Paper 1 Section A: Reading Media & Non-fiction texts… you need to:

1. Year 11 English Language Paper 1 & 2Tuesday 8th June 9.00amThursday 10th June 1.30pmPaper 1 Section A – testing your reading - Media & Non Fiction TextsPaper 1 Section B – testing your writing - Persuade, Argue & AdvisePaper 2 Section A – testing your reading – Poems from Other CulturesPaper 2 Section B – testing your writing - Inform, Explain & Describe

2. Paper 1 Section A: Reading Media & Non-fiction texts… you need to: Know the difference between fact and opinion; Be able to identify the purpose and audience of the texts; Be able to pick out pieces of information from the text; Understand how texts use presentational devices; Understand how the writers use language; Select quotations or examples from the text to support your points; Compare the different texts.

3. KEY tips for the exam …. Read the questions through twice and underline key words; Be clear whether a question is a HOW or a WHAT question (a HOW question is looking at HOW something has been written, a WHAT question is looking at WHAT has been said (the content). For example: HOW has the writer used presentational devices to good effect? WHAT is the writer saying about the link between global warming and recycling?

4. Read the text(s), underlining, highlighting or annotating anything that you notice, e.g, use of language, presentational devices, facts and opinions; Look at how many marks are available (27 marks in 60 minutes - allow up to 2 minutes per mark) and think about how you are going to spend your time; Remember that this paper is testing your reading ability, so where appropriate, write your answers as bullet points – it will save you valuable time

5. Answering the big mark questions Answer in full sentences; Focus on key words from the question; Make your point clearly, using the correct terminology (P); Use examples and quotations from the text to support points you make (E); Say what the writer is trying to do and/or how effective they are (E) – in detail if the mark scheme requires it (E).

6. Answering the big mark questions (Point, using the correct terminology): The writer uses alliteration in his headline: Evidence: “Sued for saying something”. Explain & explore: This catches our attention and makes us ask, what was so bad that it got this person the sack? The effect of the repeated S sound could also sound like someone saying ‘shush’ which creates the idea of the person involved trying to cover up what they said.

7. Purpose and Audience QUESTION: what details should you be thinking of when writing about purpose and audience? PURPOSE: Primary and secondary purpose (and tertiary???) and about what e.g. to inform people about the declining quality of cars Think DETAIL and write enough to get the full marks. AUDIENCE: Define their: age, sex and interests, plus class and income (if appropriate). Think DETAIL and write enough to get the full marks.

8. Facts & Opinions – a quick recap FACT: a fact is something that can be proven to be true OPINION: someone’s point of view, which can be proved to be true or untrue QUESTION: how do the use of facts and opinions work together? ANSWER: Writers offer their opinion on something and then support it with facts. Writers include facts about a topic and then offer their opinions on the facts and what they represent IN THE EXAM: You will need to identify facts and opinions and comment on how they have been used.

9. Presentational Devices ANSWER: Headings Sub-headings Fonts Colour Pictures Captions Charts & diagrams Logos & slogans Bullet points Boxes It does not mean LANGUAGE so don’t comment on the choice of words etc. QUESTION: what things come under the title of presentational devices? List them in your book.

10. Presentational Devices POINT EVIDENCE EXPLANATION EXPLORATION Choose three presentational devices from the Guide Association advertisement and explain how effective you think each of them is. (6 marks) This three stage approach is exactly what you’ll need to do in the exam – and if you think about it, it mirrors PEE.

11. Following an argument You might well get a question like one of these: • What are the main points that the writer makes in her argument that all teenagers should not learn to drive until they are 21? • How does the writer build her argument that women should be entitled to maternity leave for 2 years on full pay? So how do you go about answering a question like that? • An argument is a series of points all supporting the same point of view. The key therefore is to identify the points that are being made. • The skill you need therefore is to read the text closely to identify those points. • It is common when writing an argument, to include one key point per paragraph; and it will often be introduced in the topic sentence of the paragraph.

12. Question: If faced with a question like: ‘How does Attenborough use language to interest and engage his readers, as well as inform them?’ (8 marks), what five steps do you need to undertake before you start writing your answer? 1. Read the question twice 2. Underline the key words in the question 3. Identify the purpose and audience of the text 4. Identify four techniques used to interest, engage and inform the audience 5. Explain and Explore the effect on the audience.

13. Paper 1 Section B:Writing to Persuade, Argue & AdvisePaper 2 Section B: Writing to Inform, Explain & Describe

14. Key things to remember You will have a choice of between 3-5 questions in the exam. You must choose only one question to answer. Read them all through and choose wisely. Think carefully about how you spend the 45 minutes. 5 mins - planning35 mins - writing5 mins - checking your work The writing parts of the exam test your ability to: AO3 (i) communicate clearly and imaginatively, using and adapting forms for different readers and purposes AO3 (ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features (i + ii = 18 marks) AO3 (iii) use a range of sentence structures effectively with accurate punctuation and spelling (iii = 9 marks)

15. The Writing parts of the exam: Paper 1 Section B, Paper 2 Section B. You need to… PLAN your answer to reflect the purpose, audience and format for the task you choose Use appropriate language and layout features Remember the different writing techniques you can use depending on what purpose you are writing for Structure your answer Use paragraphs – essential to get a C or above Check your spelling, punctuation and grammar You need to aim to cover 1 ½ - 2 sides + of A4. If you finish early try and add in extra bits or improve what you have written

16. Before you start – • Purpose – why are you writing this text? Paper 1: To argue, persuade, advise. Paper 2: To inform, explain, describe. The key word will be in bold. • Audience– who is this text for, which words will you use to show this? • Form – how will you write this text? e.g. advert, newspaper article, letter. How can you show that you have understood the form? Make sure you stay consistent throughout your response. • Formality – level of formality e.g. ‘Good afternoon’, ‘Hello’, ‘Hi’, ‘Hey’, When you are writing your answer consider the type of language e.g. an advert will be using persuasive language and could be for a specific target audience by using friendly and informal language.

17. Writing to Persuade, Argue & Advise A ALLITERATION F FACTS & OPINIONS O OFFER CONTRASTS R REPETITION E EMOTIVE LANGUAGE S SIMILES & METAPHORS T THREE (RULE OF) P PRONOUNS R RHETORICAL QUESTIONS A ANECDOTES M MODAL VERBS TO SOUND CERTAIN (if writing to persuade, CONDITIONAL VERBS if advising – could, should, suggest)

18. Persuasive Writing Persuasive writing aims to make the reader do something or believe something. Persuasive techniques: Emotive language appeals to your reader’s emotions Rhetorical questions involve your reader and make them think, as do other rhetorical techniques like lists of 3 and alliteration Expert opinion makes your argument more credible, even more so when supported by facts and figures. Repetition of words can make them more impactful. Anecdotes add personal appeal and intrigue Supportive imagery and two-part contrasts Clever use of pronouns and modal verbs

19. Writing To Inform & Explain Skills Language Example Information should usually be given in the present tense. Give information about what is happening now so use; it is, they are, we will. Shoppers now spend £1.6 billion a year on organic products. Fiona Holmes buys organic vegetables for health reasons. Use third person format. John, Susan, he, she, they. Facts are thing that can be proved often shown by numerical evidence. There are 4000 farm inspections per year. Information is supported by Facts.

20. Skills Language Example Use impersonal voice when writing to inform Do not speak to the reader by using you or we. Avoid giving personal opinions e.g. I think… The Soil Association poll, 72% said organic food tastes better. Give a clear introduction Use who, what, when and where in your intro. Recent consumer polls of shoppers in supermarkets throughout the country showed an increase in sales of organic food. Use description to help clarify information. Height, colour, shape, distance are all elements of descriptive information. Comparisons can also be used to add information. Organically farmed salmon is a much paler pink than non-organic salmon because it’s fed on food without colouring. The structure should be organised. Paragraphs should have sub-headings and begin with a topic sentence. Cost: Organic food costs more to produce because…

21. Descriptive Writing: Descriptive writing aims to provide a vivid, graphic and detailed account of a person, place or situation. Create a picture with words so the reader can imagine the scene, person etc. Manipulate the readers’ responses so they think and feel as though they are present in the situation/environment being described. Descriptive Writing S entence starters (-ing) P ersonification I magery (similes & metaphors) L anguage (creative use of) L ist of Three S ounds & Senses

22. Descriptive Writing Techniques Use the five senses: sounds, smell, touch, taste and sight. Everyone always focuses on sight so try and be different and use the other four more.

23. Create images: • Similes – used to compare two things, ‘as’ or ‘like’ e.g. “Sarah was crying like a baby”. • Metaphors – compares objects that seem unrelated but have one thing in common e.g. “Ben is a mule” (i.e. stubborn). • Personification – gives an object or idea human traits or qualities e.g. “The flowers looked sorry for themselves”. Create sounds: • Alliteration – repetition of the first consonant sound in a sentence e.g. “Busy as a bee”. • Onomatopoeia – word that imitates the sound it is describing e.g. “Bang!” Create connotations • Always think about the connotations of words and how they can help paint a picture. Use words cleverly • One word paints a bit of a picture, three words or phrases paints much more…

24. Use all the PowerPoints and revision guides I have created for you. Think about creating revision cards for the writing techniques that we have talked about.Section B of Paper 2 is on the Poems from Other Cultures. Use your revision cards, Anthology and mind maps to help you revise.Remember:Paper 1 Section A – testing your reading - Media & Non Fiction TextsPaper 1 Section B – testing your writing - Persuade, Argue & AdvisePaper 2 Section A – testing your reading - PFOCPaper 2 Section B – testing your writing - Inform, Explain & Describe (go for describe every time)