GCSE
ENGLISH LANGUAGE
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RESOURCE BOOKLET
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Unit 1 Section A: Personal Writing
There will be one task on this section of Unit 1. You have 45 minutes to spend on this task and a
further 45 minutes to spend on Section B.
Remember to manage your time properly. This task is worth the same number of marks as Section B
so make sure you stick to the time limit of 45 minutes!
The quality of your writing is key not the quantity. You should, however aim to write between one and
two sides - this would be about average for someone who writes about 8 words per line.
The Assessment Objectives
Assessment Objectives are very important to you as a student as they are what the examiner is
looking for in your answer. By reading them you can understand what you are expected to do in order
to score well. You can use them to guide you as you revise. In Personal Writing they are:
i)
ii)
iii)
iv)
v)
Writing clearly, effectively and imaginatively to engage the reader
Using a style that matches vocabulary to purpose and audience
Organising ideas/information logically into sentences and paragraphs
Making use of language and structural features for effect
Using a range of sentence structures as well as punctuating and spelling accurately.
How much do students need to know about AOs?
o
RTQ! Read the Question
o
ATQ! Answer the Question
The examining team will have written questions to ensure all AOs are targeted. All students need to
do is answer what is asked on the paper.
Personal Writing
The answer is marked out of 24. Marks are split into 16 for content and organization and 8 for
sentence structure, punctuation and spelling.
Content and Organisation
· Have you shown understanding of the purpose and format of the task?
· Have you shown sustained awareness of the reader / intended audience?
· Is the content coverage detailed, and fitting for the purpose?
· Do the paragraphs have a topic sentence?
· Have you used a range of stylistic devices (rhetorical questions, emotive language etc) adapted to
purpose / audience?
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For top marks:
· Is there a wide range of appropriate, extended vocabulary and is it used to create effect or
convey precise meaning?
Sentence structure, punctuation and spelling.
· Is there appropriate and effective variation of sentence structures?
· Is there a sophisticated use of simple, compound and complex sentences to achieve particular
effects?
· Is there accurate punctuation used to vary pace, clarify meaning, avoid ambiguity and create
deliberate effects?
· Is virtually all spelling, including that of complex irregular words, correct?
Timing Tips
Ø Make sure you keep checking the clock in the Exam Hall or bring a watch with you and set it
on your exam desk so that you can keep a close eye on your time
Ø Before you begin Section A, look at the time and calculate what time you should finish the
section. For example if your exam starts at 1:30pm you should write 2:15pm on your page.
This will help to ensure that you stick to your time rigidly
Ø When approaching this personal writing task, you may want to organise your time in the
following way:
· 5-10 minutes planning your response to the task
· 25-30 minutes writing your response
· 5 minutes checking your work.
Ø Make sure you move on to Section B after 45 minutes! Students often make the mistake of
spending more time on Section A than on Section B. Remember even if you spend 10 minutes
more on Section A, you are only leaving yourself 35 minutes to complete Section B – and
that’s not enough!
What will you be asked?
You will be asked to produce a single piece of writing on a given subject. You may be required to
write in one of a variety of forms:
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a magazine article for your school magazine
a letter to a friend or a local newspaper
a speech or presentation to other pupils, or,
a personal essay for the examiner.
The task will make clear as to which form you are to use and who your target audience is to be.
It is vital that you focus on the task closely so that you write using the correct form and address the
specified audience. Both of these things will influence the language that you use and the tone that
you employ. The examiner will be assessing how successful you are in both of these areas – look at
(ii) in the Assessment Objectives.
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When you first read the task, sort out the form that your writing should take and the audience for your
piece of writing. In addition, think about the purpose of your writing.
Let’s take a look at a typical task that can be used to highlight these issues:
Form: an essay
Write about your favourite Saturday.
Audience: the examiner
Purpose: to inform,
explain and describe
Managing your 45 minutes of Writing
So, you have read the task, identified the form, audience and purpose. You are keeping a close eye
on the clock and you know what time you have to finish. What’s the next step?
1. Planning comes before Writing [5 – 10 minutes]
Ø Begin by taking this time to think about the topic and plan your answer.
Ø Jot down your ideas. You can use a page in your answer booklet. Remember your rough work
will not be marked so don’t worry about writing neatly! In addition, write in note form so that
you are not wasting time writing lots of words. Nobody else needs to understand your notes,
so be brief!
Ø Plan in a way that suits you. You could use a bullet-point list, a spider diagram or a flow chart
to name just a few.
Ø Try to group ideas together logically so that your piece flows. The examiner is looking for a
piece of writing that is clearly organised.
Ø Jot down language and structural features that you could include to make your writing
engaging and interesting.
Ø As you are about to start focus once more on the form, purpose and audience to remind
yourself of the style and tone of writing that you should employ to meet the demands of the
task.
* Remember P.E.E:
Planning
Equals
Excellence
2. Writing your answer [25 – 30 minutes]
Keep it real!
If you are asked to write:
Ø a speech: imagine that you are actually going to deliver it to the specified audience
Ø a letter: imagine that it will be posted immediately after the exam
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Ø a magazine/newspaper article: imagine the article will actually be published
Ø about a personal experience: use one that is real. You can waste valuable time making things
up! By treating the task in this way, your writing will be convincing and much more likely to
engage and entertain the examiner.
Remember your audience
Ø Writing a speech/presentation – Make sure you acknowledge your audience, ‘Friends/
Classmates/ Ladies and gentlemen, it gives me great pleasure to share with you one of the
best days of my life.’ In addition use techniques that will engage your audience as you
address them such as rhetorical questions, personal anecdotes and humour if appropriate.
You don’t want your audience to be bored!
Ø Writing letters and articles to a magazine or newspaper. If writing to a magazine or
newspaper, remember your audience will be the readers of the publication not the Editor
Ø Personal experience/situation – your audience is the reader – the examiner
Remember that the real audience of your piece is the examiner who will be assessing your ability
to match your writing to the specified audience.
Writing Techniques
When you are planning your work, think carefully about the writing techniques that are available to
you. Remember the examiner is looking out for these techniques within your work so use a range of
them to maximise the effectiveness of your piece.
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Rhetorical Questions: Rhetorical questions directly engage your audience. ‘Do you think it is
right that many people struggle to make ends meet while investment bankers earn thousands
of pounds in bonuses each year?’
Create a rapport with your audience by addressing them directly: ‘I don’t agree with it, do
you?’ or ‘Friends/Fellow classmates’
Emotive Language: Strong feelings are evoked through this technique. ‘The malnourished
skeletal youth struggled to his feet’
Indirect involvement: ‘Imagine…/Think of…/Picture…’ The audience will be engaged
through your use of this technique
Hyperbole: Exaggeration of key points can be very effective. ‘If my mum finds out she’ll kill
me’
Assertive Language: ‘Everybody knows…’/ ‘It is undeniable that…’
Repetition: ‘Homework! Homework! Homework! – That’s all we ever hear!’ Repetition
provides drama and can be used to really emphasise your point
Alliteration: ‘Proper preparation is the only way to avoid poor performance’. Repetition of
consonant sounds makes your writing more memorable
Statistics: These add authenticity to your writing, as they are facts used to support your
points. ‘There has been a thirty percent increase in the number of complaints received over
the past year’
Humour: Very effective when used appropriately - it lightens the tone and can be very
engaging for an audience
Personal Anecdote: ‘Just yesterday I was walking home from school and was appalled by
the amount of litter on the footpaths.’ This technique is personal so will inevitably interest your
audience
Tone: Think carefully about the tone that you adopt. It must suit the audience and purpose. It
can be angry, shocking, disgusted, happy or reflective
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Effective opening: Remember that the opening of your piece will provide the examiner with
the first impression of your work so it should be interesting. You may want to open with one of
the techniques described in this list
Strong conclusion: Conclusions are equally important as they leave a lasting impression of
your work. Make sure that your piece ends in an engages the examiner right up to the last
line!
Paragraphing and Sentence Structures
Your plan will have allowed you to organise your content into paragraphs. Take care to open each of
these paragraphs in such a way as to draw the reader along with you. Here are a few examples:
‘Leading on from this is…’/ ‘Of course an entirely different viewpoint…’/ ‘Is there anyone in the world
who likes turnip?’
You should aim to vary your sentences in terms of length and structure in order to improve the quality
of your writing which will help to engage the examiner’s interest. Consider employing the effects
created by the following:
Ø Use of short sentences – short, punchy sentences provide dramatic effect. They can be
particularly engaging at the beginning or end of a piece of writing or when they follow a longer
sentence as they really stand out which is effective
Ø Use of longer sentences – allow you to provide detail and are particularly useful for
descriptions.
Punctuation
Your use of punctuation is your way of communicating to the examiner how your work should be
paced and can reflect how you want your work to sound, so make sure you vary it purposefully.
Think about the range of punctuation available to you, including full stops, commas, colons, semi
colons, exclamation marks and question marks.
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Full stops and commas: These basic forms of punctuation, generally, do not present
problems so they will not be considered here.
Colons: Firstly, they are used to introduce lists. For example: ‘There are three things
you need to bring: your passport, money and sun cream.’ The first clause explains that
three things are needed and the second part after the colon lists the three things.
Colons can also be used to provide a definition or explanation, for example, ‘Student:
a person who studies a subject.’
Semicolons: Used when you want to form a bond between two statements. The
statements are usually related to each other or are in contrast to one another.
Typically the two statements that you link using a semicolon could stand alone as
separate sentences. E.g. ‘Nobody in the room looked; we were all scared by what we
would see before us.’
Exclamation marks: These allow you to express emotion within your writing. ‘It was
such a surprise!’
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Question marks: They are used to denote a question. Questions can be used very
successfully to engage the audience as they allow you to speak directly to them, ‘I
don’t see a happy future for them, do you?’
Vocabulary
Choose your words carefully! If you mean that something is ‘a joy and delight that makes the heart
sing’ then say so rather than limply describing it as ‘good’.
3. Checking [5 minutes]
When you have finished writing think about the following issues as you carefully re-read what
you’ve just written and make the necessary changes:
Ø Make sure there are no careless errors in spelling.
Ø Have you included some extended vocabulary?
Ø Have you used a range of writing techniques such as rhetorical questions, repetition and
emotive language?
Ø Have you included full stops, semi-colons and commas? Have you used punctuation
deliberately for effect?
Ø Have you used different types of sentences for impact?
Ø Have you paragraphed your writing? If not, carefully decide where you want to make the
breaks and mark them with //NP.
If you haven’t made any changes then you’ve missed things!
Sample Questions
1. You have been asked to write an article for the school magazine on a school trip that you have
participated in.
2. You have been asked to give a talk to pupils in your own year group about your happiest time in
school.
3. You have been asked to give a presentation to Year 11 pupils to help them to prepare for their
GCSE examinations.
4. Write an essay for the examiner about your memories of Primary School.
5. Write an account of an eventful day in your life.
6. You have been asked to write a speech to present to your classmates on your future chosen
career/ your favourite possession.
7. You have been asked to write an article for your school magazine about a major event, for
example: a sporting, cultural or fundraising event which you attended or took part in.
8. You have been asked to give a speech to your class about a place you really like.
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Example 1:
So you’re going to jet off to Orlando! It’s a brilliant place- a playground the
size of an average town made for those with a sky-high imagination…those of
us who never want to leave their childhood behind! It’s larger than life in ever
sense of the word. Life size Disney characters befriend you in the aptly named
Magic Kingdom. The choice is limitless. It really is a storybook fantasy where
all your dreams can come true and all your ambitions can be fulfilled.
From the moment your feet touch the yellow brick road of Orlando’s theme
parks, in a click of your fingers you are transported to a magical world far from
the drudgery of school, homework and nagging parents. It’s a bright, fun-filled
happy place where the sun always shines and its never Monday morning.
My baptism into this beautiful world was last summer when I was lucky
enough to be holidaying in this adventure capital of the world with my parents.
The only reality check was the annoying, irritating presence of my little brother.
He was indeed’ excess luggage’. But I was so awe-struck and truly
overwhelmed that his snivelling cries faded into the oblivion, against the
soundtrack that became my Disney experience.
I stood momentarily motionless and savoured the thrilling multi-sensory
pleasure around me. Dazzling shows, amazing attractions, neck-creakingly high
roller coasters. It had it all.
Example 2:
One of my favourite places is an old chocolate brown velvet armchair that
is past its ‘sell by’ date. The stuffing is flattened, the upholstered fabric has
lost its sheen and is bald in patches. It no longer assumes pride of place in
this particular living room. In fact it is a diminished, aged, even frail little
piece of furniture; in fact it is much like it’s owner; My granny.
But you see despite the fact that it is no longer the fashionable statement
piece of the day to me it is uniquely special. It is one of those chairs that
actually hugs you. Sunk low into it you feel comforted and secure, loved
and cosy.
It epitomises my granny, because unlike us trend setting, image conscious
teenagers she does not buy into our youth culture of disposability. No, she
does not bin out this chair because it doesn’t match the décor or because it
is a bit worn. She, like the chair, has an unyielding backbone. This is the
chair in which she sat when she fed my mummy as a baby. This is the
chair in which she sat when she fed me as a baby. This is chocolate brown
chair that clutches our memories.
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Connectives – linking words or phrases within texts
Temporal Connectives
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first (second, third, etc)
when
now
at this point
meanwhile
after a while
in the end
before that
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finally
next
lastly
at this moment
next time
at once
afterwards
on another occasion
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then
here
hitherto
until then
soon
straightaway
previously
Causal-Conditional Connectives
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so
consequently
an effect of
otherwise
yet
despite this
all the same
accordingly
moreover
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then
hence
caused by
in that case
still
however
nevertheless
so as
an outcome of
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therefore
because
stemmed from
as a consequence of
though
even though
as a result of
an upshot of
under the circumstances
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nevertheless
differs from
on the contrary
rather
elsewhere
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instead
on the other hand
also
in that respect
alternatively
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as well
and
not only
while
without
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besides
additionally
nor
whereas
neither
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for one thing
as exemplified by
as a result
through
Comparative Connectives
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however
in spite of this
whereas
on the other hand
in other respects
Additional Connectives
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also
furthermore
moreover
but
besides
in addition
Connectives which exemplify and show results
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for example
including
such as
consequently
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for instance
these include
accordingly
therefore
Candidates aiming for A/A*:
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have an awareness of audience and purpose
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use a consistently appropriate register/tone
use a good array of rhetorical devices to engage reader
write lively and detailed descriptions
use anecdotes to create interest
express sentiments coherently and they are effectively developed
use a wide range of punctuation - including, dash, semi-colon and exclamation marks
use dialogue and include entertaining quotes
Candidates aiming for C:
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fail to remember the form they were asked to respond in, e.g. a talk or a speech
have little awareness of audience
write long narratives with little or no reference to the task at hand
use too many clichés eg ‘she had a heart of gold’, ‘he is my rock’…..
the quality of writing is spoiled by mistakes in paragraphing, spelling , punctuation and
grammar.
noticeable spelling mistakes and homophonic confusions of: no/know, are/our/or,
where/were/wear,
the usual suspects such as “did/done” and “had of”, “seen/saw”
A* in English
1. A* writers are fluent, assured, confident and often individual or quirky. They take risks in their
writing.
2. Most importantly, A* writers use a variety of simple and complex sentences. Sentence variety is
the key. They may start a paragraph with a short, simple sentence. They may use some
sentences which coordinate ideas with “and”, “but” or “or”. They will also use complex sentences.
But the key is variety – no single style dominates.
3. A* writers use vocabulary which is descriptive (but not too flowery), precise, visual and
occasionally unexpected. They use simple, familiar words as well as more complex ones. Their
writing helps us to see what they are describing or to understand the ideas they are explaining
This is A* writing: Describe the room you are in.
This room is prison-like. It feels somehow as if I am trapped here, imprisoned, even though the
window is open, the door ajar, and a breeze drifts in from outside. All the same it is a prison, a place
where I am locked each evening until I’ve completed my homework. It ought to be a private place of
enjoyable study; instead, sadly, with the exams looming, it’s a place I loathe.
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Top Answer:
“My Favourite Saturday”
Without a doubt my favourite Saturday has to be the day I came home from hospital.
I hated that place. I hated everything about it. Before I went to hospital I was
terrified, and when I was there I was traumatised. I feared every step that walked past
my door, fearing it was my surgeon.
My surgeon was a plump and stumpy man, who in my opinion had a heart of stone. He
wore black framed glasses that made his eyes look like pin pricks, and his lips were
constantly pursed. The day he told me I needed life-threatening surgery was routine for
him, but tore my world apart. This lack of concern and sympathy for me made me detest
this man with every possible bone in my body.
The hospital was like a disguised jail. There was no way out. On top of this, there are
hundreds of visitors every day, skipping in and out of hospital teasing people like me who
are bed bound.
The nurses, as nice and genuine as they were, woke me every day at six o’clock in the
morning, and proceeded to rinse me down with ice cold water. Then another nurse
proceeded to attack me with a number of painful needles, to suck up my blood. I was
thankful I had any blood left by the time I had left that place.
On top of this, the food was disgusting. I am far from a picky eater and my dad could
even give the ‘Bushtucker Trials’ a run for their money. Even so, we both sat, openmouthed at the ‘menu’ which read ‘minced chicken and minced fish with a selection of
vegetables and potatoes’. I had smelt the cabbage from down the hall and even when
dinner had ended the cabbage smell still polluted the ward like poison.
I felt like I was waiting for a bus that I knew was never going to come. The wait was
excruciatingly long, and was made worse by the fact that I didn’t know when I was going
home. Therefore Saturday 21st of January 2012 was the best Saturday of my life. This
was the day I was told I was going home. This was the day I was free.
My house is nothing special, but I felt like I was staying at The Ritz. I could do what I
wanted, whenever I wanted! The shock of being home after a monotonous week in hospital
brought a tear to my eye. The Saturday I saw my mum standing with her apron on in the
kitchen, cooking my favourite meal is a memory that I will have and treasure forever.
The contrast of the bleak, drab hospital, with the clinically clean smells and the inedible
food to my cosy, comfortable home with the beautiful aroma of my mum’s homemade meals
showed me truly how lucky I am. I learnt the biggest lesson of my life that Saturday and
it has matured me into a much more grateful and understanding person, something I feel is
invaluable.
i+ii) positive + soph dev/ assured and competent
iii) assured/ confident/ extended vocabulary
15/16
8/8
Total = 23/24
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How to improve your grade for writing in your English Language Exam
Current grade bracket
G/F
You use straightforward vocabulary and usually
write in basic sentences.
You don’t always punctuate accurately.
E/D
Your spelling is generally accurate and you plan
your writing. You can use some interesting
vocabulary and you use different types of
sentences sometimes.
C/B
Your writing is well controlled and you have a
good grasp of paragraphing.
A/A*
You can write in a range of styles, very
accurately, using a variety of impressive
vocabulary.
What you need to do to improve
Spend time learning basic spellings. Vary your
writing and aim to use a range of sentences –
short and long. Always allow time before the end
of the exam to check your work; aim to make at
least three corrections per answer.
Develop a bigger range of sentence structures;
try beginning with subordinate clauses of time or
place, perhaps with an adverb or adjective
instead. Try to connect your ideas and use
discourse markers to signal to the reader that you
are making a new point. Try to use more exciting
words; planning and building up a range of words
before you start your writing is a good idea.
Organise your ideas into paragraphs that are
introduced with a topic sentence. Remember to
start a new paragraph every time you have a new
idea.
Use a varied style making sure that you are clear
about your audience and purpose.
Try to entertain and surprise the reader with
well-chosen words – take a few risks with
vocabulary, e.g. Brad Pitt is cute = Brad is an
admired sex symbol, handsome and a bankable
box office attraction.
Use plenty of sentence variety. Begin your
complex sentences with subordinate clauses and
don’t be scared to break up long sentences with
simple ones.
Use semi colons in your extended sentences,
allowing you to build up ideas and remain clear,
and use colons for dramatic effect in writing to
entertain, or before a list or quotation in other
writing.
Be experimental. Choose words that help the
reader visualise your ideas, extend and develop
them fully, adopting different perspectives. Use a
range of punctuation and sentence variety,
located in writing that is structured and linked
within paragraphs.
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Generic features of A*-C writing include:
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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 organise 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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Unit 1 Section B: Multi-modal Texts
The focus of this examination question is to compare material from two multimodal texts. In the
examination you will have 45 minutes to complete two tasks. Task 2 and Task 3 must be answered
separately. Do not write a combined response to both questions!!
Examples of multimodal texts are:
DVD covers
Websites
Leaflets
Magazine covers
Advertisements
Posters
Flyers
Brochures
In these comparison questions you must:
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explore how the writers communicate their ideas and perspectives
comment on how the writers use presentation and language
include examples to illustrate the points you make.
In two tasks you will be asked to look closely at two main areas:
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the use made of language and
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the use of presentational devices in the text.
It is worth noting that these two tasks do not carry the same weighting. The analysis of language
carries more marks and therefore will be afforded a greater share of the 45 minutes you have at your
disposal. These questions are similar to the ones you will be asked.
Task 1: Compare how language is being used? What effects are being created and for
what purpose?
Task 2: Compare how presentational devices are used to help the texts achieve their
purpose for their audience?
These types of questions require a considered, reflective and insightful response supported by
examples from the text.
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You need to be able to identify the methods a writer has used to create the important
elements within the text.
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You will also need to be able to discuss the effects of these methods on the audience and, of course, the purpose behind these effects.
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Assessment Objectives:
AO3
(i)
Read and understand texts, selecting material appropriate to purpose, collating from
different sources and making comparisons and cross references as appropriate;
(ii)
Develop and sustain interpretations of writers’ ideas and perspectives;
(iii)
Explain and evaluate how writers use linguistic, grammatical, structural and
presentational features to engage and influence the reader.
The analysis of multimodal texts
In most multimodal texts, presentation and layout are always carefully chosen to aid the audience in
following and understanding the text. Ask yourself HOW the text's presentation and layout help it
appeal to its audience or achieve its purpose.
Multimodal texts have a series or combination of purposes:
to entertain
to explain
to inform
to advise
to persuade
to instruct
The layout and presentation of a text is a part of its form. Form refers to the way a text looks and
helps the content (i.e. meaning) of the text in various ways, perhaps to make the text easier to
navigate, or clearer for the reader.
In order to work out how the text employs detail and information, ask yourself the following
questions:
1. How are facts being used? Frequently in multi-modal texts that are intended to be persuasive,
they are carefully selected and presented in a way that portrays the ‘product’ in its best
possible light – they are biased.
2. How are opinions presented? In persuasive texts, opinions are never balanced and are given
a sense of authority and influence. Work out how this is being done. It's important to be able to
sort out fact from opinion and to be able to judge how balanced or otherwise the facts and
opinions really are.
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Use of Language:
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Rhetorical language – increases the persuasiveness of a text.
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Emotive language – to create an emotional response from the reader (anger, shock, guilt)
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The use of the personal pronoun 'you' for direct address. This adds a personal touch and
engages the reader; it sounds friendly, inviting and even confiding.
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Personal viewpoint or 'direct address' (‘when I... / We... speaks to you...’ ) can create a
friendly tone and involve the reader.
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The use of the inclusive pronoun 'we'. This can make the reader seem to be a part of a
special group of people (e.g. 'We're all in this together, aren't we?').
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The use of interesting, short anecdotes adds interest and engages the reader's attention (e.g.
'Let me tell you about the time I went to Paris ...').
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The use of hyperbole can create a persuasive impact (e.g. 'This is an absolutely fantastic
experience which will blow your mind away!').
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Description creates imagery that can be very engaging and involving, even persuasive. It can
be made very vivid and used to create mood and emotion (e.g. 'Like a sphere of shiny steel,
the sun floated in the heavens'). Look for the use of effective metaphors, similes and emotive
language.
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Facts and opinions are used to support a writer's point of view or argument but you must be
able to separate worthwhile from biased facts and facts from factually stated opinions, always
exploring how reasonable and effective the evidence really is.
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Rhetorical questions engage and help to persuade the reader. They help make a point in a
more powerful and emotional way.
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Repetition and lists of three can be effective persuasive devices. .
·
Tone - a formal tone can add authority and sound authentic or sincere. However, an informal,
or even conversational tone can add warmth and enjoyment.
·
Quotations and evidence from expert sources are used to provide support and create added
authority.
·
Sentence style can be varied to add interest - and a very short sentence can add dramatic
impact.
·
Captions add meaning and steer the reader to respond in a certain way to an illustration or a
photograph
16
Use of Presentational Devices
There is so much to comment on – but remember to always explain the effect on the reader.
·
Layout can be used to aid understanding and to make the piece more eye-catching.
·
Catchy/Eye-catching titles capture the reader's attention.
·
Colour adds eye-appeal, impact and emphasis.
·
Different font styles and sizes are important in attracting and directing the reader’s eye
·
Headlines, captions and subheadings add impact and clarity.
·
White space creates clarity and attractiveness.
·
Short paragraphs and sentences are easier to follow and grasp.
·
Bulleted or numbered lists aid clarity.
·
Formatting: bold, italic and underline can create emphasis and impact.
·
A logo can create a high level of trust in a product or service, e.g. 'Coca Cola'.
·
Illustrations and photographs add interest, clarity and emotional impact.
·
Graphs and charts ease understanding (but can be very selective in what they show).
·
Cartoons add humour and attract attention.
·
Maps may be helpful in certain cases.
Remember there are three main reasons for using presentational devices:
1. Mood
2. Memory
3. Clarity
1. Mood
A piece of writing will always try to express feelings. The mood created could be fun and excitement
(in a brochure for a theme park for example) or perhaps fear and concern (in an advice sheet about
road safety or global warming for example). The feelings should always be in tune with the target
audience.
Devices to look out for in mood:
·
pictures
·
fonts
17
·
colour
·
quotes
2. Memory
If the main purpose of a piece of non-fiction writing is to inform, then it is important that readers find
and remember key bits of information. These can include website addresses or phone numbers,
advice or statistics.
Devices to look out for that are used to aid memory:
·
bold text
·
headlines and sub headings
·
bullet points
·
diagrams, maps and illustrations
3. Clarity
Most non-fiction texts are written for people in a hurry, so it is important that the purpose and
audience of a text is clear. This will make the right people pick it up and read it. The information
within the text also needs to be clearly presented otherwise people will stop reading.
Devices to look out for to aid clarity:
·
bold text
·
bullet points
·
sub-headings
·
paragraphs
·
colour
·
images and captions
·
quotes
18
Colours: can have positive and negative connotations depending on the context.
Consider the following colours:
Gray/Grey: gloomy, depressing, bland, stability, wisdom, old age, boredom, decay, dullness,
dust, pollution, urban sprawl, balance, neutrality, mourning
White: purity, neutrality, cleanliness, truth, snow, winter, coldness, peace, innocence,
simplicity, surrender, cowardice, fearfulness, unimaginative, bland, empty, unfriendly
(interior)
Black: death, funerals, the bad guy, evil, power, sophistication, formality, elegance, wealth,
mystery, style, fear, seriousness, rebellion, slimming quality (fashion)
Red: passion, strength, energy, fire, love, excitement, speed, heat, arrogance, ambition,
power, danger, blood, war, anger, revolution, aggression, summer, stop, communism, Mars
(planet)
Blue: seas, men, peace, harmony, sadness, tranquility, calmness, trust, coolness,
confidence, water, ice, dependability, cleanliness, depression, coldness, obscenity, Earth
(planet), strength, steadfastness, light, friendliness, conservatism (UK & European politics)
Green: nature, eco-friendly, spring, fertility, youth, environment, wealth, money (US), good
luck, vigor, generosity, go, grass, aggression, jealousy, illness, greed, envy, renewal, natural
abundance, growth, health, calming
Yellow: sunlight, joy, happiness, wealth (gold), summer, hope, air, liberalism, cowardice,
illness, hazards, weakness, summer, friendship, a sign of hope (yellow ribbon)
Purple: royalty, wisdom, nobility, spirituality, creativity, wealth, ceremony, arrogance,
flamboyance, gaudiness, mourning, riches, romanticism (light purple), delicacy (light purple),
penance, bravery (purple heart)
Orange: energy, enthusiasm, happiness, balance, heat, fire, flamboyance, playfulness,
arrogance, warning, danger, autumn, royalty
Brown: boldness, depth, nature, richness, rustic, stability, tradition, fascism, dirt, dullness,
filth, heaviness, poverty, roughness, down-to-earth, wholesomeness, steadfastness,
dependability.
Pink: femininity, sympathy, health, love, marriage, joy
19
Shot Composition: The most common shot types.
EWS (Extreme Wide Shot)
The view is so far from the subject that he isn't even visible. The
EWS is often used as an "establishing shot" - the first shot of a new
scene, designed to show the audience where the action is taking
place. It is also useful in scenes where the action is very spread out.
For example, in a war movie an extreme wide shot can show the
scale of the action
© Design Pics/Thinkstock
VWS (Very Wide Shot)
The subject is visible here. The emphasis is very much on placing
the church in the environment. This often works as an establishing
shot, in which the audience is shown the whole setting so they can
orient themselves.
© Zoonar/Thinkstock
WS (Wide Shot)
The subject takes up the full frame, or at least as much as
comfortably possible.
AKA: long shot, full shot.
© iStockphoto/Thinkstock
MS (Mid Shot)
© iStockphoto/Thinkstock
The MS is a comfortable, emotionally neutral shot. It shows some
part of the subject in more detail, whilst still showing enough for the
audience to feel as if they were looking at the whole subject. In fact,
this is an approximation of how you would see a person "in the
flesh" if you were having a casual conversation. You wouldn't be
paying any attention to their lower body, so that part of the picture is
unnecessary. The MS is appropriate when the subject is speaking
without too much emotion or intense concentration.
MCU (Medium Close Up)
Half way between a MS and a CU. This shot shows the face more
clearly, without getting uncomfortably close.
© Lifesize/Thinkstock
20
CU (Close Up)
A certain feature or part of the subject takes up the whole frame. A
close up of a person usually means a close up of their face. A closeup of a person emphasizes their emotional state. A close-up
exaggerates facial expressions which convey emotion. The viewer is
drawn into the subject's personal space and shares their feelings.
© Design Pics/Thinkstock
ECU (Extreme Close Up)
The ECU gets right in and shows extreme detail. It is too close to
show general reactions or emotion except in very dramatic scenes.
© iStockphoto/Thinkstock
Two-Shot
A shot of two people, framed similarly to a mid-shot. Two-shots are
good for establishing a relationship between subjects.
© Creatas/Thinkstock
(OSS) Over-the-Shoulder Shot
Looking from behind a person at the subject. This shot helps to
establish the position of each person, and get the feel of looking at
one person from the other's point of view.
© iStockphoto/Thinkstock
Point-of-View Shot (POV)
Shows a view from the subject's perspective.
© iStockphoto/Thinkstock
High Angle Shot
A high angle shows the subject from above, i.e. the camera is
angled down towards the subject. This has the effect of diminishing
the subject, making them appear less powerful, less significant or
even submissive.
© iStockphoto/Thinkstock
21
Low Angle Shot
This shows the subject from below, giving them the impression of
being more powerful or dominant.
© Fuse/Thinkstock
Bird's Eye
The scene is shown from directly above. This is a completely
different and somewhat unnatural point of view which can be used
for dramatic effect or for showing a different spatial perspective. In
drama it can be used to show the positions and motions of different
characters and objects, enabling the viewer to see things the
characters can't.
© Photodisc/Thinkstock
Comparison grid for media texts
Use these headings for quickly jotting down a plan/ ideas in the exam before answering the question
Features
Text 1
Text 2
Form
Purpose
Audience
Main argument/point
How is it developed?
Language devices
Structural devices
Presentational
devices
Which is more
successful? Why?
22
Comparing multimodal texts
Use one of the following structures to organise your response:
1. Compare and contrast Text A + Text B throughout your response highlighting similarities +
differences
A
B
A
B
Or
A
B
1. Text A - analyse in detail
2. Text B – analyse in detail but refer back to Text A regularly to compare and contrast:
highlighting similarities + differences
A
B
B
B
A
A
A
Don’t waste time writing unproductive introductions and conclusions!!!!
23
Compare and Contrast
The wording “compare and contrast” is used to make it clear to candidates that they are
required to comment on similarities and differences between the texts.
When comparing and contrasting multimodal texts remember to use COMPARATIVE
CONNECTIVES in your writing:
·
·
·
·
·
however
in spite of this
whereas
on the other hand
in other respects
·
·
·
·
·
nevertheless
differs from
on the contrary
rather
elsewhere
·
·
·
·
·
instead
on the other hand
also
in that respect
alternatively
Students receive good marks when they:
·
·
·
·
are able to cope well with comparison
are able to cross-reference and take a parallel approach rather than responding to one
text and then drawing links when dealing with the second text
show their skill in exploration of the use of language
show their skill in exploration of the use of presentational devices
Weaknesses identified:
·
·
·
·
·
·
·
·
·
·
combining tasks 2 & 3 in one response or, more commonly, losing focus and for
example commenting on presentational devices when they’re supposed to be discussing
language
students attempting to answer the question without a sufficiently close preliminary
reading of both texts
using text ‘speak’ such as “u”; “ur”; 2day and “no-1”. (Texting should be discouraged
unless it is used deliberately as a device to manipulate the reader’s response of course.)
many responses are very brief - possibly as the result of poor time management
uncertainty about what exactly they are being asked to do when they are asked to write
about the types of words and phrases used
a tendency to copy out large chunks of text
comparing the written material without quoting any relevant examples to support their
comments
dealing with each text in a separate manner without trying to cross-reference
limiting analysis of language due to not commenting on their intended effects
tendency to compare CONTENT rather than PRESENTATIONAL DEVICES and
LANGUAGE
24
Vary your language
When explaining a presentation or language device used in a multimodal text you might say
something like: “This image is shocking and suggests we are recklessly destroying our
planet.” Try using some of the following words as alternatives to the word ‘suggests’.
Choose carefully from some of these to add variety to your writing:
means
creates
conveys
implies
reflects
gives rise to
demonstrates
highlights
indicates
emphasises
reinforces
strengthens
* Remember
Answer the questions using P.E.E:
Point
Explain
25
Evidence
The following examples are based on a question on DVD
covers but this will not always be the form used on the
exam paper.
Look for similarities on how each DVD
cover uses language to persuade the
reader that these are exciting action films.
Remember that language involves issues
such as tone, punctuation, promotional and
evocative lexis, interesting use of
verbs/nouns/adjectives/adverbs; use of
quotes from ‘experts’/critics
Look for differences on how each DVD
cover uses language to persuade the
reader that these are exciting action films.
1. Compare and contrast how language has been used in both DVD covers to
15 marks
persuade you that these are exciting action films.
Focus here on words and phrases which
you think persuade you to see the film as
one belonging to the genre of exciting
action films. NB Quote using proper
syntax.
Look for similarities on
how each DVD cover uses
presentational devices to
make the film appealing.
What makes a film an exciting action film?
Can you give a definition of an exciting
action film in your introduction before
looking at the similarities and differences in
the language of both DVD covers and
whether or not the language persuades you
that both DVDS fit the genre?
Look for differences on
how each DVD cover uses
presentational devices to
make the film appealing.
Look at the key terms
below to see the range of
techniques used to present
information
Discuss relevant points in
detail
1. Compare and contrast how presentational devices are used in both DVD
covers to make the film appealing? Analyse the use made of: images and
9 marks
colour/layout.
This relates to the choice of
pictures/photos: their shape,
content, orientation, use of
CUs, panoramic views etc
Remember that colours can evoke certain
feelings and emotions.
This deals with how the DVD cover is
structured: the amount of space given to
images/text; the use of several images to create
a sense of narrative; use of bullet points etc.
Analysis of a DVD cover.
Unfortunately due to copyright restrictions the DVD cover for the film 2012 cannot be
duplicated as part of these resource materials. Follow the following link provided to access
this DVD cover.
http://dvdcoverlinks.com/detail.php?linkid=10947
The following information is an analysis and evaluation, presented in annotated note form, of
the individual aspects of the DVD cover, i.e. front cover, use of images, slogan etc.
The front page of the DVD cover:
Please note the key terms and concepts have been emboldened in the following notes; this
is a guide to show the important vocabulary that the examiner wishes you address and
discuss in your answer:
The front cover can be described as harrowing, intense and disturbing. It uses an iconic
symbol of Christ the King found on a mountain overlooking Rio de Janeiro. Why choose this
dominant image? It suggests that the swirling, rising tides have risen to such sinister levels
that the safety of this statue has been compromised. It has cracked and is now falling down
upon the people below.
Does it suggest that even God/faith is powerless in the face of such Apocalyptic danger?
There is an interesting absence of a protagonist on the DVD cover makes the reader
realise that this danger is being faced by all of mankind, as opposed to being directed at an
individual.
There is very evocative use of symbol and colour. The bridge crowded with people below
hints at a possible scene in the film’s narrative and makes the people and their plight look
insignificant in the face of this unfolding disaster.
The film title:
The title , 2012 uses a bold use of modern font to capture a ‘catchy’ film title. The
numerals are large, imposing and have a silvery colour, suggesting a futuristic edge but
creates alarm as we realize this is the current year. .
Apocalyptic/action pictures like this sometimes use dates as markers for danger. 2012provocative and frightening? Why? It creates intrigue. We are only in 2012. Does the near
future really hold such dangers? Global warming?
Front page background images and colour:
The use of light beginning to permeate through storm clouds is incorporated as a
background image; it perhaps suggests a glimmer of hope and optimism.
This background image is juxtaposed with the swirling, rising avalanche of water which
topples the imposing, formidable statue of Christ. This is suggestive/evocative of the
Great Flood in The Old Testament
The back page of the DVD cover
The slogan at the top of the back cover:
There is a short sentence presented as a threatening slogan. The register/tone is very
intimidating. The opening word, is a personal pronoun “you”; this intensifies the as it
sense of threat suggests it is a personal grudge and vendetta.
27
The image on the back of the DVD cover:
The dominant image of plane heading towards toppling buildings of similar symmetry is
reminiscent of 9/11.- as is the cloud of debris emerging around them. The image captures a
moment of trauma and tragedy, causing intense distress and chaos.
The framed images are stills from the film. At the top there is an image of a ‘crisis centre.’
Worried officials preside over incoming information with screens and busy employees behind
them. This creates a mood of panic. Perspective in image gives a wider sense of crisis.
Below this is another small framed image: Whereas the image above suggests that officials
are struggling to keep a sense of control of the situation, here we see how the crisis is
affecting individuals. There is a Medium close-up shot of man and child (perhaps father
and son) with faces in shock- suggests that the dangers they face may be too difficult to
overcome. It creates a sense of anticipation and suspense; it makes viewers want to find
out what happens to them
Promotional features:
In the middle horizontal strip of the back cover there are promotional features. These are
effectively highlighted through bullet points; in this way there are visually accessible for the
reader. The language used is melodramatic and powerful with exciting and vivid
connotations. It helps to promote the film and persuade viewers to buy/ watch it.
For example: There is a sense of exclusivity/uniqueness, ‘Never before…’
Repetition: ‘so many…’
Rule of three: ‘religions, scientists and governments’
Catchy adjectives and nouns: ‘epic adventure,’ ‘global cataclysm,’ ‘heroic struggle’
28
Colours
Top Answer: Language
I feel that these two DVD covers have been made to attract boys and men, and
many features of language have been used to entice and persuade this target
audience to buy these DVDs.
The ‘Green Zone’ clearly shows how the actors have been ‘Academy Award
nominees’ which puts their previous successes into the movie and shows the
audience how it is going to be a good watch. ‘The Hurt Locker’ unlike the ‘Green
Zone’ does not publicise the actors, but emphasises the characters, “Staff
Sergeant James, head of an elite squad”. The use of the word “elite” gives the
movie an edge and shows to the audience how it is exciting.
Both DVD covers use endorsements to show the audience just how good these
movies are. In ‘Green Zone’ it has endorsements from magazines and newspapers
to show that this is a well-respected movie that is worth watching. “Matt Damon
at his best” – the use of superlative “best” gives the movie an elite quality and
adds to the appeal for the audience. There are also comments like “gritty,
thrilling” – the use of harsh sounds in these words adds to the sense of danger
and excitement. The same techniques are used in ‘The Hurt Locker’ – “stands as
one of the defining movies of the decade”, “ a near perfect movie” – this shows
that even though it doesn’t have famous actors, it is still very good and leaves
the audience in no doubt of how this is a good choice. These phrases make the
movie stand out on its own and would compel the audience to buy it.
Unlike ‘The Hurt Locker’, the ‘Green Zone’ shows off its director – “From the
director of … Bourne Ultimatum”. This again puts past successes into the movie
and reflects how good the movie is going to be and compelling the audience to
want to buy it.
Both DVD covers also show clearly how they have “special features” which gives
a sense of how you get more for your money’s worth which could again attract
the target audience.
The ‘Green Zone’ uses many other techniques in its selling points. “action packed
thriller” – shows clearly the genre for the target audience and gives a sense
that it is bursting with action appealing to the action fans. A sense of
excitement is shown in the description of the movie “hidden on foreign soil
before the war escalates”. This gives a sense of danger and adds to the
dramatic effect, again appealing to the audience and showing clearly the genre.
Language techniques are also used in ‘The Hurt Locker’. The use of short
sentences “war is a drug” adds to the sense of drama for the audience. The
phrase “nerve-shredding” adds to the thrill and sense of danger this movie
brings. “thrive in a zone where the margin for error is zero” clearly shows the
genre and will again appeal to the target audience due to the exciting and
29
thrilling statement. The use of lists “Powerfully realistic … intense” shows how
this movie is everything you could possibly want it to be and would yet again
appeal to the target audience.
Both DVD covers show the genre clearly to the audience through the use of
language and I feel that this is very effective in enticing people to buy the DVD
through the techniques I have shown.
Assured evaluation/ purposeful comparison
14/15 marks
Top Answer: Presentational Devices
The presentational devices again highlight the action of the movies to the
target audience.
In ‘Green Zone’ the cover is a large, dominating picture of the main actor in an
action shot. It shows the intensity and excitement of the movie and could also
cause intrigue from the audience as it is not known what he is doing or looking
at. The use of pictures is again proceeded on the back cover, again emphasising
the action nature of the movie due to the actor wearing a gun and bullet proof
vest and this again emphasises action and excitement. The use of small images,
from clips of the movie, show the audience more about what’s happening and
could again cause intrigue.
Meanwhile, ‘The Hurt Locker’ also shows action shots, with a clear army theme
in the pictures. The use of the explosion creates a thrilling sensation and adds
the drama and excitement and the gun and army uniforms show this is a war
movie which would appeal to the target audience.
Both DVD covers use dark greens and blacks. The dark colours could be a symbol
of the war themes in both movies and this again adds appeal from the target
audience as the excitement in these movies is again emphasised.
The titles are clearly shown on both DVD covers in order for the audience to
remember them clearly. Endorsements on ‘Green Zone’ show stars which is a
clear symbol of elite quality and adds to the appeal of the movie. The same
technique is used in ‘The Hurt Locker’ to show the movie is well-respected again
appealing to the target audience.
Unlike ‘The Hurt Locker’ the layout in ‘Green Zone’ clearly shows information
about the director and the actor’s name. This could again appeal and entice the
target audience due to previous successes of the director and actor.
The layout on the back of both DVD covers is arranged in a small paragraph and
bullet points, making it look appealing and easy to read which is inviting for the
audience.
30
Finally the spines of both ‘Green Zone’ and ‘Hurtlocker’ again emphasise the
action of the movie, which may be the only thing the audience sees and the
obvious element of action and thrill would again be appealing to the target
audience.
A focused comparing and contrasting/ thorough evaluation
8/9 marks
Connections
Analysing Writers’ Craft
• CA - Study of Written Language
• CA - Study of Spoken
Language
• Paper 1 - Multimodal
• Paper 2 - Non-fiction
Using Writers’ Craft
• CA - Creative Writing
• Paper 1 – Personal Writing
• Paper 2 – Discursive Writing
Analysing Persuasive
Language
• CA - Study of Spoken
Language
• Paper 1 - Multimodal
• Paper 2 - Non-fiction
Using Persuasive
Language
• Paper 2 – Discursive Writing
31
Unit 2 Section A: Functional Writing
What to expect
In this section you will be required to write using an appropriate form in response to a
given topic for a specified audience.
You will also be provided with some additional material related to the topic which is
intended to stimulate ideas and provide some facts and opinions which you may use to
support your own thoughts and ideas.
Take a look at the sample task below. The key requirements have been annotated for you:
The FORM required will
be made clear. In this case
– a letter.
The RSPCA is the
intended AUDIENCE:
i.e. animal lovers.
TASK 1
The
PURPOSE
is to present
your
viewpoint
on the issue
to engage
and
challenge
the
organisation
to do
something
about the
cruelty to
animals.
Write a letter to the RSPCA expressing the opinion that
“We are no longer a nation of dog lovers!”
You may wish to make use of some of the facts and opinions
presented on Page ? if you consider them to be relevant to
your discussion.
[24]
This is the reference to where you can find
additional material which you may use to
SUPPORT some of your ideas if you wish
to do so. This material, particularly the
images presented, may also help
STIMULATE IDEAS.
32
This
statement is
the TOPIC or
focus for the
letter. It is
deliberately
emphatic in
tone so as to
stimulate a
variety of
different
views.
The Assessment Objectives
Assessment Objectives are very important to you as a student as they are what the
examiner is looking for in your answer. By reading them you can understand what you are
expected to do in order to score well. You can use them to guide you as you revise. In
Personal Writing they are:
i)
ii)
iii)
iv)
v)
Writing clearly, effectively and imaginatively to engage the reader
Using a style that matches vocabulary to purpose and audience
Organising ideas/information logically into sentences and paragraphs
Making use of language and structural features for effect
Using a range of sentence structures as well as punctuating and spelling accurately.
How much do students need to know about AOs?
o
RTQ! Read the Question
o
ATQ! Answer the Question
The examining team will have written questions to ensure all AOs are targeted. All students
need to do is answer what is asked on the paper.
Timing Tips
Ø Make sure you keep checking the clock in the Exam Hall or bring a watch with you
and set it on your exam desk so that you can keep a close eye on your time
Ø Before you begin Section A, look at the time and calculate what time you should
finish the section. For example if your exam starts at 1:30pm you should write
2:15pm on your page. This will help to ensure that you stick to your time rigidly
Ø When approaching this functional writing task, you may want to organise your time in
the following way:
· 5-10 minutes reading the stimulus material and planning your response
to the task
· 25-30 minutes writing your response
· 5 minutes checking your work.
Ø Make sure you move on to Section B after 45 minutes! Students often make the
mistake of spending more time on Section A than on Section B. Remember even if
you spend 10 minutes more on Section A, you are only leaving yourself 35 minutes
to complete Section B – and that’s not enough!
33
Functional Writing
The answer is marked out of 24. Marks are split into 16 for content and organization
and 8 for sentence structure, punctuation and spelling.
Content and Organisation
· Have you shown understanding of the purpose and format of the task?
· Have you shown sustained awareness of the reader / intended audience?
· Is the content coverage detailed, and fitting for the purpose?
· Do the paragraphs have a topic sentence?
· Have you used a range of stylistic devices (rhetorical questions, emotive language etc)
adapted to purpose / audience?
For top marks:
· Is there a wide range of appropriate, extended vocabulary and is it used to create effect
or convey precise meaning?
Sentence structure, punctuation and spelling.
· Is there appropriate and effective variation of sentence structures?
· Is there a sophisticated use of simple, compound and complex sentences to achieve
particular effects?
· Is there accurate punctuation used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects?
· Is virtually all spelling, including that of complex irregular words, correct?
What to do to succeed
You will have 45 minutes to produce a piece of writing which engages and challenges the
target audience. In order to succeed the examiner will expect you to:
·
·
·
·
·
·
·
adopt the form as indicated in the task utilising the key stylistic features of this
form of writing for maximum impact on the reader
inform the reader about your views and ideas on the topic by expressing your
opinions in an appropriately lively manner
support your thoughts and arguments – with facts and personal anecdotes for
example – to reinforce your viewpoint and substantiate your claims
persuade the reader by developing a positive rapport and through the use of a
range of linguistic and structural devices
produce a suitably developed piece of writing – between one and two sides
organise your work into paragraphs
write as accurately as possible
34
In order to do all this it is necessary to PLAN BEFORE YOU WRITE. Take note of
the useful information and advice provided for you in the exam paper.
There are
24 marks
available
for this
section.
This
makes it
clear how
this total is
divided
up.
Section A: Functional Writing
Up to 16 marks are available for an organised, appropriate and
interesting response.
Up to 8 marks are available for the use of a range of sentences and
correct spelling, punctuation and grammar.
This refers to
how you
should
develop your
response and
reminds you
of the need to
engage your
audience
Remember: use a
variety of sentence
structures and take
care with accuracy.
This advice
only appears
on the
Foundation
Tier paper
but
everyone
needs to
plan in
order to
write
effectively
5-10 minutes jotting down
your ideas and thinking of
an attention-grabbing
opening is time well spent
Planning your answer…
It is suggested that you organise your time like this:
· 5–10 minutes planning your response to the task.
· 25–30 minutes writing your response.
· 5 minutes checking your work.
Leave enough time to
write a sustained and
Leave time to check your work for
interesting response
inaccuracies. Don’t worry about
which fulfils its purpose
scoring out mistakes and making
corrections – this is good practice!
The type of topics you may be asked to write about:
·
·
·
·
·
·
·
computers
mobile phones
healthy lifestyle
celebrity
reality TV
climate change
advertising
·
·
·
·
·
·
35
the internet
the environment
sport
school, e.g. uniform, homework
the death penalty
immigration
Stimulus Material: Beside the task will be a page of supporting material, consisting of some
images, facts and opinions presenting both sides of the topic/argument. Below is typical of what
you might expect to support the task.
London Olympics 2012:
a price worth paying?
© iStockphoto/Thinkstock
© Photo Disc/Thinkstock
© iStockphoto/Thinkstock
© Comstock/Thinkstock
Some Opinions:
“Countries that consider themselves
‘enemies’ and will not even sit at the
same table to talk, still have sport in
common and meet in the Olympic
Games as equals.”
“All you hear on the news is one country
angry at or fighting another country. For
once it's nice to see at least a "time-out"
from all that and be able to enjoy watching
countries in friendly competition.”
“I caught some of the Opening Ceremony
at the last Olympics and just couldn’t help
but think of how many people could have
been helped out of poverty with a portion
of the money spent.”
36
“The Olympic Games represent the ONLY
true GLOBAL celebration we've got. Feed
the hungry? Absolutely. But there's no need
to scrap something POSITIVE to make that
happen. How about a few billion less spent
on war for a start?”
Some Facts:
The Cost:
The Legacy:
· The budget for the London Olympic Games has
· The Olympic Village will be converted into
risen from £2.4 billion to £9.35 billion
· The government has set aside another £2.7
billion in a contingency fund in case costs rise
further.
· New venues will cost £3.1 billion. These
include the Olympic Park at Stratford and the
athletes' village.
· £1.7 billion will be spent on regeneration and
infrastructure.
· £600 million will be spent on extra security.
· £390 million is being spent on other costs, such
as the Paralympics and community sport.
3,600 apartments. Most of them will be
affordable housing.
· The medical facilities at the Olympic Village
Polyclinic will be converted into a lifelong
learning centre for the people of East
London.
· After the Games four arenas as well as
swimming pools will be taken down and
rebuilt in other parts of the UK.
· Charities will be given the sports equipment
used in the Olympic Games for free.
How to make the best use of the stimulus information
·
First of all, this material aims to assist in helping you generate ideas on the topic and to
provide you with some supporting factual information.
·
It is, however, only intended to be a starting point. The examiner expects you to
offer your own original points.
It is very probable that you will be able to draw upon your own knowledge and personal
experiences to support your discussion. This gets the reader on your side and will make
your work more authentic and distinctive – and all the more interesting to read.
Introduce your ideas in different ways to add variety to your writing and to engage the
reader:
·
“Some people think…but that is not my personal experience…”
·
“Let me tell you about the time…”
·
“I’ll never forget the impact on me when...”
·
“Consider this…”
·
“Please think seriously about my next point…”
·
“Believe me when I say…”
·
“Weighing up all these facts, surely it is clear that…”
·
“We need to bear in mind…”
·
“I have great difficulty understanding why this fact alone would not
convince you that…”
“Imagine if…
“The truth is…”
37
You don’t need to use any of this material, if you don’t want to or need to.
Furthermore, you will not be penalised in any way if you choose not to include any of
the support material provided!
·
Whatever else you do DON’T simply copy out the facts and opinions you’ve been given
– they are not a series of prompts for you to copy out and write a couple of sentences
about!
Structure for Success
Effective structuring gives shape and coherence to your work. Here is a reminder of the
essential structural devices you should employ:
Openings and conclusions
The effectiveness of a strong opening and conclusion in any piece of writing cannot be
stressed enough. You need to connect with your audience from the beginning and a
powerful ending to your response is also going to leave a lasting impression.
So, remember:
· Hook your reader with an opening sentence which he or she cannot ignore and which
makes your piece stand out from the average.
·
Your conclusion is the last bit the examiner reads before deciding on your marks so
make a strong finish!
Use some of the following techniques in your openings and conclusions:
·
use humour
·
immediately make your view clear
·
use emotive language
·
appeal directly to the audience
·
make a provocative statement
·
use a series of questions
·
repetition
·
inclusive language – “we”
·
use of imperatives
·
make an emphatic statement
·
alliteration
·
exaggeration/hyperbole
·
use a quotation
·
present some shocking statistics
·
use a list
Using Connectives
38
Example Openings:
1) Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of
as a great place to be a reptile. Actually, it has the largest seasonal congregation of
garter snakes in the world!)
2) Opening with a strong statement: (Cigarettes are the number one cause of lighter sales
in Canada!)
3) Opening with a quotation: (Elbert Hubbard once said, ‘Truth is stronger than fiction.’)
4) Opening with an anecdote: an anecdote can provide an amusing and attention- grabbing
opening if it short and to the point.
5) Opening with a statistic or fact: sometimes a statistic or fact will add emphasis or interest
to your topic. It may be wise to include the item’s authoritative source.
6) Opening with a question: (Have you ever considered how many books we would read if it
were not for television?)
7) Opening with an exaggeration or outrageous statement: (The whole world watched as
the comet flew overhead.)
Connectives or linkers are words and phrases which take the reader through your thoughts
and ideas. They are used at the beginning and end of paragraphs.
Again, you can use these to add interest and variety to your work.
Below are a series of connectives. Try using them in a series of paragraphs
throughout your writing:
· “Want to hear more?”
· “Therefore…”
· “Furthermore…”
· “Next, it has to be said…”
· “Let’s start by saying…”
Using· a
different types of sentences
“Invariety
the first of
place…”
“In addition…”
This is ·another
structural device to keep your reader engaged. Revise the following
list before
your
examination:
· “To
begin
with…”
· “Secondly…”
· “So, I urge you to think…”
· “Finally…”
· “To sum up…”
· “In conclusion…”
· “I urge you think about this…”
39
Effective Punctuation
There are two main points to remember about punctuation:
a) Punctuate for effect:
· it is an important means of communicating the strength of your feelings to the reader
· it is also a way you can convey your personality and so make your writing unique
· it creates a lively style which helps to sustain the reader’s engagement
.
b) Accurate punctuation
· Accuracy is an important writing skill. At the very least know your end stops: full stops,
question marks and exclamation marks and use them to good effect!!
· The most common inaccuracies are: to use commas instead of full stops; not to use
any punctuation except for some random full stops; using an apostrophe in plural
words
· Experiment with other forms of punctuation such as semi colons, colons, ellipsis,
dashes and brackets. Some of these can be used for humorous effect.
Examiners reported that:
Candidates working at A/A*:
·
·
·
·
·
·
·
·
show an awareness of the appropriate tone, style and phraseology
show knowledge of similar subject matter- able to draw on knowledge from Science,
Geography, Citizenship
use their own experiences to expand on the stimulus material
respond with real enthusiasm, offering many lively, witty and opinionated responses
include personal anecdotes –making the response entertaining to read
cross-reference to subjects like Science for relevant technical information.
convey thoughts and ideas in an interesting way
use effective link words and sentence structures which give cohesion to arguments
presented.
Candidates working towards C:
·
·
·
·
·
tend to over- rely on the viewpoints offered and structure their responses by
‘answering’ the points mentioned in the question
simply copy out the stimulus material and contradict themselves in their often very
brief reactions to them
have an overly relaxed attitude to their choice of language
use a set opening paragraph….’ In this essay I ….’
use a bland, narrow vocabulary that does little to build interest or rapport
40
Persuasive Techniques:
1. Direct address: ‘I ask you.’ Or ‘I don’t see a bright future for them; do you?’
This engages the reader in the essay and therefore retains their interest and
concentration because the material seems directly relevant to them.
2. Indirect involvement: ‘Now imagine/think of…’
3. Graphic language: This paints a picture for the reader and may be
manipulated to generate hostility, fear, pity, or whatever emotion is most
effective to promote your argument. Metaphors can be very useful because
they enable you to paint pictures and also say a lot through their connotations.
Tony Blair talked of his aspiration for Britain to be a ‘beacon’ to the world. This
has a lot of positive associations.
4. Emotive language: ‘…the horrendous slaughter of the defenceless little fox.’
It is impossible to read this without feeling that fox-hunting is barbaric.
Emotive language allows the writer to control the reader’s response. Look out
for more subtle examples: ‘These children robbed of their innocence....’ The
word ‘robbed’ makes us feel that an injustice has been done.
5. Hyperbole (exaggerate key points) – ‘School uniforms are a torture.’
6. Rhetorical questions: ‘Surely you don’t want....’ or ‘Do we really want £758
million spent on a ridiculous dome that will be pulled down in a mere six
years?’
You are not using these questions to ask for an opinion but merely to
emphasise a point.
7. Create a rapport with your readers: ‘Friends / fellow classmates....’
This creates the illusion that they are on the same side as you so
psychologically makes it more difficult for them to disagree with you.
8. Assertive language: ‘It is well known that ...’
This makes your point seem indisputable. It also makes your opinion sound
like it is widespread belief.
9. Repetition: ‘A world that is free from terrorism. A world that is free from
murder. A world that is free from hatred. That is the world we all long for.’
This gives drama and impact. Many politicians and effective public speakers
employ repetition. Martin Luther King’s famous; ‘I have a dream’ speech is a
good example.
10. Groups of three: ‘Education, education, education’ (Tony Blair’s mantra).
41
This can be the same three words or different words. Rhetorically it is very
effective. Three sentences which are very similar structurally also work well.
11. Alliteration: Repetition of consonant sounds at the beginning of words which
are in close succession. This makes the point more memorable.
12. Appeal to greater authority: ‘Scientists now believe that…’ or ‘Recent
surveys suggest that…’
This adds credibility to what you are saying and can be used to make opinion
sound like fact.
13. Quotations: These show you have done extensive research and again add
credibility to your argument.
14. Statistics: ‘Every second twelve square kilometres of rainforest is being cut
down; eighty percent of this is …’
This provides a factual basis for your argument. Try to have a range of facts
and opinions in your essay.
15. Expose the weaknesses in opposing arguments: ‘You may say that….and
you would be right, but…’ ‘Computers will lead to more leisure time but what
about the unemployment problems that they will create?’
This shows that your opinion is not one grounded in ignorance or naivety; you
are aware of contrary perspectives and have well considered objectives to
them. This strengthens your argument.
16. Humour: (If appropriate) lightens the tone, establishes a closer rapport
between you and the reader and adds variety, which in turn, helps maintain
interest.
17. Personal Anecdote: This may convince the reader of the authenticity of your
views but like humour use wisely and sparingly.
18. Tone: Adapt your tone according to the point you are making and the reaction
you want to generate in the reader. Will you be indignant, angry shocked,
disgusted, sad, happy, calm, or reflective?
Dos and don’ts’
·
Avoid the typically dull opening:
‘In this essay I am going to look at both sides of the issue of the National Lottery. I
will begin by looking at the points in favour of the National Lottery’.
·
Another less than impressive tactic is to open a new paragraph by simply copying out
a prompt from the question:
42
‘Lots of ‘good causes’ get extra money. This is true and I agree with good causes
getting the money. . . ‘
·
Challenging or engaging the reader through the use of a rhetorical question can be a
lively and effective means of developing attention:
‘Do you think state – sponsored gambling is morally correct?’
·
Make use of effective connectives and links:
‘Whilst many see nothing wrong in playing the National Lottery, there are others who
believe that . . . ‘or ‘At the same time it has been recognized that not everyone can
afford to play . . .’
·
Try to conclude strongly:
‘Perhaps it is time the Government stopped using the National Lottery as a back –
door means of propping up essential services!’
Essay Plan
Introduction:
·
Begin in an arresting and generally interesting way. Your opening should grab the
reader’s attention initially before you aim to maintain this attention over the remainder of
the essay.
·
Introduce yourself and your intention(s) – Who are you and why are you writing? What
stance/ viewpoint are you going to adopt and why? How are you going to convince the
leader/ listener of the validity of your opinion?
·
Who are you writing for? – the examiner, which will determine the tone in which you
write.
·
You should aim to begin with a ‘hook or grabber’ to catch the reader’s attention. Aim for
something which will immediately arrest the reader’s attention: something thought
provoking, controversial, enigmatic, a joke, a proverb, a quotation, a question etc. Some
‘ attention grabbers’ include:
Main Body:
·
Choose around six arguments from you initial planning session. Present these
arguments in the order of their importance/ strength/ persuasiveness. In other words,
you should present your strongest argument first and your weakest one last
·
In the course of presenting your points you should constantly grab the reader’s attention
and maintain this interest during the main body of the essay. Using persuasive
techniques will help you to do this. ( See persuasive techniques list)
43
·
At the end of each paragraph you should look back at its content and ask yourself how
many persuasive techniques you have used. Also, you should constantly refer back to
the question at the end of each paragraph in order to ensure that you are not straying off
the point and failing to address the question properly
·
You may be given a number of prompts around which to base your answer. Imagine, for
example, that you are answering the question ‘Smoking should be banned in all public
places. Discuss’. One of the prompts which you may be provided with could be: ‘Every
year X number of people die as a result of passive smoking inhaled whilst socialising in
public places’. When presenting such an argument, it is most likely that you will include
it at the start of a paragraph. In such a case you should not merely re-write the
statement and follow it up with something like: This argument show us that … Rather,
you should present the initial statement in a way which makes it fit in naturally with the
rest of you prose. For example, you could pretend that you came up with the statement
yourself. Eg ‘ Research has also revealed that …, or ‘What is more, we are led to
believe that …
·
Finally, don’t just present each argument as a separate, isolated paragraph. You will be
credited for linking one paragraph to the next with ‘What is more’, ‘So too’, ‘In addition’ or
‘More so’, to name just a few possibilities.
Counter – argument:
·
It is also important to show that you understand other points of view. This is why you
should always include a counter - argument section after the main body and before the
conclusion. Here you should present a number of arguments which you know your
opponents would make, albeit in less detail than the arguments which you yourself made
in the ‘main body’ section. This section should only be one paragraph long, although this
paragraph may be longer than those in the ‘main body’ section because you are
summarising a number of views
·
In this section you should state why you believe the arguments of your opponents to be
flawed/ wrong or weaker than you own.
Conclusion:
·
Finally, round- off your piece with a conclusion in which you summarise the points which
you have already made and re- enforce the opinion(s)/ view(s) that you have made
throughout the essay. You want the final impression to be a positive one. Never finish on
a completely new point. It is a good idea to summarise your previous key ideas and then
round off with a concluding thought. Nevertheless, the final paragraph should not be a
predictable paraphrase of all that you have already said. Try to end in a way which
shows originality and flair, ‘Our time in the millennium is nearly over, so let’s enjoy what
we have left: don’t waste it, don’t wish is away, because we will remember all that has
happened in this millennium and we will say: That was back in the good old days.’
Try to end your essay in an interesting way, just as you began it in an attention - grabbing
manner. This will allow your concluding statement/ thought to stay in the mind of the reader
long after they have finished reading your piece.
44
* Remember P.E.E:
Planning
Equals
Excellence
A top answer: ‘The London Olympic Games simply aren’t worth the cost!”
Over-priced Olympics or once in a lifetime Olympics? The London Olympics 2012
has been the linchpin of media recently. We turn on the five o’clock news to be
greeted by the bushy eye-browed presenter. “The London Olympics, making 2012
the UK’s greatest year yet!” Yes, it is a prestigious moment for Britain to have
some of the world’s greatest sportsmen gathered in one stadium which is costing
over half a billion to be part of the iconic 2012 London Olympic games; but is it a
price worth paying.
During our economic recession times are getting harder with some of the most
fantastic shops closing, e.g. Clinton Cards and the springing up of Poundworlds and
Poundlands all over the country. The fact that the spending for the Olympic
Games has more than trebled from £2.4 billion to £9.35 billion may indicate that
Britain simply do not have their priorities straight.
Thousands of people in Britain are homeless and are forced to live on the streets
of London whereas during the summer, Olympic medallists like Usain Bolt will be
staying in a five star luxury hotel with two ensuites per room because one toilet is
just not enough! Although the Olympic Village will be converted into an
“affordable” housing area what sort of people will be given these homes? To me,
this is just another way for Britain to attract tourists. And what is affordable
housing today? Houses that are worth £90,000 are being sold for £130,000, so
these “affordable” houses are more than likely going to be too “affordable”.
The Olympic Games are held every four years in a host country and bring
hundreds of thousands – if not millions of tourists. It unifies countries which at
certain points of their history may have hated each other (cough) India (cough)
England. This unity between countries should be the true spirit of the Olympic
Games. It also gives athletes from poorer countries a chance. For example, Usain
Bolt who came from Kingston Jamaica. A country that loses more money than it
earns. During the 2008 Beijing Olympics Usain Bolt ran the 100m sprint in a
record 9.69 seconds which proves his sporting ability and I feel the Olympics is
good for opportunities for athletes all over the world to show their talent.
During the next couple of months, London will be heading to the beauticians for
a “deep cleanse”. The city of London is going to become the city of gold,
cleanliness and opportunity for the 2012 Olympic Games. However, this is not the
real London, the London where police say “Oi! You’re nicked” or where the
Eastenders crew gather at the Queen Vic. The 2012 Olympics is benefitting the
city of London as the medical facilities at the Olympic Village will become a
45
learning centre for those in East London. This is money well spent as this is
keeping young people off the streets and helping them to gain a better future.
The cost of the Olympic games is staggering and at the end of August 2012, it
is believed to come as a grand total of £81 billion for England. I don’t know about
you, but that is a mind-blowing amount of money! The venues are costing £3.1
billion. With that amount of money I expect them to be gold-encrusted. I
disagree with the “contingency fund” money. £2.7 billion is an immense amount of
money to be “put aside, just in case”. The NHS desperately needs money of that
amount and the economic policies David Cameron has issued are escalating so much
so that doctors, GPs, surgeons are all striking because of the pension policy.
Funding for the Olympic Games has to stop as we have to think of those who are
in dire need of money: the homeless, the depressed, the NHS, etc.
I agree with the donation the UK is giving after the Olympics as the sports
equipment will be given to charity. This is a very welcome offer as the sports
equipment is very expensive. More actions should be taken like this as there is an
enormous amount of money needed in Britain to help those who are in dire need.
I agree to a certain extent that the “London Olympic Games simply aren’t worth
the cost” as the costs will rise to an extraordinary value. They paid Wolff Olins
£400,000 for a 2012 logo on a page! I don’t think my house is worth that!
Although I do believe the Olympic Games are a great way of unifying countries
who have been at war and they may cause friendly relations between countries –
preventing future wars. The money aspect seems overwhelming to me, but Olympic
organisers feel it is necessary. I feel the donation aspect is the best benefit as it
gives less fortunate communities in England opportunities. Thank you for reading
and I hope you agree that the Olympics is an over-priced extraordinaire!!
·
Assured competence/positive rapport
16/16 marks
·
Confident deployment
7/8 marks
Total: 23/24
46
UNIT 2 Section B – Reading Non-fiction
This section concentrates on understanding and appreciating a writer's use of language.
The reader is expected to identify and comment on how the writer has presented
information in the text, how the writer has used language to make points or for effect.
Response time = 45 mins
Max. Marks 24
Assessment Objectives:
AO3
(i)
Read and understand texts, selecting material appropriate to purpose,
collating from different sources and making comparisons and cross
references as appropriate;
(ii)
Develop and sustain interpretations of writers’ ideas and perspectives;
(iii)
Explain and evaluate how writers use linguistic, grammatical, structural and
presentational features to engage and influence the reader.
What are non-fiction texts?
·
Nonfiction texts include newspaper and magazine articles, text books, religious writing,
websites, biographies, travel writing, letters, signs, menus, brochures, leaflets... even
cereal packets and much, much more.
·
Non-fiction texts are based on reality: real people, real things and real events. But... a
key understanding is that being based on reality doesn't make these texts necessarily
factual or true. Slant and lack of balance are central aspects of many nonfiction texts they are not often purely informative - they are usually disguised persuasion.
·
While nonfiction is based on the real world and fiction is based on an imagined world,
there are important overlaps, with each genre borrowing elements and techniques from
the other. It is this overlap that can make fiction seem more like nonfiction and
nonfiction more persuasive than it really should be.
Key Things to Consider:
·
The heading or title - this should help you decide on the main subject of the text.
·
Audience - who is the text aimed at (eg men or women, adult or youth)?
·
Purpose - what is the text trying to do (eg inform, persuade, argue or advise)?
47
·
Vocabulary - the kinds of words (nouns) used to give information will also indicate a
particular subject. For example, an article about global warming will include words
such as "environmentalist, carbon footprint, greenhouse gasses and sustainability".
·
Attitude - adjectives and intensifiers should tell you what the writer thinks about their
subject. Look for words like "totally brilliant, absolutely ridiculous, complete
nonsense, straight forward common sense".
·
Argument - the author will use points to develop their argument. Look for discourse
markers - phrases such as "on the contrary, what is more, and another thing, as a
result, in conclusion".
Exemplar Question:
Explain how the writer holds the reader’s interest. In your answer show how the
writer has:
·
used a style of writing that is lively and personal
·
included facts and his own opinions
·
selected words and phrases for effect
·
made use of sentence structuring and paragraphing.
Find evidence in the text and explain the impact of the words and phrases the writer has
chosen.
This is the all-important ‘authorial intent’ question – crucial to demonstrate understanding of
how the writer consciously tries to manipulate the reader.
Pupils should be encouraged to draw on specific knowledge and understanding of grammar
and language effects – e.g. particular verb choices, associations, comparisons using a
simile.
Use phrases like “The author tries to make the reader ----.”
Remember GAP:
·
·
·
Genre
Audience
Purpose
o
o
o
o
o
Skim the text and summarise what it is about in a few key points.
Make a first guess as to the genre of the text.
Estimate who the audience may be for this type of text.
Jot down your first ideas on what the purpose of the text might be
The text will then have to be read more closely in order to respond successfully
Answering these questions briefly will help:
·
·
What kind of text is it?
What do I expect it to contain/be about?
48
·
·
Do I need to read it closely or should I skim it for basic meaning or scan it to
locate the relevant part?
Words
· Why has the writer used particular words?
Sentences
· Why is the writer using long/short sentences?
Paragraphs
· What is the topic sentence of this paragraph?
· If I had to give this paragraph a title, what would it be?
Meaning of the whole text
· Are there any connectives that show me how ideas are linked in this text?
· Does this piece present itself in the usual way for a text of this type or does it do things
differently?
· What other writing does it remind me of, or contrast with?
· Is there any other meaning ‘between the lines’ that I have to work out for myself?
· What is the character thinking or feeling? What would I think/feel if I were them?
· What does the writer want me to think at this point?
Evaluation
· Why do I like/dislike what I am reading?
· Do I agree with the writer’s point of view?
· Can I find words, phrases or sentences in the text that are clear evidence for what I
think?
Inferred meaning
To infer meaning, which means reading between the lines, so you need to decide what
someone thinks from how they say things, not just from what they say.
We use this kind of indirect language everyday, to give our words a certain effect. An
example is when we are sarcastic: "'Mmm, delicious,' she said looking at the solitary
sandwich on the table."
Even without any context (like where this is happening or who the person is) we know the
person does not think the sandwich is delicious. The clue is in the single adjective "solitary".
It makes us see the sandwich on its own and suggests the person involved would much
rather see several. We might infer the person is hungry or doesn't like sandwiches.
The key to understanding the attitude of a text is to consider how the writer feels about
the subject.
·
·
·
Do they feel good or bad about this subject?
Is it funny or serious?
Are they happy or sad?
When inferring meaning, you might simply know what the writer feels. If it is not clear,
then you need to look closely at detail and similes.
Details
49
Writers often use indirect language. Rather than just describing a scene, they might engage
readers by describing how you would see or feel the scene. Feelings will therefore come
from the kind of things being described (e.g. colourful, interesting descriptions with positive
associations or negative associations).
Similes
Similes and metaphors are common techniques for suggesting feelings or attitudes. For
example, "He looked like a lion fresh from the jungle". This statement suggests a positive
feeling, because we think of lions as big and strong, the kings of the jungle. So the writer is
impressed by the person being described.
Identifying writing techniques
You need to know what writing techniques to look for and why each of them is used.
Different techniques will be used to appeal to different audiences or meet different purposes.
These are the techniques you should be able to identify:
·
·
·
·
·
·
·
·
·
Words: are they simple or difficult, formal or informal?
Sentences: are they short or long?
Paragraphs: are they short or long? Are they all the same length, or do some stand out
for emphasis or dramatic effect?
Personal pronouns: does the text use the personal pronoun 'you' or 'we' to address the
reader? Using 'we' is a technique the text could use to create a close personal
relationship.
Persuasive techniques: does the writer use rhetorical questions (eg "Have you ever
wondered what it would be like to be a billionaire?"), groups of three (eg "The good, the
bad and the ugly...") or alliteration (eg "sizzling sunshine")? These can all be used to
persuade the reader to feel a certain way about something.
Discourse markers: does the writer use casual, chatty discourse markers (eg "anyway,
you know what I mean, so") or more formal ones (eg "nevertheless, therefore,
however")?
Emotive vocabulary: are the words colourful (eg "extraordinary, teeming, resplendent")
or plain (eg "good, full of, organised").
Exclamations: does the writing sound angry and argumentative (eg "This must stop..."
or "We must think again...") or is the writing more thoughtful (eg "probably, it might be, on
the other hand").
Facts and opinions: does the text use lots of facts and statistics or are there more
opinions? Is the text intended to inform or to persuade, review and entertain?
Non-fiction writers use language effectively
50
Non-fiction writers can choose from a wide range of methods to create effects that will
help them achieve their purpose.
·
They use language that sounds convincing - this is called rhetorical language.
·
They use language that affects your emotions - this is called emotive language.
The use of the personal pronoun 'you' is called the direct address pronoun: it can
be used to add a personal touch and engages the reader; it sounds friendly, inviting
and even confiding (e.g. 'Have faith in us; you just know it makes sense').
When used as an inclusive pronoun, 'we' can make the reader seem to be a part of
a special group of people (e.g. 'We're all in this together, aren't we?') ; as an
exclusive pronoun it can separate groups of people (e.g. 'We're working for a better
world. Will you help?').
The use of interesting, short anecdotes adds interest and engages the reader's
attention (e.g. 'Let me tell you about John, a poor beggar in Ethiopia...').
·
·
·
·
·
·
·
·
·
·
·
·
·
The use of hyperbole can create a persuasive impact (e.g. 'This earth-shattering
event will blow your mind away!').
Description creates imagery that can be very engaging and involving, even
persuasive. It can be made very vivid and used to create mood and emotion (e.g.
'Like a sliver of shiny steel, the white crescent moon cut a gash in the heavens').
Look for the use of effective metaphors, similes and emotive language.
Facts and opinions are used to support a writer's point of view or argument but you
must be able to separate worthwhile from biased facts and facts from factually stated
opinions, always recognising how reasonable and effective the evidence really is.
Rhetorical questions imply their own answer engage and help to persuade the
reader. They help make a point in a more powerful and emotional way.
Repetition and lists of three can be effective persuasive devices.
Personal viewpoint or 'direct address' (when I... / We... speaks to you... ) can
create a friendly tone and involve the reader.
Structure allows an effective build-up of a persuasive series of points.
Tone - a formal tone can add authority and sound authentic or sincere; an
informal, or even conversational tone can add warmth and fun - it can be very
persuasive, too.
Quotations and evidence from expert sources are used to provide support and
create added authority.
Sentence style can be varied to add interest - and a very short sentence can add real
impact.
Timing
Reading the passage (10mins)
1. Read the passage once quickly.
2. 2nd reading – use a highlighter – highlight evidence on writer’s craft, use of language
and style
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Writing your answer (30 mins)
·
·
·
·
Use your notes as a basis for your answer
Remember PEE
o Point
o Evidence
o Explain
This question asks you HOW the writer holds the reader’s interest. So, remember
that you are being asked to identify all of the effective ingredients that the writer has
used to create a piece of writing (Language features)
Think about: Powerful Words/ Interesting Images/ Meaningful Comparisons/ Key
Details
Check your answer (5 mins)
M A K E S U R E Y O U H I G H L I G H T T H E T E X T A S Y O U REA D I T
·
The viewpoint - who is writing? Is the narrator biased?
·
The audience (who it was written for) and purpose (why it was written).
·
The content/ideas e.g. use of facts – “Belfast is a large city in Northern Ireland” and
opinions – “Belfast has the best shops in Northern Ireland”.
·
The structure - how it is put together. Look for:
o Introduction of topic
o Development of argument/ideas, paragraph by paragraph. Look how this is
done using examples, statistics, advice, expert opinion, details, anecdotes,
interview, questions, etc.
o Conclusion or summary finishes the piece.
·
The language - Look at how words are used to create certain effects e.g. outrage,
persuasion, humour.
The Language:
·
·
·
·
·
Formal
Informal
Chatty
Complex/ serious
Alliterative/ descriptive
ALWAYS comment on the language that has been used – this is the hardest part but will get
you higher grades because it is a challenge.
Read the text thinking about the choice of words – look out for: similes/ metaphors/
alliteration/ catchphrases.
Think about the tone of the words chosen; are they positive or negative?
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Look for adjectives – descriptive words. Are they over the top? Are they vivid? Do they make
things come to life?
Or is the language mostly factual and informative?
A I M to pick out language details when you are reading through the text – highlight words
and phrases that stand out.
Vary your language
When explaining the language used in a non-fiction text you might say something like: “This
word ‘horrified’ suggests very clearly the strong feelings the writer has on the topic’.
Try using some of the following words as alternatives to the word ‘suggests’.
Choose carefully from some of these to add variety to your writing:
means
creates
conveys
implies
reflects
gives rise to
demonstrates
highlights
indicates
emphasises
reinforces
strengthens
Dos
·
·
·
·
·
·
·
exploit the detail of the passage
use the bullet points to focus their responses
appreciate aspects of linguistic devices. For example:
-the impact of the sentence length
-the use of capital letters for dramatic effect
-theuse of exclamation marks
show how events have developed through the text
comment on and appreciating the writer’s style
recognise and comment on the humour in the text
comment on techniques such as alliteration/onomatopoeia etc
Don’ts
·
·
·
·
·
retell events in the text
write an unstructured response
write basic and straightforward comments
simply list some words, with little or no understanding
fail to provide examples from text to support statements
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Defining Style
Style describes the ways that the author uses words — the author's word choice,
sentence structure, figurative language, and sentence arrangement all work together to
establish mood, images, and meaning in the text. Style describes how the author describes
events, objects, and ideas.
One easy way to understand literary style is to think about fashion styles. Clothes can be
formal and dressy, informal and casual, athletic, and so forth. Literary style is like the clothes
that a text puts on. By analogy, the information underneath is like the person's body, and the
specific words, structures, and arrangements that are used are like the clothes. Just as we
can dress one person in several different fashions, we can dress a single message in
several different literary styles:
Informal
"Nothing like that ever happened," Tony replied.
Formal
"With great fortune, that happenstance did not become a reality," Tony stated.
Journalistic
"It did not happen," Tony said.
Archaic
"Verily, it was a circumstance, to be noted, that appeared not to so much have been a
reality as to have evolved as a thing that had not yet come to be," Tony impelled.
What do you comment on?
In this answer, you will be expected to comment on the language/style of a passage and
how this contributes to the overall effectiveness of this. The acrostic PAL: Purpose,
Audience, Language is particularly useful to hold in mind in this respect.
Stylistic Features: possible ones to consider.
Sentence-structure/length: simple, compound, complex.
Punctuation: excessive use of commas or semi-colons for pauses; exclamation or question
marks, especially rhetorical ones, to provoke thought.
Typescript: italics, change of font, capitalisation.
Voice: first and third are the most common- I, me, my; he, she, they..or a name; second person
is possible- you, singular or plural.
Use of dialogue: look at ‘said’ words that suggest how the speaker is feeling- eg: ‘Stop it!’ he
snarled; ‘Stop it!’ she pleaded.
Detailed description: especially use of adjectives, adverbs or more general evocation of the
senses.
Use of vocabulary: simple/straightforward, complex, academic, jargon- ie vocabulary
associated with a specific subject or group: anaesthetic, drip(medical); mortgage, life
assurance(estate agents or bank managers); compost, bulbs(horticulture).
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Standard (formal) or non-standard language: slang, colloquial- ordinary or familiar
conversation- ‘see you later!’
Use of paragraphing: how is this related to structure? How does this help develop the line of
argument?
Grammar: use of verbs, prepositions, adverbs, adjectives, connectives, participles- eg: going,
gone; being, been. Consider too use of active/ passive: the man walked (active); they were seen
(passive).
Use of tense: present, past, future, in particular. If this changes, why has this been done: what
is the effect?
Syntax: arrangement of words in a sentence, sometimes inverted for emphasis- eg: Rough was
the weather that night; If I were to tell you my secret, you’d faint!
Literary/ figurative techniques: exactly the same as for an analysis of literature. There are
obviously lots of these, but familiarise yourself with: simile, metaphor, alliteration, sibilance, pun,
personification, onomatopoeia, assonance, hyperbole- as the principal ones!
Tone/mood: this is of the writer! Is this persuasive, angry, sarcastic, appreciative, sad, happy
etc? How is this mood conveyed? Does the mood change- and if so why? If a passage is
particularly amusing, what sort of humour is it? Eg: ironic, situational, straight, black?
A final note on genre
The passage you will be asked to analyse will be a non-fiction or media text and it is
useful to decide the category of writing this falls into, for either of the above, before you
start writing. This will dictate its audience and purpose to a large degree and the kind of
language used.
Common examples
Narrative: description of events, anecdotal, possibly telling part of a story.
Autobiography: extracts from someone’s life-story, told by that person, sometimes in diary,
journal or newspaper format.
Biography: extracts from someone’s life-story told by someone else on their behalf- or several
people.
Reportage: literally reporting events or experiences or an opinion on an incident(s), eg:
newspapers, magazines, diary, letters etc.
Speech: public address to a given audience on a set topic, universal issue.
There is often overlap between genres and a passage might have features of two or
three, so do not get too prescriptive; simply consider ‘the best fit!’ You do not have to
define the genre necessarily but it is a good idea to think about the format before you
start as its features will influence the style overall.
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* Remember
Answer the questions using P.E.E:
Point
Explain
Evidence
Top Answer: “Writer’s Style”
Tanya Gold immediately engages the reader with her title “Why I Hate Fashion”.
This engages the reader as it shows that she is going to describe her hatred for
fashion. The writer uses personal style, “Put simply, I hate fashion”. The use of
personal style holds the reader’s interest as it indicates that the writer has a
very strong opinion on the subject. The writer also makes a direct appeal to the
audience, “How is my social life, you ask?” Gold’s inquisitive tone maintains the
reader’s interest as she uses rhetorical questions to replicate what the reader
is thinking. The writer’s use of emotive appeal is also effective: “a 16 year old
wearing high-heeled shoes had fallen between the carriages of a train”. As a 16
year old girl myself this is effective emotionally as Gold also uses a blunt
sentence, “She died, of course”. This emotive appeal is effective in holding the
reader’s interest as it shows the reality of fashion. The writer’s use of humour
is also effective: “a model has a heart attack on the catwalk, because of
grapes”. This is quite sadistic humour and maintains the reader’s interest as we
have heard of ridiculous eating habits of catwalk models. Gold also uses emotive
appeal at the end: “What did she pay for her shoes?”. Gold uses this as an
effective concluding line as it leaves the reader with a thought. This phrase is
also ominous which is effective in holding the reader’s interest as it could be
the actual price of the shoes, but also could signify that the girl paid the
ultimate price, her life. This is an effective emotive appeal and maintains the
reader’s interest as it makes us think of the “no pain, no gain” phrase used for
fashion.
Gold’s use of particular words and phrases are also effective. She uses a Star
War reference, “Death Star!”. This is effective in holding the reader’s interest
as it may show she prefers Star Wars over fashion. The writer’s use of
animalistic verbs is effective when describing the magazines, “I scowl at ‘Look’.
I snarl at ‘Grazia’. I spit at ‘Vogue’”. Her use of violent verbs is effective in
holding the reader’s interest as it depicts how angry Tanya Gold feels when
seeing these popular fashion magazines. The vivid imagery used here engages
the reader as it makes us envision Gold physically “scowling”, “snarling” and
“spitting” at these magazines.
The writer’s use of another popular fashion shop is effective, “Top Shop? Angry
again”. This maintains the reader’s interest because as a teenage girl I have
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heard of all these shops. Gold also uses harsh language: “full of anorexic
children – part human, part make-up, part computer program”. The “anorexic
children” is used effectively in holding the reader’s interest as it reminds us all
of the size zero models. The use of listing is also brilliant at maintaining the
reader’s interest as it portrays that the beauty in magazines is not real as most
models are air-brushed. Gold concludes the second paragraph with an effective
phrase “because I’m worth it”. This is a reference to the L’Oreal catchphrase
often heard in the Cheryl Cole advertisements. The writer also uses a
metaphorical term for the fashion, “fashion, the whispering monster” and the
“eternal schoolyard bully”. This is effective in holding the reader’s interest as it
shows the cruelty of fashion and how it can bully and taunt people.
The writer’s use of fact and opinions is also effective. Gold begins with an
admitting tone, “a confession – it’s been stalking me for years now”. The use of
opinion and admitting tone maintains the reader’s interest as it shows that Gold
is confessing her thoughts. The use of the personal pronoun “I” is also
effective. “I hate fashion”. The use of the personal pronoun “I” holds the
reader’s interest as it indicates that she is voicing her thoughts on a certain
matter and the use of fact when discussing the girl “a 16 year old girl … had
fallen between the carriages of a train”. The use of a personal but factual story
is effective in maintaining the reader’s interest as it indicates that there has
been research completed.
Gold’s use of paragraphing is also effective. Each paragraph deals with a
different aspect of fashion; this indicates that the writer has thought out her
piece and planned it efficiently. The writer also uses punctuation effectively. “I
am a reasonably normal person - I like food and friends and comfort”. The use
of a hyphen is efficient in holding the reader’s interest as it implies that Tanya
Gold is having a side thought and adds it to make it more personal. The use of an
ellipsis is effective in maintaining the reader’s interest as it shows an
admittance and that Tanya Gold is confessing. The use of a short sentence to
conclude the piece is effective, “What did she pay for her shoes?” The use of a
question mark leaves the reader with thoughts about the topic and this holds
the reader’s interest as it reminds us of the price the unfortunate 16 year old
girl had to pay.
Assured evaluation/ perceptive explanations
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23/24 marks
GCSE
ENGLISH LANGUAGE
© iStockphoto/Thinkstock
GENERAL EXAM ADVICE
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Get Yourself Organised
Beginning to take responsibility for your own revision process is an important step towards
becoming an independent learner and this begins with being organised and planning your
work.
The first 4 steps to becoming organised
a) Have all your notes filed, labelled and complete - ready for you to use
b) Know your strengths and weaknesses so that, where necessary, you can build
remedial revision work into your schedule
c) Keep an updated year planner to ensure that you have a clear overview of exam
dates/ modular tests dates/ CA dates
d) Assess the next month’s priorities so that you can fill in each weekly work scheme
Planning
Before you can plan effectively you need to be aware of just what time you have at your
disposal. Look at the following sample weekly planner - its purpose is to show you how to
check out your available spare time.
Mon
Tues
Wed
Thurs
Fri
4-5pm
5- 6pm
6-7pm
7-8pm
8-9pm
Games practice
Homework
Homework
Revision
Games practice
Part-time job
Homework
Revision
Homework
Youth Club
9-10am
Sat
Sun
1011am
1112am
12-1pm
1-2pm
Games match
2-3pm
3-4pm
4-5pm
9-10pm
5-6pm
Part-time job
Revision
Create your own weekly planner as follows:
1. Roughly draw out a blank version of this table and fill in your various commitments
(Part time work/ sporting commitments/ social/club commitments/ chores etc)
2. Mark in the time you normally spend on homework
3. What’s left is the time you have at your disposal
4. Answer this: ‘How much revision time do I want to put in?’ BE REALISTIC! This will
vary depending upon just exactly what is coming up both socially and academically.
You planner needs to be flexible so that if you need to go out and miss a session that’s
fine but make it up later!) Once you’ve decided, add in this revision time to your
planner.
5. All that remains to be done is to divide your revision time amongst your subjects. Do
this by creating combinations of subjects that place one of your ‘enjoyable subjects’
after one that you perhaps don’t enjoy so much! A two-week rota based on 30 or 45
minute sessions should take you through all of your subjects
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Effective revision for English Language
Some fundamental points need to be considered to ensure that revision will be effective:
1. You need to know what is being tested - the focus. Your skills and understanding
in Writing/ Reading and Speaking and Listening.
2. You need to know how are these being tested - controlled assessment or
exams.
As well as this it is important that you are aware of:
3. Personal strengths and weaknesses in relation to Writing, Reading and Speaking
& Listening. Be honest with yourself without being too negative. Everyone, in every
subject, has skill areas that they find more difficult - so objectively assess these in
relation to English – this will allow you to focus your efforts more effectively!
4. The differing demands of these two forms of assessment and how to go about
dealing with each.
Essential pre-exam organisation and preparation: (Units 1 and 2)
Before you even get near the examination hall you need to:
·
know how the two papers are constructed and what you are required to do in each
section – ask your teacher if you have forgotten or look this up on the CCEA website
·
know how to spell your key words AND when you may need to use them – working
with a friend on these makes this a less boring process
·
familiarise yourself with any spider diagrams, mnemonics or revision notes
provided by your teacher
·
give yourself every chance to succeed - attend revision classes provided by your
school
·
put what you have learned to the test - do practice questions
·
get up to exam speed – you need to practise doing the questions in the time
allocated in the actual exam
·
ask for help! Get in touch with your teacher if you get stuck with a practice question
or just need some advice or re-assurance (And NOT 5 minutes before the exam
begins!)
·
organise yourself the night before with what you actually need to bring into
your exam – include a spare pen, highlighters and a pencil
·
look after yourself – get some sleep and have a healthy breakfast on the days you
have any exam
·
DON’T bring your mobile phone into ANY exams!
Top Exam Tips
1 Take time to “unpack” the examination tasks. Know what is required of you is the
first step to a successful response!
2
Underline or highlight important words to help keep your answers focused.
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3 Make sure you carefully read what you have to do. Basic mistakes are often
made when this is not done properly:
·
·
·
4
take heed of the basic guidance on the front cover
take sufficient time to read each task thoroughly, “unpacking” them as shown
above. This helps to avoid hasty and unplanned responses
underline or highlight supporting evidence in the stimulus material used for
Units 1 & 2 Section B as part of the reading process – you are entitled to
annotate your copy of the exam paper!
Use the P.E.E. and P.E.A. strategies as the basis of your answers:
·
When writing essays, P.E.E. is an excellent way to structure your ideas and
opinions. It also helps you to organise your written work into paragraphs:
– P-Point: state clearly what point/ idea/ opinion you wish to express
– E-Evidence: give examples to support the point you are making. This
could be in the form of personal anecdotes, real-life examples, quotes or
factual information
– E-Explain: add further comment to reinforce your viewpoint
·
5
When responding to reading tasks, P.E.A. forms the basis of a focused response
and ensures an analytical approach:
– P-Point: state clearly what conclusion/inference you wish to make
– E-Evidence: offer supporting textual evidence
– A-Analysis: refer back to the demands of the task, making clear how the
point and evidence given show your understanding
Avoid being boring when you are writing!
You wouldn’t choose to read a boring book so why present the examiner with dull and
uninspiring stuff - try to capture your reader’s attention right from the start.
6
7
Plan your responses – this is another must!
·
You have already been advised to take 5/10 minutes to create a short plan for a
writing task. Jot down a checklist of ideas/ opinions/ information to include
in your piece of writing. This helps ensure you have a clear structure for your
thoughts. In particular, it is vital to think through how you intend to start and
conclude the written piece.
·
In response to reading tasks, it is important to plan - draw a quick spider
diagram, write down key words and identify textual evidence you are going
to use.
Write as accurately and clearly as possible.
·
·
Don’t regurgitate an old essay, trying to make it fit a different task – take a fresh
approach
Think carefully about what it is you want to get across (the purpose) and who
you are writing for (the reader/ audience)
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·
8
Always proof-read. Check your work makes sense and cross out/ re-write
sentences that are unclear or unnecessary. If you notice any spelling mistakes,
correct them.
Using abbreviations and bullet points
Write in complete sentences to present your ideas – unless you are short of time!
9
Take note of the mark allocations for each task
This is important as it is another means to guide you as to how long to spend on
individual tasks.
Take this advice seriously– it will help secure you the best possible mark and could
improve your final grade!
Commonly used words that are frequently confused and misspelt:
a lot
accidentally
are/our
believe
chose/choose
definitely
difference
embarrass
environment
especially
excitement
exclamation mark
exercise
form/from
happened
humour/ humorous
information
interesting
lose/loose
maybe
necessary
of/off
opinion
opportunity
perform
principal/principle
professional
quite/quiet
right/write
receive
statistics
successful
surely
their/there/they’re
though/thought
threw/through
to/too/two
where/were/we’re
your/you’re
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