – why are you writing (argue, persuade, advise) A – audience (adults, peers, or both) Language – Formal or informal (although never too informal even if you are talking to an audience of your peers) Layout (article, letter, advice sheet, report, review, speech. Do you need a heading, sub-headings, bullet points, to include quotes from experts, boxes for pictures which you DON’T draw)

GRIPPERS – Guilt (what emotion are you trying to get the audience to feel? Sympathy, anger, empathy) R – Rhetorical question, I – Imagery paint a picture with words, PP – personal pronoun ( some of you know this as talking to the audience i.e. using the words Ladies and Gentlemen, or you, E – Emotive language ( strong powerful words that make you feel emotional like slaughtered, disgusting, disgraceful, horrendous, heinous crime) R – Repetition, S – Statistics ( using facts and numbers/data to support your argument, yes you can make them up as long as they are not ridiculous)

If you don’t know how to start, think about the following:

I write to express my opinion regarding….

Picture this:

Imagine this:

Example response to the question: Write an article for a teenage magazine in which you persuade the readers not to smoke

Think of the PALL. This is an article so you need a headline and sub headings.

Here is an example headline and opening paragraph

Inhale cigarette smoke and blow away your future

Picture this: You’re sitting in class, bored and lacking in concentration when the most gorgeous girl in the room turns to you and smiles, flashing her shiny white teeth at you. Her skin is silky smooth and flawless. She is a Goddess. Fast forward ten years and this Goddess is the hatchet faced old hag whose cough sounds like a rhino that’s been shot, all thanks to a twenty a day habit that she started at fourteen.

YOU MUST THINK ABOUT AUDIENCE AND TONE

Are you:

Passionate

Angry

Frustrated

Annoyed

Trying to make people feel guilty

Trying to make people feel sympathy or empathy

WHAT ARE YOU TRYING TO ACHIEVE?

Think about layout:

Do you need:

• Headline
• Sub-headings
• Bullet points
• Sections
• Box for a picture – remember that you don’t draw the picture
• Addresses – if so how many? 1 for informal, two for formal
• How do you end ? – informal letter – bye, see you later, a formal letter to a person that you don’t know – faithfully, a person that you do know – sincerely.

Past paper questions:

Write the text of a speech for an assembly persuading the school or college to start a

campaign against waste.

Your local community has been awarded a grant to build either a sports centre or a live

music venue. Write a letter to your local paper arguing for the money to be spent on the

one you prefer and persuading readers to support you.

Students should not be allowed to bring mobile phones to school.

Write an article for a school newspaper .

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

A group of students from your school or college wants to go on an adventure trip abroad.

Write the text of a speech to local business people persuadingthem to sponsor the group.

‘There’s no point making the effort and taking the risk of travelling the world, disturbing

people and animals as you go, when you can see it all on TV or the Internet.’