GCSE English Language
Unit One and Two Revision
What can I expect?
You will be expected to showcase your
analytical skills and your ability to
select information.
What is it?
• The exam is marked out of 40 and you have 4
questions so each question will be marked out
of 10.
• This is 20% of your overall Language GCSE
(another 20% being for unit two and 60% for
the controlled assessments/speaking and
listening).
Some strategies that will help you achieve
your potential.
• Start a clean side for each response
• Don’t number your points
• Write down what time you need to move on
onto your paper and stick to it
• Use words from the question - it will help you
stay relevant and focussed
Unit 1 Reading
There are 6 types of question that
you could be asked in the reading
exam.
Can you name the 6 types of questions that
you could be asked in the reading
exam??????
The 6 types of questions that you could be
asked in the reading exam:
1. Locating and retrieving information
2.
3.
4.
5.
Viewpoint and attitude
Intended audience
Impressions
Analysis of persuasive techniques
 These types of question will ask
you to Explain…/How does…?
 These are “techniques”
questions- you have to look at
individual words and phrases
used to persuade the reader.
 You must PEEE!
6. Comparison and evaluation of texts
READING EXAM: TYPES OF QUESTIONS
On the left are the 6 different questions that you
may be asked in the Reading exam.
On the right, there are examples of each type of
question.
Match the type of question with its
example.
READING EXAM-TIMINGS
How to use your 60 minutes:
• Read first text = 8 minutes
• Question 1 = 10 minutes
• Question 2 = 12 minutes
*THIS IS HALF WAY THROUGH 30 MINUTES-AIM TO BE STARTING TEXT
TWO NOW!*
• Read second text = 6 minutes
• Question 3 = 10 minutes
• Question 4 = 12 minutes-compare and contrast question.
• 2 MINUTES TO CHECK THROUGH!
Key things to remember...
• Read the questions, underlining the KEY
words
• Read through the text underlining the
relevant points and then select the 7 most
interesting
• Write your points by working methodically
through the paper
• If you run out of time, move on
• Pick out the meaning of specific words
• Where possible offer alternative
interpretations
Which of the following are true?
1. It is advisable to analyse specific words
2. Every point should include a
quotation except for when referring to
a technological feature or a picture.
3. Itis ok to start every point with
‘There are no closed prisons
because…’
They are all TRUE!
• However, a variety of sentence openings
shows off your skills.
• Short embedded quotes are best
• Consider alternative interpretations when
analysing the specific words and phrases
Question 1




This is a list or basic 10 point question.
It will always refer to the FIRST text.
No PEAL needed.
However, elaborating on 1/2 of your points is
to be encouraged.
 Spend no longer than 10 minutes answering
this question.
Example Q1 response
Bill Bryson thinks American attitudes are ridiculous and uses the evidence that
for ‘every twenty minutes on the Appalachian trail’, he walked further than ‘the
average American’ walked in a week showing that their walking is limited.
Furthermore, Bryson uses the statistic that for ‘93 percent’ of American
journeys, people ‘now get in a car’, proving that Americans rarely walk.
Bryson also states that in his home town where everyone is ‘within an east level
walk of the centre’, no one walks anywhere.
Bryson also uses the example of a ‘perfectly fit woman’ driving 100 yards to pick
theBryson’s
student
do well?
up her child. The fact that this womanWhat
is ‘fit’did
makes
evidence
even
more damning as there is no reason why she should drive.
Bryson also refers to the fact that almost all children ‘over the age of sixteen’
Think
about the:
have their own car as further evidence
that walking
is not part of American
culture.
 way they have structured their
Bryson’s main evidence is a story about an
incident in Waynesboro where a shop
points.
owner made the immediate assumption that Bryson would be driving, asking
 order of the points.
him ‘where’s your car?’
This was followed by a ‘dubious shake’ oflanguage
his head when
Bryson informed him he
used.
would be walking. The use of the word ‘dubious’ showed that Americans are
confused by a person choosing to walk.
What
score
would
you‘good
giveluck’
it out
Finally, Bryson uses the repetition of the
shop
keeper’s
phrase
to of
highlight how ridiculous an American’s
attitude to a walk of less than two miles
10?
is because he acts as if Bryson is about to set off on a mammoth trip around the
world.
10/10
Question 2
 Requires more information than Question 1.
 Will always refer to the FIRST text.
 Make 7 points and analyse them in detail.
Example: How does Candida Crewe try to justify
her decision to admit defeat and buy a car?
What is this question asking you to do? The key
word here is HOW – it’s not a simple WHAT
question and so requires some closer analysis.
Question 3
 Will always refer to the SECOND text
 Make 7 analysed points again!
It is likely to be a question in a similar style to
question 2 – requiring a closer level of analysis.
 Concentrate on timings and techniques
(DAFOREST, effect on the reader).
Question 4
 Will always be a COMPARISON of the TWO texts.
 Will normally ask you to follow certain bullet points
or use particular headings in your response –you
must use these to structure your answer.
 Do exactly what the questions tells you to do.
Example Question 4:
Both Candida Crewe and The Spin Doctor argue in favour of using cars. Which of
them do you think does this more effectively?
You should consider:
-The arguments that influence you most in each text;
-The use of language and style in each text
-How you react to the attitudes of each writer;
-The organisation and structure of each text.
Example Q4 response
The arguments given in each of these texts are quite different. Whilst Candida Crewe uses a
somewhat contradictory technique in her writing, The Spin Doctor uses a lot of persuasive techniques such
as rhetorical questions (for example: ‘ever tried to boil a frog?’) to make the argument that drivers are soon
to become similar to boiled frogs as they will lose the right to drive. This adds humour and engages us
personally, inviting us to read on. Crewe’s attempt to state the reasons for not driving for most of her life is
also convincing as we realise she is a recent convert to driving – having recently allowed it to ‘transform
[her] life’ - and as a result feel that we too should be converted.
The language and style in “boiling the frog” is brief and effective. Short snappy sentences are
used such as ‘Ever tried to boil a frog?’ to immediately engage the reader. This particular line is intriguing as
it is ambiguous. Modern language such as “luvvies” and “mate” make the article seem up-to-date and easy
to understand, particularly for younger audiences that may be reading it. Equally, Candida Crewe’s style is
interesting due to the fact that it is written as an anecdote. She uses short declarative sentences much like
The Spin Doctor as she begins ‘I am in a furious temper’. The use of first person narration here, along with
the short sentences forces the reader to immediately engage and relate to the forthcoming story.
The organisation and structure of the ‘Boiling the Frog’ article immediately interests the reader
with a rhetorical question, and then proceeds to create the analogy of the boiling frog and the reader being
‘boiled’ or taken for a ride. As it develops, it uses anecdotes about ‘speed bumps’ and ‘ticket machines’ and
What grade do you think this student
finally ends by stating the solution of getting in contact with the council. As a result of the purpose of
achieved?
(Hint
it is above
grade
Crewe’s article being to inform and not to persuade,
it lacks solutions
to a problem.
Due to a
this,
despiteB)!
being a lively and humourous article, it has less of an effect on the reader.
How could this response be even
more successful?
8/10
 Cover each bullet point in the question.
 Use appropriate and ambitious vocabulary throughout.
E.g. ‘The Spin Doctor uses a lot of persuasive techniques such as
rhetorical questions’. *Numerous rather than ‘a lot’?*
E.g. 2. ‘Short snappy sentences are used such as ‘Ever tried to boil a
frog?’ *Simple hard-hitting would be more specific.*
 Suggest alternative interpretations.
‘Crewe’s attempt to state the reasons for not driving for most of her life is also
convincing as we realise she is a recent convert to driving – having recently
allowed it to ‘transform [her] life’ - and as a result feel that we too should be
converted.’ However, this could be seen to have a negative effect since Crewe
clearly hasn’t always believed in the use of cars.
8/10
 Cover each bullet point in the question.
 Use appropriate and ambitious vocabulary throughout.
E.g. ‘The Spin Doctor uses a lot of persuasive techniques such as
rhetorical questions’. *Numerous rather than ‘a lot’?*
E.g. 2. ‘Short snappy sentences are used such as ‘Ever tried to boil a
frog?’ *Simple hard-hitting would be more specific.*
 Suggest alternative interpretations.
‘Crewe’s attempt to state the reasons for not driving for most of her life is also
convincing as we realise she is a recent convert to driving – having recently
allowed it to ‘transform [her] life’ - and as a result feel that we too should be
converted.’ *However, this could be seen to have a negative effect since Crewe
clearly hasn’t always believed in the use of cars.*
Activity
I’m going to shut up now and you are
going to have the opportunity to attempt
a practice Unit 1 exam OR use the WJEC
book to practice your skills for a
particular type of question on the
reading exam.
UNIT TWO
WRITING
Exam Date: Tuesday 4th June 2013 (am)
What is it?
 You will be expected to write 2 types of text.
 The exam is marked out of 40 so you will be
marked out of 20 for each text that you write.
 This is the 20% of your overall Language GCSE.
What can I expect?
 One of the texts you will be expected to write will be a
formal one and the other will be more informal.
 The texts you are expected to write will have some
connection to the ones you have just analysed
(typically something to do with the environment or
world/cultural issues).
 The 7 different text types are:
1.
2.
3.
4.
5.
6.
7.
Report
Review
Leaflet
Article
Speech
Formal letter
Informal letter
What does a good piece of writing
include?
• A sensitive and clear understanding of
purpose and audience.
• Detailed points which are convincingly
developed.
• An ability to write fluently (spelling,
punctuation and grammar) and with a style
which is appropriate for the purpose, i.e.
funny or thought-provoking etc.
• A sophisticated range of stylistic techniques.
What techniques do I need to use?
D
•
•
•
•
•
•
•
•
A
F
O
R
E
S
T
Direct address: Using the second person voice, e.g. the pronoun “you”.
Anecdotes: Personal stories to back up argument – I once knew a man who …
Facts: Statements that are unarguably true. These add credibility to an argument.
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 and similes: This will show that the writer has done their research, similes and
metaphors add a more complex level of meaning.
Triples: The power of three – e.g. Towns, cities and villages will all benefit from these
changes.
* Ambitious Vocabulary *
• You will need to show off your impressive vocabulary but at the same
time ensure it is appropriate to your audience and purpose.
E.g. The service we had was sloppy.
*The service we received was appalling.*
• It is more important to try and use ambitious words than to spell them
all perfectly, but learn a few key spellings so that you are prepared.
• Focus on engaging the reader through your content whilst still being
ambitious.
E.g. As a Les Mis geek I had high expectations for this film and I can
honestly say that I was not disappointed! Whilst few of the actors are
trained ‘singers’, they are forgiven for the amount of emotion and detail
they are able to portray in their songs. My only nitpick is that Crewe
shows he is not only unable to sing, but is also a fairly mediocre actor.
• Try to use a range of punctuation and sentence types too!
So, what are the texts all
about then
1. Reports
- Not aiming to persuade, but to inform and
advise.
- Should not be overly personal (although you
may be expected to comment on the
effectiveness of something that affects you).
- Is a piece of research i.e. should include
statistics.
- Should conclude by summarising your findings
and making clear recommendations.
Reports
Bridport’s facilities for young children and teenagers
Introduction Make
it clear what you
are investigating.
Main Paragraphs 34 detailed sections.
Recommendations
Conclude with
suggested
solutions/improve
ments.
Introduction
______________________________________
______________
Findings
______________________________________
______________________________________
Possible solutions
______________________________________
______________________________________
______________________________________
Title (usually a
statement or
question)
Subheadings
Each section
considers a
different aspect of
the topic.
Recommendations
______________________________________
______________________________________
______________
Lisa Cooke
Tuesday 8th January
Name and date
2. Reviews
- The purpose of a review is to give a reasoned
opinion of a film, book, album or play etc.
- Include a balance of detail and opinion AND don’t
be shallow (consider why you like / why others
might like it).
- Don’t retell the plot.
- In the exam, the audience will be clearly stated.
The style of a review for a teenage magazine,
obviously, will be quite different from one written
for a national newspaper.
Reviews
Black or White, Rich or Poor…Nought or Cross?
Introductory
paragraph Include
_____________________________
some key background
information.
__________________________
_______________________
Main Paragraphs 3-
__________________________
______________________________________
______________________________________
4 sections. Be careful
not to give too much
away!
Title (use a pun,
alliteration or state
the name of the
book/film you are
reviewing – remember
to include key details
such as the author/
artist.)
Pictures You can draw
______________________________________
______________________________________
_________________________
Concluding
paragraph
______________________________________
______________________________________
______________________________________
Include an opinion
and perhaps a
comparison to a
similar work.
______________________________________
________________________________
Recommendation: _____________
******
a box and state what the
picture would be but
don’t waste time drawing
it out!
Recommendation
and star rating.
3. Leaflets
• Usually produced either to: give information, persuade
people to visit a certain place or buy a certain product.
• In the exam, you will not have time to produce a leaflet
which is colourful and packed with pictures (remember,
you gain no marks for this).
• Instead, you will be assessed on your ability to organise
your writing like a leaflet and to write in a leaflet style –
with correct SPG.
• You should also write enough for the examiner to be able
to assess your writing skills (between 1.5 and 2 sides).
Leaflet layout and content features
Clear headline
Subheadings
A clear introduction
Emotive language
Helpful hints
Expert opinions
Second person
pronouns
Facts
First hand
experience
Imperatives
Statistics
Pictures
Bullet points
Logo
Addresses/helplines for additional advice
Leaflets
Beating the Bullies – A Guide for Parents
Introductory
paragraph Outline
the background/key
details. E.g. ‘Bullying is
a problem in almost
every school across
the UK’.
Main Paragraphs 34 sections. Try to
include a variety of
features.
the reader
immediately what it is
about).
______________________________________________________
______________________________________
______________________________________
The facts
• ________________________
• ________________________
• ________________________
A Case Study
_______________________________________
__________________
How to prevent bullying
_______________________________________
________________
Addresses/helplines
for additional advice
Title (this should tell
Extra help
•
•
www.antibullying.net
Childline: 0800111111
Pictures You can draw
a box and state what the
picture would be but
don’t waste time drawing
it out!
Subheadings Clearly
indicate the different
aspects covered.
4. Articles
• Whatever the aim, most articles need to be written in a
lively style and contain interesting facts and probably
opinions.
• You may hold any opinion you like, but what you have to
say should be convincingly and clearly argued.
• There are two broad styles of article writing: lively and
informative.
• Lively = more personal
E.g. Write a lively article with the title, ‘The Joys of Exercise’
for a magazine for people of your age.
• Factual = more formal.
E.g. Write an article for a travel magazine about a place you
have visited and found interesting.
Articles
Subheadings can give
Jumping for Joy!
shape and organisation
to your article.
Introductory
paragraph Be sure to
By Jenny Royal
Why exercise?
______________________________________
______________________________________
Headline something
catchy to engage the
reader (use a pun, a
question or
alliteration).
engage the reader.
Main Paragraphs 34 sections.
____________
______________________________________
______________________________________
Your name As the
writer, your name
should appear
beneath the headline.
______________________________________
______________________________________
______________________________________
_____________________________________
______________________________________
______________________________________
Concluding
paragraph Round
off the article with a
short conclusion.
______________________________________
________________________________
Pictures State what
the picture is – this
should relate to the
article.
5. Speeches
• Start by addressing your audience: state who
you are and why you are writing in the
introduction.
• Include information that will interest the
audience and do not bombard them with facts
and statistics.
• Try to be ambitious in your writing and
remember that mistakes cost you marks!
Speeches
Open with a
welcome/greeting
to your audience
This opening should
be brief and simple.
Main Paragraphs 34 key points to
support/develop your
argument.
REMEMBER! Your aim
is to keep the
attention of your
audience.
Concluding
paragraph This
should have an
impact on the
audience and leave
them with something
to think about.
Good morning, ladies and gentlemen. I intend
to talk today about the size zero controversy
that has filled our newspapers and television
bulletins of late. My argument will be that the
obsession with conforming to a certain look is
very misguided.
__________________________
______________________________________
______________________________________
_______________________
Outline the topic.
______________________________________
______________________________________
_______________________
______________________________________
______________________________________
________________________
______________________________________
________________________________
Thank you for listening so attentively.
End with polite
acknowledgement
of the audience.
6 & 7. Letters
Informal Letter
• The language of an informal letter should be colloquial with a
friendly approach. The tone may be chatty.
• Remember! There is a difference between writing informally and
writing sloppily-luv and wud (text speak) would be inappropriate as
would ‘gonna’ and ‘innit’, unless it is intended to achieve a specific
effect.
• Informal: Only your address needed.
Formal Letter
• Say what you really think about the topic you have been asked to
write about. Seeing both points of view is fine, but the best letters
usually have a clear and consistent view.
• Formal: Both addresses needed.
• Informal and formal letters: include the date.
Informal Letters
15 Lake Road
Oadby
Leicester
LE12 4TY
Salutation
Opening
paragraph:
short, making
the purpose of
the letter clear
3-4 middle
paragraphs
Closing
paragraph: to
round off and
reinforce the
purpose of the
letter
Dear Mariah,
Your address
and the date
19th February 2012
It seems like ages since we last spoke to one another what with you moving to
Bristol and all the studying at the moment. How about coming to stay at mine for
the Easter holiday for a few days before we have to start all that gruelling exam
revision?
Easter would be the perfect time for you to visit! My sister, Emily, is in her third
year of Uni now and she says that when you get to the final year, holidays are
completely out of the question….
The Curve are putting on a production of ‘Frankenstein’ over April. I remember you
saying that the novel is on your reading list. We should definitely go and see it
(with a pre-show Nando’s lunch built into the schedule too), all in the interests of
your education, of course!....
Roland rabbit is pining for a Mariah-cuddle – surely you won’t deprive him of
your company for much longer? …
I hope I have managed to persuade you that a break from all the hard work
would do us both the world of good. We’ve got too much to catch up on! Please
say yes.
Love,
Hawa x
Informal
closure
First name of
sender
Formal Letters
Flat 2E
The Opal
Leicester
LE11 4RB
The recipient’s
address
Salutation
(greeting)
Opening
paragraph:
short, making
the purpose of
the letter clear
3-4 middle
paragraphs,
which develop
your views
Closing
paragraph: to
round off and
reinforce the
purpose of the
letter
The Accommodation Manager
The Opal
Leicester
LE10 2SS
19th June 2012
Dear Sir/Madam,
I am writing to complain about the service my flatmates and I are receiving at the
Opal accommodation in Leicester. The electronic key fob for all entrances into the
building has been out of order for 2 weeks now. We are frankly appalled at your
company’s complete disregard for the personal safety of your students.
Due to your company’s neglect, I do not feel safe in my own home. I understand
from the accommodation security guard that the door mechanism is burnt out and
repairs are ongoing. His advice was to "look out for dodgy people!" Hardly
reassuring words! I find it highly ironic and deeply worrying that there are signs
up in the accommodation entrance warning about thefts in the area. It is hardly
surprising really when anybody could walk in off the street!! Your company have
a duty of care to their residents which you are failing to fulfil.
Your procedures regarding vacuum cleaners are also shocking. The rule that
you have to buy your own vacuum cleaner bags is ridiculous. We are students
and do not have the time or the money to organise housekeeping, surely that is
what we pay such an incredible amount in fees for!……
To add insult to injury…
I deeply regret my choice of accommodation for this academic year. I previously
lived in accommodation run by the University of Leicester and their maintenance
support was fantastic. I am tired of having to fight for basic requirements such as
a front door that actually locks. I really am at a los as to where to go from here.
Yours faithfully,
Miss Amy McLaughlin
Your address
and the date
Remember:
if you do not
know the
person you
are writing
to, the
closure will
be ‘Yours
faithfully’. If
you do know
them, write
‘Yours
sincerely’
Formal closure
Full name of
sender
Finally...
Any questions?
Good Luck!