English Exams
An Introduction
Outcomes:
To know and practice
the skills needed for
the exams.
1
Exams Summary
• You will sit 2 papers that will assess your reading and your
writing skills.
• Paper 1 English in the Daily World
– 1hr exam
– Read and answer 4 questions based on non fiction texts
– Worth 40marks (30% GCSE Grade)
• Paper 2 English in the Daily World
– 1 hr exam (straight after paper 1)
– Writing information and ideas in various forms such as:
newspaper article, leaflet, report, letter etc.
– Worth 40marks (30% GCSE grade)
Outcomes:
To know and practice the skills needed for the exams.
2
Paper 1 - Reading
Outcomes:
To know and
practice the skills
needed for the
exams.
• In this exam you will have to read 2
examples of non fiction texts – this
means it will not be a story.
• These could be examples of web pages,
news articles, leaflets or
advertisements.
• You cannot predict what will come up
from one year to the next, but the skills
needed to answer the questions can be
practiced.
3
Main Skills Needed
• location and recognition (finding info and putting it
in your own words)
• Inference (reading between the lines and
interpreting what is written.)
• Appreciating style (analysing the way a writer
writes)
• Comparing Texts (identifying and explaining the
similarities and differences between texts.)
Outcomes:
To know and practice the skills needed for the exams.
4
Question Types
• Which skill do you think each of these question types
might need?
– Compare text A and B using the following headings.
– What impression of teenagers does the writer give?
– How does the writer make healthy eating sound
appealing?
– What reason does the article give to show boxing is
dangerous?
Outcomes:
To know and practice the skills needed for the exams.
5
1. Locating and retrieving
information
• List reasons or details/Make a list of ...
• According to this text or writer, how or what
or why ... ?
• Explain how and/or why ...
Outcomes:
To know and practice the skills needed for the exams.
6
• Questions that ask you to locate and retrieve
information are usually opportunities to gain marks
quickly, provided you read the passage carefully and
closely. If this type of question appears, it is usually
the first question in unit 1. Often you will simply be
asked to list five or ten relevant details from the
passage.
• 'List' questions typically.
Outcomes:
To know and practice the skills needed for the exams.
7
If you are asked to 'make
a list' or 'list’ then you
should do exactly that. If
you are asked for ten
points, include eleven or
twelve if you can. You
may have got something
wrong or made the same
point twice, but an extra
point or two gives you a
safety net.
Outcomes:
To know and practice the skills needed for the exams.
8
Before you start...
• DO NOT simply copy out the bulk in the first
paragraph.
• DO NOT copy the same thing twice, just in different
words.
• DO keep it concise
• DO choose the information that the question asks
you to locate.
• DO NOT explain/analyse your points.
Outcomes:
To know and practice the skills needed for the exams.
9
List five details from the article that suggest polar
bears are dangerous. (5)
Outcomes:
To know and practice the skills needed for the exams.
10
11
• Your answer could be written as a bullet point list, as
below.
• They are 'among the most dangerous predators on
earth'.
• They are fast.
• They are strong.
• They are unpredictable.
• They weigh up to 600kg.
Outcomes:
To know and practice the skills needed for the exams.
12
Always check you are
answering exactly the
question that is being
asked. Highlighting the
key words or phrase in
the question can keep
you on track.
13
More Practice
• Look at the newspaper article, “Children need risk to thrive ...” on the
next page.
• A1. List ten facts the article tells the reader about Simon Woodroffe. [10]
14
Children need risk to thrive as adults, says Dragons’ Den judge
We are in danger of creating a generation of children wrapped in cotton wool and afraid to take risks, a leading
businessman has claimed. Simon Woodroffe, founder of the Yo! Sushi restaurant chain and a judge on the BBC
show Dragons’ Den, has argued that children must be exposed to more danger to help them to cope with the
daily risk-taking required in the modern business world. He said that he was in despair when he heard that some
schools were no longer taking pupils on challenging activities like canoeing or camping in case they injured
themselves.
“My greatest fear is our children will grow up expecting to be looked after their whole lives. We need to
encourage children to push themselves, to go beyond their limits, in order to build a nation of bold and confident
people. We need them to become independent and self reliant.”
Mr Woodroffe, 56, who was awarded the OBE in 2006, is patron of the Go4It awards for schools, run by the Heads,
Teachers and Industry (HTI) enterprise, to encourage qualities like sensible risk-taking, competitiveness and
determination to succeed among pupils. The awards were launched last year in response to concerns of
employers over the ‘cotton-wool kids’ culture.
HTI leaders were horrified at last year’s Go4It awards to discover that one of the winning schools was not allowed
to attend because the local authority thought the journey to London would be too risky for the pupils.
There is increasing concern that health and safety is stifling schools. Some schools have banned traditional
playground games such as conkers, snowball fights and cartwheeling. Some schools have even prohibited
pupils from doing the backstroke in swimming lessons.
Mr Woodroffe said: “We need to expose ourselves to danger to build the muscles of selfprotection. If you don’t
learn to protect yourself when you are young, you may end up in even more danger later on.”
Mr Woodroffe left school at 16 with no qualifications, and spent 30 years in the entertainment business. He was a
lighting technician for Led Zeppelin before he went on to help stage the Live Aid concert in 1985. He went into
television shows with the BBC and Sky before setting up Yo! Sushi in 1997. A new venture to produce extreme
sport videos in the 1990s was a flop.
He said, however, that he had not been afraid to fail and neither should children. His latest business venture has
been to open an international chain of hotels called ‘Yotel’. The Go4It awards will be presented tonight to schools
which have developed a positive approach to risk. One winner is Langdale, a primary school in Cumbria, where
pupils have just swum across Lake Windermere, and take geography lessons up mountains.
Meanwhile, the Children’s Society has conducted a two-year inquiry about the pressure and restrictions on
young people. It found that the average distance a nine-year-old girl is free to wander from her front door has
been reduced from 840 metres in 1970 to 280 in 1997. The limit today appears to be the bottom of the garden, the
charity said. It also found that today only 9% of primary school-age children make the journey from home to
15
school on their own, compared to 80% in 1970.
Award one mark for each correct fact, up to a maximum of 10.
• He is a leading businessman
• He is the founder of 'Yo! Sushi' restaurant chain
• He is a judge on 'Dragon's Den'
• He is 56
• He was awarded the OBE in 2006
• He is patron of the Go4It awards for schools
• He left school at 16
• He gained few qualifications at school
• He spent 30 years in the entertainment business
• He was a lighting technician for Led Zeppelin
• He helped to stage the Live Aid concert in 1985
• He was involved in TV shows with the BBC and Sky
• His attempt to produce extreme sports videos was a flop
• He has opened an international chain of hotels called 'Yotel'
16
Inference Questions
• These questions are usually about a certain impression, image or
attitude created in a text.
• They require you to take information from the text and
interpret what the writer really means.
• Look at the following images – What are your impressions of the
people? Why?
Outcomes:
To know and practice the skills needed for the exams.
17
Impressions and images
Creating Inferences
• What impression do you get of the writer/an
organisation /people?
• What image does this text create of the
writer/an organisation /people?
• What are the writer’s attitudes to…?
Outcomes:
To know and practice the skills needed for the exams.
18
Hints and Tips
• This question is usually asking about the
writer’s viewpoint or impression. It is always
a good start to state if they have a positive
or negative viewpoint or impression.
• Always support your answer with evidence
from the text, i.e. quotation.
• You cannot simply list in this answer you
must expand on answers, picking out the
relevant info and showing that you
understand the text.
Outcomes:
To know and practice the skills needed for the exams.
19
Jamie Oliver
• Read the extracts about Jamie Oliver on the
following slide, and try to answer this question:
What impressions of Jamie Oliver do you get
from these 2 extracts?
Outcomes:
To know and practice the skills needed for the exams.
20
•
•
•
Why we all hate Jamie Oliver - by
Mecca Ibrahim
Who is Jamie Oliver? Well, if you live
in the USA there’s a fair chance you
haven’t heard of him. If you live in the
UK and you have a TV, you will see
this cockney ‘chef’ appearing on
countless adverts for Sainsbury’s
supermarket as well as in his own
food programmes.
Jamie has this great ability to cause
emotions in people. Love him or hate
him, you can’t really be indifferent to
him. My husband liked his first TV
series and I really liked his second TV
series. By the third series we both
wanted to throw the trusty food mixer
at the TV.
•
•
How Jamie saved me, by a new-born
chef
TV chef Jamie Oliver taught 15 jobless
teenagers how to run a restaurant. Tim
Siadatan was one of the nine star
pupils. Oliver has gambled £1.3 million
of his own money to make the scheme
a success, and the programme showed
all the qualities that make the chef
admirable: he is hard-working, loyal,
responsible, generous and sympathetic,
but even these qualities did not
guarantee success. Viewers watched in
incredulity as the students appeared to
rebel against 27-year-old Oliver’s
attempts to persuade them into
working, opting instead to accuse him
of using them to forward his own
career, and often not turning up for
work at all.
Outcomes:
To know and practice the skills needed for the exams.
21
Practice
• Read the article on reality TV and follow the guide to answer this question:
What impressions of reality television shows does the
writer create?
• The writer creates a negative impression of these shows. Having read the
article, list any words or phrases (including the headline) of the article that
help to create this impression, and say what image they suggest. For
example, the use of the word ‘artificial' in the headline suggests they are
fake, false and not a true representation of ‘real’ people .
Outcomes:
To know and practice the skills needed for the exams.
22
23
Word/Phrase from Text
‘instantly forgettable wannabes.’
Impression it gives to the
reader.
Suggests that they have no skill or talent and
simply want to be famous. Also implies that they
are have nothing unique or special about them.
‘Limited shelf life.’
Suggests that the so called ‘celebrity’
programmes are for washed up celebrities. They
have no worth.
24
Hints and Tips
• To answer this question you should state what is said in the
text and how it is said by the writer. This will ensure that
you have interpreted the language and shown the examiner
inference skills.
• Starter: The writer gives a negative impression of reality t.v.
shows and does not agree with people becoming celebrities
because they are in a show. He calls these people ‘instantly
forgettable wannabes.’ This suggests that he dislikes these
people and they simply want to be celebrities, but do not have
the qualities or talent of any kind to be remembered.
Outcomes:
To know and practice the skills needed for the exams.
25
Now you try…
• Finish the answer I have started for
you.
• Remember to track the text (use
connectives: firstly, secondly etc)
• Use the key word from the question –
Impression!
• For a C grade you are looking to get 5 –
7 explained points from the text.
Outcomes:
To know and practice the skills needed for the exams.
26
2 Skills Down, 2 to Go!
• Now you know how to successfully track
a text for clues and evidence and how to
interpret ideas in a text, you are now
going to work on your timing.
• Read and answer the first 2 questions
of this past paper.
• You will have a total of 30mins to
answer both.
Outcomes:
To know and practice the skills needed for the exams.
27
Questions
• Look at the first page of the magazine article, ‘The very special young
lady in Simon Cowell’s life’.
• 1. List ten things that you find out about Sian Tolfree. [10]
• Now look at the second page (from ‘Joining Sian in her chat ....’).
• 2. What do you learn about Simon Cowell’s friendship with Sian and her
family? [10]
28
29
Assessment
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Award one mark for each correct answer.
• Simon Cowell calls her `Trouble`
• She shares a ‘special bond’ with Simon Cowell / good friend
• she is 14 years old
• she first met Simon Cowell when she was seven / known him for seven years
• she met Cheryl Cole, Kate Moss, Leona Lewis
• she was treated like 'the belle of the ball' at Simon’s party / was invited to Simon
Cowell’s party
• she spends time at a children’s hospice
• she spent five months at London’s Royal Brompton Hospital
• she has spent four months on a life support machine
• she has had 15 heart operations / major heart surgery
• she spent a lot of time watching Pop Idol whilst recovering / enjoys Simon
Cowell’s antics / Simon Cowell was her favourite judge
• she asked Simon Cowell if she could audition / sang `Reach for the Stars`
• she has DiGeorge syndrome
• she suffers from major heart and lung problems
• she was invited to choose any clothes she wanted, to go to Simon’s 50th birthday
party
• she chose to go to the party in 'something glittery'
Outcomes:
To know and practice the skills needed for the exams.
30
What do you learn about Simon Cowell’s friendship with Sian and her family? [10]
0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question.
Give 2-4 marks, according to quality, to those who copy unselectively, make unsupported assertions or make simple
comments with occasional references to the text.
Give 5-7 marks, according to quality, to those who will make some simple comments/inferences and some
appropriate selection from the text.
Give 8-10 marks, according to quality, to those who make valid comments based on appropriate detail from the
text. These responses will track the text securely.
Some points candidates may explore:
Overview/Comments/Inferences
The relationship they have is:
• close / strong / good;
• fun / playful;
• important to Sian and the family etc.
His behaviour towards her and her family is:
• caring / kind / thoughtful / concerned;
• helpful / generous / supportive;
• reliable / loyal / always there for her etc.
Textual details candidates may use and/or explore:
• he has a 'natural, jokey relationship' with them;
• he had given Sian his dressing room when she went to see X Factor;
• he regularly sent emails and cards to ask how she was – showed his concern;
• Sian now goes to watch the X Factor every year – sometimes twice a year;
• they tease each other when they are together;
• he told Sian’s mother to ask if she needed anything – he wanted to help;
• he has never let her down;
• he always responds quickly to Sian’s phone calls or texts;
• he’s shown 'huge generosity' to the family;
• he’s prepared to pay for Sian’s treatment in the US if it becomes necessary;
• he’s told the family he 'will do anything' to help them;
• his friendship has helped Sian’s `spirit`;
• his friendship with the family has touched others too – godparents and locals;
31
• his friendship has made the family 'feel like millionaires'.
In the second part of the article we learn that the relationship between Simon and Sian
is close, and they have a ‘natural, jokey relationship’ which suggests there is a strong
bond between them and they are relaxed in each others company, as they ‘tease each
other’.
The fact he gave Sian his dressing room when she went to see the X factor, shows he
sees her as special and she is important to him. He has told the family he will do
‘anything to help them’ which shows he is important to the whole family, not just
Sian.
“He always responds quickly to Sian’s phone calls or texts” shows he really cares
about her, and will put her first, even when he is very busy and he is loyal and
reliable, as “he has never let her down”
The writer says he has shown “huge generosity” to the family, which indicates he is
caring, and willing to use his own money to help Sian and her family. The fact his
friendship has helped ‘Sian’s spirit’ reveals that he is supportive and his friendship is
having a positive effect on the little girl and makes her family “feel like millionaires”
32
Homework
• Write an identify and retrieve question
on the Bananas article – worth 10marks
• Answer the question!
33
Analysis of Writer’s StyleHow Questions
• In this unit I will:
• learn the techniques used to analyse the ways in
which writers try to influence readers
• learn the various forms of persuasion
• analyse answers from other students
• practice answering this type of question.
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
34
influence readers
How Questions
• These questions in the exam will require you to analyse the
methods used by the writer who is trying to convey a certain
point of view or attitude.
• Typical questions:
– How does the writer/article/leaflet
encourage/persuade…?
– How does the writer convey a certain
attitude/idea/image?
• The key word in this question is how and it means P.E.E.ING
on your work.
35
• Persuasive writers can use a variety of techniques.
• The exam questions will almost certainly require
analysis of how a particular text is attempting to
influence its audience. It could be selling a product or
promoting an idea or a point of view, but writing is
never really neutral, particularly this kind of writing.
• As you read each text, try to establish a sense not
only of its topic (what it is about) but also of the
writer's viewpoint (what the writer really thinks about
the topic).
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
36
influence readers
The best way to proceed
is to 'track' the text,
taking each paragraph or
section in turn. The most
important thing is to ask
yourself: 'What is the
intention behind this
detail?', 'What is the
effect?'
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
37
influence readers
Approach
• Consider:-
–What is written + How it is written +
intended effect of the
words/image/headline.
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
38
influence readers
This is intended to be an analysis of how a writer tries to
persuade. It is not asking whether you agree or not. You
must look at what the writer is doing and resist the
temptation to give your own views on the issue.
The question is not: 'How
does the writer make you
want to read on?' So don't
answer that question instead
of the actual one.
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
39
influence readers
Approach
• You should look at 3 things when answering this
question:
– Headline
– Images
– Language Content
• Have a look at this advert and let’s see what we can
analyse.
• Q. How does the advertisement make the car sound
appealing?
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
40
influence readers
Headlines and titles
• All headlines and titles try to `catch the eye' or
'grab the attention', so you will get little or no
credit given if that is all you say in an exam
answer.
• It is true that headlines are used to draw the
reader in, but you must describe how a
particular headline or title makes its impact. You
should be making points that apply only to the
particular headline you are referring to.
• You need to think about its intended effect on
the reader. Ask yourself: Why this headline?
What is it achieving? How?
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
41
influence readers
• Headlines are often used to clearly introduce a topic,
but sometimes they withhold information in an
attempt to intrigue, or even mislead, the reader.
• Some common features of headlines and titles are:
• direct address (the use of 'you' to engage the reader
as an individual)
• questions (sometimes rhetorical but often direct)
• sensational, dramatic or emotive language for impact
• play on words (often witty: puns, alliteration, rhyme,
etc).
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
42
influence readers
Avoid saying 'it makes you
want to read on'. The effect of
a headline can be better
described using words such as
'provocative', 'arresting',
'challenging', 'intriguing',
'tasteless', 'funny' or
'sensational'.
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
43
influence readers
Analysing Pictures
•
1.
2.
3.
When looking at pictures, ask yourself the following.
Why this picture? What is its effect?
Is each picture giving the same message?
Do the pictures work together to reinforce the
message of the text?
4. Do the pictures give different messages? If so,
why?
5. Remember, a picture will usually link to the
headline and the main text.
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
44
influence readers
AnalysingLanguage
• When asked ‘How’ does an article or writer do
something the examiners are looking for you to analyse
the content of the text.
• That means you must use P.E.E.
• Identify what is stated in the article/leaflet/text that
you think is particularly useful to the question.
• Back this up with evidence in the form of a quotation
• Analyse your quotation by explaining what effect the
writer is trying to achieve and identify one word or
phrase and explore the connotations that word/phrase
has for the reader.
Outcomes:
learn and analyse the techniques used to analyse the ways in which writers try to
45
influence readers
Practice
• Find 3 quotations from the hydroxatone advert that you
think show off the product as being appealing.
• What can you say about these quotations? What do they
show off about the product?
• What word would you pick out of these quotations? Now
explore their connotations.
You now have 5 different points to make about this article
that shows the examiner that you have considered all the
ways in which this article advertises their product.
46
Model Paragraph
• This advert appeals to the audience as it
states that hdroxatone is effective .
‘scientifically advanced wrinkle reducing….’
this makes this product sound cutting edge
and and the word ‘scientific’ gives the
impression that it is a researched and
trustworthy product that helps make the
audience feel it is going to work.
47
More Practice...
• Now look at the extract from Simon Cowell’s autobiography on the
opposite page.
• Look at the first two paragraphs of the passage.
• 3. Simon Cowell admits he’s rude. What explanations does he give for his
behaviour? [5]
48
The following is the opening from Simon Cowell’s autobiography, “I don’t mean to be rude,
but…”
I don’t mean to be rude, but ... since the birth of Pop Idol and the X Factor, and their
explosive success, both here and in America, people have expected nothing less of
me. You see, I have become famous for being rude. At first, I was ‘the record
executive’, but in no time I became ‘the nasty judge’, or ‘the brutal one’. Well, in my
mind, I’m the honest one. That’s all. On X Factor, I only ever say what I am thinking at
the time. That’s the only way I can describe what I’m doing. My statements are
genuine. Nothing is rehearsed. When a woman walks in to audition, I might think,
‘God, she’s ugly.’ And this, as luck would have it, is the one show on television where I
can actually say to someone, “God, you’re ugly.” To me, it’s not being rude. It’s being
honest. And it’s being myself.
Giving the X Factor contestants a reality check is part of the entertainment. Without it,
the show wouldn’t be half as much fun, either for me or the viewers. But there’s a more
serious side to my honesty. Currently, the record business is harder to break into than
ever before. Labels are less willing to invest money in a new artist unless they have
something really special. That’s why I prefer to tell it like it really is. We set out to make
a show that honestly reflects the music business. And trust me, the record industry is
not particularly nice.
49
Comparing Texts in
Paper 2
L.O. TO PRACTISE USING CONNECTIVES
FOR COMPARING.
50
Write a list of as many connectives as possible under each
of the headings.
Contrasting Connectives Similarity
Connectives
Paragraph Linking
51
Write a list of as many connectives as possible under each of
the headings.
Contrasting Connectives
Similarity
Connectives
Paragraph Linking
Unlike
Both
Furthermore
However
Similarly
Firstly
On the other hand
As well as
Next
Although
Like
Finally
Contrastingly
Also
Pen ultimately
In contrast to
Similar to
Moreover
But
Liking to
52
write a comparative sentence
about each of the images.
What do each of the images have in common?
What is different about their content and
purposes?
53
54
55
56
57
TYPICAL QUESTIONS
• Compare the ways the two texts tell you about…
• Which of the 2 texts is more convincing and why?
• In what ways are the 2 texts different in presenting
the image/topic of…?
58
59
60
Planning
• Planning is the key to scoring top marks on this
answer.
• It is important to remember that you must follow a
P.E.E. Structure but compare both texts.
• P.E.E.C.E.E.
• The best way to do this is to create a planning grid...
61
Points to Consider
Text A
Text B
Purpose of the
text.
Content of each
text.
Language used in
each text.
Overall
presentation.
62
Practise Time!
Read the article and Campaign
leaflet on the topic of
bananas.
• To answer the next question you will need to consider both
texts.
• A4. Compare the newspaper article and the campaign sheet,
using these headings:
• the purpose of each text;
• the layout/presentation of each text;
• the content of each text.
63
Tip!
• If you get bullet points to help guide
you in a question, USE THEM!
• Divide your answer into paragraphs
linked to the bullet points. This will
show the examiner you are keeping the
question in mind and will ensure you
compare in every paragraph.
64
Do it on your own!
• Read the report and the website advert about
the moon landings
• Compare and contrast what the writers say
about the American moon landings.
• TIP – Just because you do not have bullet points to help
you doesn’t mean you should ignore comparing the
content, language and presentation of texts.
65
Fill this table on your white board
Points to Consider
Text A
Article
Text B
Website
Purpose of the
text.
Content of each
text.
Language used in
each text.
Overall
presentation.
66
Tying it up together
• We have now explored all 4 skills you will need to be successful
in paper 1.
• We still need to time ourselves for the how questions and
comparison question.
• Look at the 2 articles on disciplining children.
• You will have 30mins to answer the following questions:
• How does the leaflet try and persuade you that smacking is
not a good way to discipline children?
• Compare and Contrast both texts using the following
headings:
Remember –
– Content
you need 5-7
explained
– Language
points for C-A
– presentation
grade.
67
Marking
• You are going to assess each others’ work using a GCSE mark
scheme.
• Give a tick with your red pen to every point that relates to the
question.
• Give a tick for evidence/quotations that are used only to back
up points and have an explanation of what the quotation tells
us about the text.
• Give a double tick to explanations that are really detailed and
relevant.
• For the compare question, give a tick when a connective is
used.
68
Grades
• 5-7 (C/B) according to
• 1 (U) to those who make
quality, to those who make
simple comments with
valid comments/inferences
occasional reference to the
based on appropriate detail
text, or copy unselectively.
from the text.
• 2-4 (E/D) marks, according
• 8-10 (A/A*) marks,
to quality, to those who
according to quality, to
make simple comments based
those who explore the text
on surface features of the
in detail and make valid
text and/or show awareness
comments/inferences. These
of more obvious implicit
answers should combine
meanings.
specific detail with overview.
69
Points to Look Out For
How Question
• Title – “unbeatable” suggests that
smacking is not good to children.
• Sub headings – break up information,
use words such as “dangers” and
“smacking doesn’t work” shows they are
against smacking and want to outline
the negative things might make reader
feel bad about themselves.
• Image of a happy family – makes people
think if you don’t smack then you will be
happy too.
• Language – harsh negative words that
emphasise smacking is wrong. Emotive
language that makes parents feel bad if
they do smack.
•
•
Compare Question
Leaflet
– Purpose of persuading against
smacking
•
Article
– Informs and explains with
humour the problems with
children who are not disciplined
– Uses a personal story to get his
point across
– Uses humorous language to
describe the children and their
non – smacking parents
70