Reading

1. Reading Year 11 Wednesday 16th April 2014 9.00-11.30

2. Content • Exam details • Persuasive Techniques • Reading strategies • Assessment criteria • GAP • Non-Fiction & Media • Exam Questions

3. Exam Details • Unit 1 – 3rd June - Fiction • Section A 15% = 30 marks • Reading of unseen prose by a major writer • Unit 2 – 5th June– Non Fiction • Section A 15% = 30 marks • Reading of instructional/explanatory /persuasive/media texts

4. What am I tested on? Studying Language (Reading) • engage with and make fresh connections between ideas, texts, words and images • analysewritten language, exploring impact and how it is achieved • understand how written language evolves in response to changes in society and technology and how this process relates to identity and culturaldiversity • understand how meaning is constructed through words, sentences and wholetexts, including multimodal texts and whole texts, recognising the effects of language choices and patterns • evaluate the ways in which texts may be interpreteddifferently according to the perspective of the reader • explore language variation and how it varies according to audience and reader.

5. Assessment ObjectiveAO2 - Reading 40% • Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. • Develop and sustain interpretations of writers’ ideas and perspectives. • Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader.

6. What is included? In the examination, you will be given two pieces of unseen writing to read. The writing will always be non – fiction / media and you will be asked four or five questions. The texts could be about anything but they may possibly be linked by a common theme. The type of texts you are asked to read could be any of the following: • Leaflets • Articles (newspaper and magazine) • Reports • Autobiography / biography • Travel writing • Advertisements • Web pages • Reviews

7. D E F R O S t H A I R s Defrost hairs

8. Questions • Question 1 will be a straightforward test of the candidates’ ability to retrieve information and ideas from one of the texts. • Question 2tests reading and understanding text, and selecting material appropriate to purpose. It also tests how writers use linguistic, grammatical, structural and presentational features. • Question 3 (or 3 & 4)and will test the candidates’ ability to read and understand texts, and select material appropriate to purpose, and develop and sustain interpretation of writers’ ideas and perspectives. • Final Questionrefers to both texts. The question will test candidates’ ability to select material appropriate to purpose, to collate material from different sources and make comparisons and cross-references. • Candidates should make close reference to, and quote from the sources to support their comments and analysis.

9. Mind the GAP • G = Genre (Type) – What type of text is it? Newspaper, magazine, front cover, article, travel writing, leaflet, poster etc. What kind of non fiction text is this? How do you know? What gives it away? Do you know the features of each kind of non fiction text type? This will be helpful for the writing section too....... • A = Audience – Gender, Age, interests etc. Who do you think is the intended audience of this text? Is it a child? Is it a teenager? Is it an adult? How do you know? What gave it away? • P = Purpose – Why has the text been written? To inform? To persuade? To explain?To argue a point of view? To describe? To advise? To entertain? The purpose of a text is most important. What is the text trying to do? Is it trying to make you buy something? Is it trying to give you advice? Is it trying to give you balanced information about an event? How do you know this? What gives it away?

10. 9 Reading Strategies • Predicting • Skimming • Scanning • Close Reading • Questioning • Back & Forth • Empathising • Visualising • Inferring

11. PREDICTING You make informed guesses about the text.

12. SKIMMING You read quickly through the sentences getting a gist of the understanding of the text.

13. SCANNING Your eyes dart around a text searching for a specific word/phrase/number.

14. CLOSE READING You pay close attention to the sentences, taking time to understand the meaning.

15. QUESTIONING You ask questions about a text to clarify your ideas.

16. READING BACKWARDS &FORWARDS When you have to read back in a text or read forward in order to make connections or clarify your ideas

17. EMPATHISING When you put yourself in someone else’s shoes and feel what they feel. happy jealous sad angry

18. VISUALISING You see a picture in your mind to help gain a better impression or understanding of the text.

19. INFERRING When someone makes a point that isn’t obvious and you have to read ‘between the lines’ to find the meaning

20. Question 1 - Information retrieval This is one of the easier skills you have to master for the exam. It is a basic comprehension skill. You will be asked to locate and write down information from Source 1. For example, you may be asked ‘why are there no closed prisons in Greenland?’. You would simply use your scanning techniques to find the information in text 1 and write down the answers. SIMPLE!

21. Q.1 According to this article, why are there no closed prisons in Greenland? [10] This question tests reading and understanding text, selecting material appropriate to purpose and interpreting writers' ideas and perspectives. Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively. These answers will struggle to engage with the text and/or the question. Give 2-4 marks, according to quality, to those who make simple comments based on surface features of the text, and/or show awareness of more straightforward implicit meaning. Give 5-7 marks, according to quality, to those who select a range of valid points. Better answers should have a clear focus on the question and a sense of coherence. Give 8-10 marks, according to quality, to those who select and explain a range of valid points. These answers should be thorough and coherent with some depth of understanding and overview.

22. Some points that candidates may select: • imprisonment never has been used/it is not a traditional form of punishment • the Inuit do not believe in imprisonment as a matter of principle • the really dangerous can be sent to Denmark • it is a tradition to keep criminals within society rather than 'push them out' • the environment is harsh and they need everyone to ensure survival • according to Mille Pederson, the people do not believe in punishment • they prefer rehabilitation and 're-socialising' criminals • they do not believe that locking people up does any good • Yoan Meyer says prisons are just factories for new criminals • very few try to escape from the 'correctional institutions' • the alternative to closed prisons is accepted by society and criminals • their alternative works for them/very few re-offend

23. presentational devices …write about language and presentational devices. The presentational devices depend on the texts you are given to read in the exam and the question asked. However, here are a selection of the most common to get you started........

24. Picturesand illustrations Remember, you are looking at newspapers, magazines, web pages, charity leaflets etc – all of these will have carefully chosen pictures on them. Think about the purpose of your source material. If it is a charity leaflet for example, its purpose may be to persuade you to donate to that charity. You need to comment on how that picture in the leaflet helps persuade the reader to part with their money. Perhaps it could be for the RSPCA and the picture on the front is of a cute kitten with a broken paw. You would need to state how that picture a) gets your attention and b) persuades the readership to part with their money. There may be a picture of a smiling person holding up their dog who wants to thank all the lovely people who support the RSPCA. Why is this picture there? How would it persuade the reader to donate?

25. Colour Try to think about the colours and why they have been chosen. For example, the colour red may be used to symbolise love or passion, white purity, green nature, blue the great outdoors. Use your imagination, there is no ‘set’ answer providing you can justify your point of view. Take care though. It is not enough just to identify a colour, you clearly have to analyse the intended effect on the reader.

26. words • Look at how the words are presented on the page. For this I mean: • font size • any capital letters used • any bold type or italics or underlining • bullet points • the layout of the source material as a whole • Keep asking yourself, why has this device been used? What is the effect on the reader. Without making this analysis, you cannotgain the full marks for this question.

27. Language How to read between the lines One of the key skills you will need for this exam is to locate, retrieve and interpretinformation. This means to read between the lines – to look for clues as to how the writer really feelsabout something. Exam Tip! You can discuss bothlanguage and presentational features when writing about inference i.e. reading between the lines.

28. Reading between the lines Quite often a writer will give the reader clues to how they feel about a particular topic without actually saying the words ‘I like this’ or ‘I don’t like that’. On the following slide are some examples for you to look out for. These are only suggestions. Try finding your own ways to spot the writer’s feelings on the topic they are writing about.

29. Reading between the lines Humour / sarcasm. A writer might poke fun at a topic or mock it to show that they disagree with it. Exaggeration. A writer might go over the top about the topic. This implies that they like or don’t like something. Repetition. A writer could repeat a statistic or a phrase to show they do or don’t like something. Rhetorical questions. This is a technique often used in writing an argument and its function is to get the reader to agree with what the writer thinks. Positive and negative language. Words often carry positive and negative meanings. It might be nice to be called ‘curvy’ but not so nice to be ‘fat’. Emotive language. This is language that stirs up the emotions. If the writer uses language like ‘unimaginable cruelty’ when discussing animal experiments, they are probably not in favour of them.

30. Top tips for analysing language For Questions 2 and 3, you need to know how to analyse language effectively. DON’Tcopy out chunks of text. Use quotationscarefully and always explain the effect of a word or phrase on the reader. On the following slides are some top tricks that writers use to influence their readers.

31. Tone • What tone of voice would be used to read out the text? • Would it be persuasive, informative, argumentative, light hearted, humorous sarcastic and so on. • How do you know the tone? • What words and phrases are used to set this tone? • Think also about the purpose of the text – is it to sell you something? • Does the tone match the purpose? • It would be very odd to read a text whose purpose was to inform you about global warming but was using a light hearted, feel good tone!

32. IMAGERY • IMAGERY • Imagery is where the writer tries to paint a picture in the reader’s mind to help them relate to what is being described. • Imagery is often used in poetry and fiction but you also find it in non fiction texts. Look out for: • Similes– compares one thing to another using the words like or as (flat as a pancake) • Metaphor– describes one thing as if it were another (you are a tower of strength) • Personification – Giving an inanimate object human qualities • Remember, it is not enough just to identify imagery. You need to explain clearly, in detail and in your own words what effect this imagery has upon the reader.

33. EMOTIVE LANGUAGE SENSATIONAL or EMOTIVE language. Emotive language is often used by writers when they want to manipulate the reader’s feelings. Examples could be: the animals used are often cold, lonely and starving. Remember – it’s not enough to identify emotive language. You have to clearly explain the effect it has on the reader.

34. PERSONAL PRONOUNS PERSONAL PRONOUN ‘you’ or ‘us’. Used by the writer to make the text feel more personal to the reader, as if it is aimed directly at them personally. RHETORICAL QUESTIONS (used with personal pronouns for added emphasis) ‘Do you think it’s right that.......’ or ‘Would you like that for your children?’ COLLOQUIAL LANGUAGE- chatty, informal language that you would use with your friends. Remember – it’s not enough to identify the personal pronouns – you have to explain in detail the effect on the reader.

35. REPETITION, Triples, imperatives Repetition - A word or phrase is repeated throughout the text to make it stick in the reader’s mind. It could be the name of the company, or it could be the word ‘bargain’ or words like ‘best ever’. Triples -Where the writer uses a list of three to emphasise a particular point – ‘it is wrong, disgraceful and we shouldn’tstand for it’. Imperatives - Commands often appear in advice leaflets, ‘try this tip at home’ but can also be used in persuasive texts ‘Give money now’. Remember EFFECT of reader!

36. Quotations, statistics, anecdotes They are used to add interest and credibility to a text. E.G. a charity leaflet might highlight the fact that ‘156 more people were helped last year through the generous donations made by people like you.’ They might go on to say that Prince Charles supports the charity and feels ‘This charity holds a special place in my heart’. They may also choose to have a few lines about how the charity has helped a particular person. ‘Robert, 16, was struck down by this terrible illness during his GCSEs.’ Remember EFFECT of reader!

37. Humour & sarcasm Think about the purpose of the humour – is it there simply to entertain and make the writing more lively? OR is it there to manipulate the reader into thinking in a particular way. E.G. If you were reading an article about the justice system in the UK and the judge in a case was mocked as being ‘old as the hills’ and ‘doddery as a dodo’, you might be prejudiced about what he said. Remember EFFECT of reader!

38. Paragraphs, Sentences & punctuation • Sentences & Paragraphs • Short sentences suggest tension and speed. • Short paragraphs are often used in tabloid newspapers making them easier to read. • Very short paragraphs attract the reader’s attention. • Long sentences are mainly used for description and are full of detail. • This is the same with long paragraphs. These are often used in broadsheet newspapers. • Punctuation • Look for question and exclamation marks. • Questionstry to draw a response from the reader • Exclamationsoften stand out and attract attention. • Try to link the language to the audience • You might wish to comment on more sophisticated language for an educated audience and a more colloquial vocabulary to a teenage audience etc.

39. Q.2 How does Lucy Jones try to make her internet article interesting for her readers? [10] Think about: • what she says; • how she says it; • the use of headlines and pictures; • the use of internet features

40. Q2-Mark scheme… 1 mark - simple comments with occasional reference to the text, or copy unselectively. 2-4 marks - according to quality, simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings and techniques used to engage the reader, including presentational and website features. 5-7 marks - according to quality, valid comments/inferences based on appropriate detail from the text. Addressing the issue of 'how', but may rely on some spotting of key facts or quotations. Better answers will have a clear focus on techniques used to engage the reader, including exploration of the effect of presentational and website features. 8-10 marks - according to quality, explore the text in detail and make valid comments/ inferences. These answers should combine specific detail with overview and be fully engaged with analysis of techniques used to engage the reader, including detailed exploration of the effect of presentational and website features.

41. Some points the candidates may explore: what is said (facts, statistics, examples, quotations): • she exploits the fascination with crime and punishment • she refers to specific individuals • she details unusual methods of dealing with criminals • she gives details of prison life and punishment • she highlights a totally different attitude to crime and punishment • she uses quotations from prisoners, police and magistrates • she use a lot of facts and statistics • she includes both points of view how it is said • she uses irony and humour • her language and tone are informative rather than emotive • she uses 'personal experience'/a first hand account headlines, pictures and internet features • the headline is dramatic with its suggestion of a lack of punishment • the pictures illustrate the treatment of prisoners • the use of website features to illustrate and provide additional information. (e.g. link to prison website, video clip, opportunity to comment on story).

42. Sample response starting paragraphs…

43. Lucy Jones uses a range of techniques in this article in order to make it interesting and engaging for her readers. The article begins with a dramatic headline which could exploit the potential readers interest in crime and punishment. ‘Land where killers are free to go hunting’. This plays on the double meaning in this headline implying that murderers are allowed to carry on without fear of punishment. This sensational headline will immediately grab the readers attention and compel them to read on. The article begins by stating the traditional beliefs of the Inuit people who make up ‘80%’ of the population and highlights a totally different attitude to crime and punishment. By using statistics the author adds credibility to the story. This can be seen throughout the article as it concludes with the statement that ‘fewer than 1% of criminals in Greenland re-offend.’ Jones describes in detail the alternative methods used in this country. She uses quotes from officials ‘we take the convicts out hunting-even the murderers’. This gives the article a more personal voice and the use of the qualifier ‘even the murderers’ again makes the article seem more sensational.

44. Q.3 How does Florence Federal Prison make it difficult for prisoners to escape or cause trouble? [10]

45. Q3- Mark scheme This question tests reading and understanding text, and selecting material appropriate to purpose. 1 mark - simple comments with occasional reference to the text, or copy unselectively. 2-4 marks - according to quality, simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings. 5-7 marks - according to quality, valid comments/inferences based on appropriate detail from the text. 8-10 marks - according to quality, explore the text in detail and make valid comments/ inferences. These answers should combine specific detail with overview.

46. Some points the candidates may explore: the design • maximum security • guard towers and a perimeter fence of razor wire • steel doors and windows in the ceiling • furniture is fixed and made of concrete • cells are self-contained • the cells are designed to prevent eye-contact the regime • 23 hours of solitary confinement each day • no communal meals or work or recreation • no socialising or contact with other prisoners • handcuffs and leg irons, when outside • an escort of three armed guards • limited outside contact (one phone call each month and no visitors) • no matches or lighters the location • it is remote and inhospitable (in the Rocky Mountains) psychology • three years of no trouble leads to a gentler prison

47. The Final Question - Comparison The final question will always be a comparison of the two texts. The key to answering this question is to make sure you are analysing the presentational devices and the languageand ensure you are answering the question in depth and writing about both texts. An example question might be: Compare and contrast what Simon Bateson and Sarah Lord say about the use of capital punishment. (10 marks) So, how do you compare the texts?

48. Comparing texts There is no set format for answering this question. Perhaps the easiest way is to analyse Text 1 and then compare it to Text 2 saying in what ways they are similar but different. On the higher paper there are not usually bullet points to help you structure your answer. You must therefore structure and plan yourself. Make sure you use a wide range of connectives when comparing the texts. Remember to look for the GAPs of each source and write about how well each text succeeds in its chosen purpose.

49. 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. (+ D…=Develop) The best way to do this is to create a planning grid...

50. To answer the next question you will need to look at both texts. Q.4 Compare and contrast what LucyJones and DermotPurgavie say about the treatment of dangerous criminals. [10]