Section A- ReadingContent or Method?

Content questions test your understanding of what is in the text.

Method questions test your understanding of the techniques used in the source.

Content Questions Method QuestionsWhat have you learnt about..? How has the writer tried to make the story

interesting/entertaining for the readers?What happened to … and why? How do the images help the reader to

understand…?How did the other people react to what had happened?

How does the text explain/describe/advise in a clear way?

List four things we learn about… How does the source emphasise/show…?List four things the writer remembers about…Explain how the writer knows… How does the writer make what happens

seem frightening/exciting/comical?List four details which show…What impression of… does the writer give?What does the source suggest about…?Explain what…What ideas do these pictures suggest about…?Explain why… What methods are used to

persuade/inform/argue…?What were the effects of…? How does the writer create a sense of

panic/joy/fear…?What ideas about… are explored? How does the writer make you feel sorry

for…?Explain… and the reasons… What impression do you get from the

quotations?

RememberIt is not as simple as looking for the words what or how. For example: “How did the other people on the bus react to what happened?” is a content question. It asks you to consider what the writer says about the way that the people reacted.

Think: Am I being asked about what the writer is saying, or how he/she is saying it?

Do I need to think about the effect on the reader?

3 marks 6-7 mins4 marks 8-10 mins5 marks 10-11 mins6 marks 12-15 mins7 marks 15 mins

Timing: roughly 2 minutes per mark (unless you get extra time!)

Content QuestionsContent questions test your understanding of what is in the text.

These include list questions such as:

List 4 things the writer remembers about… List 3 things that show…

Remember: If it is not a list question, you need to show inference, following the content answer structure.

Content Questions include:

What do you learn about ..? Why is… the case? Explain the writer’s feelings… Explain why… What are the writer’s thoughts…? Explain how the situation develops…

To answer: Point, Evidence, Explanation, Link

In the source we learnThe writer tells us

A detail that you learn from the text in your own words.

This is shownThis is evidentWe see this when the author says

A short quotation containing the information.

This suggests/ is becauseFrom this we can inferThis means thatFrom this we understandThis gives the impression thatThe reason for this is

What does it tell you in relation to the question?

FurthermoreAdditionally Consequently On the other handHowever it may

Push yourself further in your explanation using a connective. Try to do this at least once per question (excluding the “List…” questions).Can you offer an alternative interpretation using “on the other hand” or “however”?

Overall Does the impression that the writer give change? If so, how? Is there a contrast at all?

Example:

How did the other people on the bus react to what had happened? (5 marks)

In the source we learn that the passengers couldn’t understand how he could have been so foolish. This is shown in the quote “my fellow passengers fired a cacophony of unanswerable questions, as though they were my know-it-all relatives.” This suggest that they think that he was stupid for not following the group. Furthermore, they can’t understand why he would want to walk away to get privacy. We also learn that the other people on the bus were disgusted by him. This is evident when it says: “As I walked down the aisle… I was like Moses, parting a sea of Chinese students and professors.” From this we can infer that the other passengers didn’t want to be anywhere near him as a result of the fact that he was covered in the contents of the latrine, and probably smelled quite bad. Overall, although the passengers were confused and angry because of what he had done, they also seemed to be concerned for his safety.

3 mark question: Do this at least once!4 mark question: Try to do this twice with an overall comment.5 mark question: Twice with a perceptive overall comment.6 mark question: Try to do this three times with an overall comment.7 mark question: Three times with an overall comment.

Method QuestionsMethod questions test your understanding of the techniques used in

the source.

Method Questions include:

How does the narrator make clear… How does the writer make you feel… Comment on the methods the writer uses to show…

To answer: Point, Evidence, Explanation, Link

The writer uses Language or presentation feature (remember, if you’re struggling, this can be as simple as “interesting verbs, multiple pictures etc…)

in order to What are they doing with it (linked to the question)?Evidence: Short quotation containing the language feature or description of

the presentational feature.This makes the readerShe/ he does this toThe effect of this isThis makes the reader aware

What effect does this technique have on the reader? What does it make them think? What impression does it give? How does it make them feel? Think about connotations here. Remember you are the reader. What impression does it give you? Empathise.This has to be linked to the question. What is it prompting you to look for?

FurthermoreAdditionally Consequently On the other handHowever it may

Push yourself further in your explanation using a connective. Try to do this at least once per question.Can you offer an alternative interpretation using “on the other hand” or “however”?

Overall What overall impression do the language features create? Is there a contrast at all? Do things change?

Remember:

In Paper 2, the method questions might require you to comment on presentational features. When this is the case, give a brief description of the picture/element/colour scheme etc. as your evidence.

3 mark question: Do this at least once!4 mark question: Try to do this twice with an overall comment.5 mark question: Twice with a perceptive overall comment.6 mark question: Try to do this three times with an overall comment.7 mark question: Three times with an overall comment.ALLITERATION Words close together beginning with the same sound. Can reflect the

sound of something.

Bombs blasted around us, bombarding the barracks, breaking the silence. ADJECTIVE Describing words

gigantic, ferocious, disastrousADVERB Describes a verb (doing word)

nervously, rapidly, excitedlyMETAPHOR Comparing one thing with another by saying it is something else

That little troll woke me up again this morning, jumping on my bed and demanding breakfast.

IMAGERY When words are used to create an image in the reader’s mind.

A host of golden daffodils, beside the lake, beneath the trees, fluttering and dancing in the breeze.

SENSES Using the 5 senses (touch, taste, smell, sight and sound) to make what you are describing more vivid for the reader.

Teasing her nose as she stepped gingerly out of the car, the smell of fresh pancakes put her immediately at ease. She felt the gravel beneath her feet, and heard that familiar crunch which informed her: she was home. Her eyes took in that huge old building and she smiled...

SYMBOLISM Representing wider ideas and concepts through symbols or giving something symbolic meaning.

Flowers as a symbol of hope; a locked door as a symbol of a struggle.PATHETIC FALLCY Reflecting the feelings of a protagonist in the weather.

As he strolled joyfully home, the sun shone and warmed the beautiful scene around him.Exhausted yet determined, he trudged on, fighting through the driving rain and sleet.

ONOMATOPOEIA Words that sound like what they are describing

bang, crash, slap, thumpPERSONIFICATION

Making something inanimate (not living) seem alive by giving it human qualities

The wind howled through the trees.SIMILE Describing something by comparing it to something else, using the

words like or as

To me he was as tall as a mountain.Like a lion stalking his prey, he crept up on his mother and gave her a fright.

TO DESCRIBE: AAA MISS POPS

PUNS Playing on the multiple meanings of a word, or the fact that it should like another word. Used to add humour.

Lorry Crashes on M40. Creates Jam. EXAGGERATION Also known as hyperbole. Used for effect.

This is the very best chocolate cake you will ever experience.REPETITION Repeating a word or a phrase for effect.

Act now. Adopt now. Adopt a polar bear.STATISTICS Facts represented as numbers (percentages, fractions, numbers…)

80% of people experience bullying at some point in their lives.

UNDERMINING Highlighting the weaknesses of the argument which opposes yours.

You may be inclined to think that uniforms are not necessary, however you must consider the behavioural implications.

ANECDOTE A personal story used to support your point of view.

12 months ago I had the privilege to meet Sam. Sam was working at our local supermarket and his experience taught me that…

DIRECT ADDRESS

Speaking directly to the reader, using the words “you” and “your.”

You are well placed to make this change in your life.EMOTIVE LANGUAGE

Language used to evoke a certain emotion.

The situation for these unfortunate children is becoming desperate; don’t let them suffer any longer.ALLITERATION Words close together beginning with the same sound in order to draw your attention to a particular

word, or make a phrase memorable.

Buy British beef.FACTS A statement that cannot be disagreed with.

Exercising regularly can greatly improve your overall health.OPINION A personal response to something.

Cycling is very good fun. RHETORICAL QUESTION

A question to which an answer is not expected.

How would you feel if this were to happen to you?EXPERT ADVICE Language used to evoke a certain emotion.

The situation for these unfortunate children is desperate; don’t let them suffer any longer. SAYINGS Quotes from experts or eyewitnesses.

Mrs. Holden, a conservationist, reports to have “seen significantly fewer species” on her last trip. TRIPLETS Using a techniques three times for effect, eg: 3 adjectives used to describe something; a word or a

phrase repeated 3 times; alliteration used across three words.

Not only is this car affordable, it is also efficient and eco-friendly.

TO INFORM/ ARGUE/ PERSUADE: PERSUADE A FOREST

Example: Paper 1

How has the writer tried to make the story interesting for readers? [7 marks]

The writer uses first person narration in order make the story interesting for readers. This is evident throughout the source, for example: ‘I heard a splash, and found myself walking through a shallow pond.’ This makes the story more personal, and more believable for the reader. Furthermore, the first person narrator makes the surprise of what happens to the man more effective, and the reader is not necessarily expecting it. The writer also uses alliteration in order to make the story interesting for readers: ‘One sniff of the stench snapped me out of my stupor.’ The alliteration of the letter ‘s’ might be used in order to reflect the sloshing sound that the man would make as he struggled through the muck and dirty water of the latrine, therefore making the image of what happened to him clearer for the reader. On the other hand, the alliteration might be used in order to draw the readers’ attention to the idea of the ‘stench,’ thereby emphasising the horrible smell. The writer uses similes in order to interest the readers: ‘I was like Moses, parting a sea of Chinese students and professors on my left and right.’ This makes the reader think about how the other people on the bus reacted to him after his accident as it makes clear that nobody wanted to be near him. Additionally, this simile adds an element of humour, as the readers might imagine a comical scene in which passengers on the bus move apart from him at the same time. Overall the writer uses a number of techniques in order to interest the reader by making the story seem more believable, and emphasising the elements of toilet humour.

Example: Paper 2

What methods are used to persuade single men to go to war? [5 marks]

The source uses large numbers in order to persuade single men to go to war: “Hundreds and Thousands of married men have left… to fight for KING AND COUNTRY.” This would make the single men aware of just how many men had already gone to war, consequently making them want to be a part of the majority, rather than the minority. Additionally, the words “Hundreds” and “Thousands” are capitalised, further emphasising the number who are fighting. The source also uses two pictures in order to persuade single man to go to war. The top picture depicts a family sitting around a dinner table. The position of the light from the lamp draws the reader’s attention to the fact that the father is missing. The light from the lamp in the top picture extends down to illuminate the bottom picture, which shows men fighting in the trenches. This makes the reader aware that the two pictures are linked; the missing father and husband from the top picture is away, fighting at war. This would make the single men aware of what the fathers and husbands have left behind, thereby emphasising the sacrifice they have made. This may make the single men feel selfish for staying at home, and therefore persuade them to go to war. Overall, the source combines effective language, in combination with emotive images, in order to persuade single men to go to war.

Section B- Writing

DESCRIBE INFORM, ARGUE, PERSUADEShow,

don’t tellIf your character is feeling a certain way, or experiencing something specific, show your reader before you make it obvious where your character is, what they’re doing, or how they are feeling. Use your senses to slowly reveal where your character is, or what they are experiencing.Use appropriate verbs and adverbs, and sentence structure, to reveal how your character is feeling.

Think about how you can illustrate your point using an example, or, ever better an anecdote before you state your point.

Give detail

Can you give more detail by using adjectives and adverbs? Can you use more ambitious vocabulary? Is there an opportunity for a simile, metaphor or personification?Make sure you use the descriptive language features.

Develop your reasons using specific examples and persuasive language features. Remember to use discourse markers to help to structure your point.

Variety Vary your sentence starters and sentence structure. Vary paragraph length for effect- one sentence or one word paragraphs.Include direct and indirect speech.

Vary your sentence starters and sentence structure for effect. Consider when to use simple, compound and complex sentences.

Structure Follow your plan and know the content of each paragraph. Make sure your piece comes to a deliberate ending, don’t let it fizzle!

Try following the structure outlined in “Non-fiction Structure.”

Remember to

Plan Paragraph Communicate clearly

At the end:

Read Check correct

Sentence Starters VS PACMANVerb – Present tense for a sense of action

Lashing out wildly, he tried with all of his might to get away.

Simile – Use like or as to compare

Like a lion stalking its prey, he crept up behind his victim…

Preposition – Where?

Underneath the stairs John contemplated the difficult situation he was in.

Adjectives – Can you pair them for effect? Think of using and, but or yet to put them together.

Exhausted yet nervous, he trudged on…

Connective – Start your sentence with a subordinate clause, punctuate it correctly

Although he had waited all of his life for this moment, Richard couldn’t bring himself to take that final step…

Metaphor – What are you describing? Can you refer to it as a metaphor?

The little monsters took over the playground for two hours every day after school.

Adverb –

Desperately, she searched everywhere for the missing ring…

Noun (and relative clause) – Remember to use commas to separate your extra information.

My sister, who lives in Manchester, is a lawyer.

Non Fiction Writing StructureFor argue or persuade questions.

Plan- If the task asks you to agree or disagree, or to argue for or against, make sure you pick a side and stick to it. Do not present a balanced argument. Come up with at least 2 points that you can develop.

Title

Hints at yourpoint of view.

Personal Anecdote/Focus on One Example

Remember to make your anecdote engaging using

emotive language and varied sentence starts

State argument clearly

One clear sentence. If there is a prompt statement, don’t refer to it directly; try to use the language of

the prompt in your argument statement.

Developed reasons #1 and #2

One or two paragraphs per point, developed using persuasive

techniques and specific examples.

ConclusionA final paragraph. State your argument clearly, referring back to your anecdote.

Writing Questions PAPER 1

Specimen

Describe a place that changes in appearance and atmosphere at different times of the day and night. The place can be real or imagined.

Write a story in which a discovery plays an important part. (25 marks)

“Young people spend too much time indoors.” Write the words of a speech for a podcast in which you argue for or against this idea.

January 2013

‘You should never travel in a country if you don’t know its language.’ What do you think of this view?

Write a story entitled ‘A Meeting with a Stranger’.

Describe a person who has played a significant role in your life.

June 2013

Describe a childhood memory.

“Relatives, not friends, have most influence on our lives.” Discuss.

Write a story suggested to you by the picture below.

January 2014

Describe a place where people go to have fun.

‘Change is not always a good thing.’ Discuss.

Write a story set in a fairground or theme park.

June 2014

Describe contrasting areas of a town or of a city.

To what extent does the place in which you grow up shape the person you become?

Write a story in which an obsession dominates a character’s life.

PAPER 2

Specimen

Write the text for a leaflet for people who live in other countries. Your purpose is to advertise the London Olympic and Paralympic Games and explain why your readers might enjoy going to them. Use information from some of the texts in section A and your own ideas.

Write an article to be placed on a school or college website which is usually read by students, parents and teachers. Your purpose is to inform them about the forthcoming Olympic and Paralympic Games and persuade them that this is a good time to raise the profile of sport in your own school. Use information from some of the texts in section A and your own ideas.

January 2013

‘The film industry has a duty to represent all people fairly and to avoid stereotyping.’ Write a letter to the editor of a film magazine explaining your views on these issues. You may use information from the sources in Section A and your own ideas.

Look at the poster below for a national film review competition. Now write your review of your chosen film, recommending it to viewers. You may use ideas from the sources in Section A as well as your own.

June 2013

As a reader of The Sunday Times, you have read the article ‘It’s not easy being this rich’. Write a detailed letter to the editor either criticising or defending the lifestyles of the rich. You must use information from the sources in Section A and your own ideas.

Write a newspaper article about poverty in the world and what can be done about it. You must use information from the sources in Section A and your own ideas

January 2014

Write a speech for Year 11 students in which you argue that being successful in life means more than just being successful in exams. You may use information from the sources in Section A as well as your own ideas.

Write a letter to Malala Yousafzai, the girl in Source A, saying what you think about her experiences. You may use information from the sources in Section A as well as your own ideas.

June 2014

A local organisation is running a public speaking competition for young people and you have decided to enter. The topic is: ‘What I Would Fight to Defend’. Write the speech you would give. You may use information from the sources in Section A as well as your own ideas.

Write an article for a local or national newspaper with the title: ‘Conflict and its Consequences’. You may use information from the sources in Section A as well as your own ideas.