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Exam Date Wednesday 7 November 2012

Understanding and Producing Non-Fiction Texts (Higher). REVISION GUIDE. You will need the Higher insert to accompany this guide. Exam Date Wednesday 7 November 2012. Section A: Reading. You will... Read 3 non-fiction texts (sources 1, 2, and 3) Answer 4 Questions.

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Exam Date Wednesday 7 November 2012

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  1. Understanding and Producing Non-Fiction Texts (Higher) • REVISION GUIDE You will need the Higher insert to accompany this guide. • Exam Date • Wednesday 7 November 2012

  2. Section A: Reading • You will... • Read 3 non-fiction texts (sources 1, 2, and 3) • Answer 4 Questions. • Spend up to 1 hour and 10 minutes reading the texts and answering the questions. Exam Tip: • Read question 1, then read source 1 and then answer question 1. Read question 2, then read source 2 and then answer question 2. Read question 3, then read source 3 and then answer question 3. Read question 4, skim read both texts and the answer question 4. • Underline/annotate the texts as you read them.

  3. Question 1 • This question will always require you to respond to Source 1 only. • It is worth 8 marks. You should spend 10-12 minutes answering this question. • Aim to write about 5-8 different bits of information. • You must find and summarise information in your own words, using short quotations as evidence. This is not a language question, therefore you do not need to analyse the language. Complete the tasks on the next page...

  4. Read source 1 of the insert. Read the student’s response and comments to the question below. Begins by using the wording in the exam question Where she has been Student’s own words Short embedded quotation What she has been doing Adding connective Interprets meaning • Continue and complete this response by adding an additional 4-6 points. Remember to... • Use mostly you own words. • Include short relevant quotations. • Write about where Elisabeth Hyde has been and what she has been doing. • Interpret meaning from the words Elisabeth Hyde has used.

  5. Question 2 • Look out for... • Individual words/phrases • Colour • Juxtaposition • Size • Number of image(s) • Detail within the image(s) • This question will always require you to respond to Source 2 only. • It is worth 8 marks. You should spend 10-12 minutes answering this question. • This question requires you to analyse and comment on the presentation features mentioned in the question (usually these will be the headline, sub-headline and images) and how they link to the main text (the rest of the article). • You should aim to make 2-3 comments for each presentation device. • Presentation features includes the language used in the headlines and sub-headlines. Useful phrases The headline says “...” which suggests... The phrase “...” in the sub-headline implies... The size and colour of the .... in the image may make readers feel... This links to the idea in the main text that.... Complete the tasks on the next page...

  6. Read source 2 of the insert. Read the student’s response and comments to the question below. Comments on the presentation of the headline. Structured response Focuses on individual words within the headline Effect on the reader Links the headline to the main text. • Continue and complete this response by adding an additional 4-6 points. Remember to... • Keep your response structured. • Focus on the effect of individual words in the sub-headline. • Make 2-3 comments on the sub-headline and 2-3 comments on the image. • Explain how the sub-headline and the image links to the main text.

  7. Question 3 • This question will always require you to respond to Source 3 only. • This text will be literary non-fiction (eg. A biography extract) • It is worth 8 marks. You should spend 10-12 minutes answering this question. • You should aim to write 4-5 PEE paragraphs. • You must comment on the use of language to present ideas within the text. • Avoid vague responses. This is when you do not explain how or why. For example: “This makes the reader want to read on.” Complete the tasks on the next page... Useful phrases for PEE paragraphs: Point:One of the ways... Evidence: The is shown by the words “...” Explanation: This suggests... Readers may feel...

  8. Read source 2 of the insert. Read the student’s response and comments to the question below. Inferences/ interpretations of the language Short, relevant quotation to support point Explains how tension is created. Structured response. Effect on the reader • Continue and complete this response by adding an additional 4-6 points. Remember to... • Keep your response structured (sequencing/adding connectives). • Use Point, Evidence and Explanation. • Interpret meaning behind the language.

  9. Question 4 Key Language Devices Facts and statistics Opinions Emotive Anecdote Rhetorical questions Personal pronouns (you/we) Rule of three Imagery (similes etc) Formal/informal/slang Technical jargon Punctuation for effect Sentence structure • This question will always require you to respond to two out of the three texts. • It is worth 16 marks. You should spend 20-22 minutes answering this question. • You must compare two texts by analysing the effects of the writer’s use of language. Connectives Similarities:Similar to... Similarly... Just like... Equally... Differences: In contrast... However... Unlike.... On the other hand... Complete the tasks on the next page...

  10. Read source 2 of the insert. Read the student’s response and comments to the question below. Point made is linked to the question Short, relevant quotation to support point Effect on the reader Developed analysis. • Continue and complete this response by adding an additional 4-6 similarities/differences. Remember to... • Keep your response structured (sequencing/adding connectives). • Use Point, Evidence and Explanation. • Develop and analyse the effect of the language. • Identify similarities and differences between both texts. Uses comparison connectives to signal comparison.

  11. Section B: Writing • You will... • Respond to 2 Questions. • Short writing task (16 marks) • Long writing task (24 marks) • Spend up to 1 hour and 5 minutes planning, writing and checking your responses. • 25 minutes on the short task. • 35 minutes on the long task. Exam Tip: • Complete the long writing task first! If you run out of time, you will have gained more marks on this task than the short writing task.

  12. You will gain marks for your ability to engage your reader in a way that suits the purpose. Informal or formal? Humorous or serious? This will depend on who you are writing for (audience).

  13. You will gain marks for organisation and structure Topic Sentence (Possibly with an adding connective) In addition... Another point is... As well as... Supporting Evidence (Possibly with an illustrating connective) • Evidence • Facts • Opinion(s) • Examples • Anecdote Connectives For example... This is shown by... Such as... Explanation (Possibly with an illustrating connective) • Explanation • Give reasons • Describe • Explain the impact of your evidence. Connectives This means that... Significantly... Therefore... Consequently... As a result of this... Close Links back to the main idea in the topic sentence.

  14. You will gain marks for using a range of sentences and punctuation • Use all of these types of sentences • Minor sentence (1-2 words sentence) • Complex sentence (remember to use comma(s)) • A sentence containing a list • Compound sentence • Simple sentence • Question A* A B C D TIP: Use an illustrating, emphasising or qualifying connective in every full paragraph. This will help you to develop and extend your paragraphs. (see p. 118 of your contact book)

  15. Section B: Writing Primary purpose of Writing to Explain Write a brief article for a website of your choice telling your readers about an interesting or unusual journey or travel experience you have had. Explain why it was memorable. (16 marks) This main purpose of this task is to explain. However, to make this writing lively and interesting to read, you will also need to describe the journey (the people involved and place(s) you visited) and possibly entertain your reader. • Practice these skills by answering the writing question above. • Aim to write about 3 paragraphs. • Spend no longer than 25 minutes. • Plan before your write.

  16. Section B: Writing Primary purpose of Writing to Argue (but could be persuade) Your school or College is inviting entries for a writing competition. The topic is “Dangerous sports, activities and pastimes are selfish, often put others at risk and should be discouraged.” Write your entry arguing for or against this view. (24 marks) • Practice these skills by answering the writing question above. • Aim to write about 4-5 paragraphs. • Spend no longer than 35 minutes. • Plan before your write.

  17. Spend 5 minutes... • Checking your writing (spelling and punctuation). • Make any necessary changes.

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