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ENGLISH LANGUAGE PAPER 1 Reading and Writing Non- Fiction Texts 2 ¼ hours.

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ENGLISH LANGUAGE PAPER 1Reading and Writing Non- Fiction Texts 2 ¼ hours.

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ENGLISH LANGUAGE EXAMSection A: Reading

3 non-fiction source texts 1 hour, 15 minutes to complete

40 marks

Section B: Writing 1hour to complete 2 tasks

Writing to inform, explain and/or describe Writing to argue and/or persuade

40 marks

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SECTION A: READING (UNDERSTANDING NON-FICTION TEXTS)

Usually there are four questions; you will have to go through the answer booklet to find them.

You are also given three ‘sources’ – texts that you use to answer the questions.

It doesn’t matter what order you answer the questions in.

In all of the most recent examinations, the four questions have focused on: Question 1 – comprehension (what is the article about?) Question 2 – headlines, pictures, captions, subheadings Question 3 – comprehension with a focus Question 4 – looking closely at/comparing language in two of the

three sources.

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In all five of the recent examinations, the first question has been a straight-forward comprehension question. The examiners want to know that you are able to understand what the article in question is about. This means that you will need to summarise the article’s main points.

Highlight/circle key words in the question. What are they asking you to look for? What source text are you focusing on?

Make sure that you support your response with appropriate quotations. Highlight/underline significant sections of the text.Past questions:What do you learn from Jan Moir’s newspaper article about where Bruce Parry has been and what he has been doing.What do you learn from Elisabeth Hyde’s article about where she has been and what she has been doing?What do you learn from Steven Hicks article about the issues and concerns regarding mobile phone use?

QUESTION ONE – WHAT IS THE ARTICLE ABOUT?

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QUESTION 1 8 MARKS = 12 MIN

This will refer to the first text and will ask you to RETRIEVE information and ideas.

AO2, i Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross references as appropriate.

Questions might include: “According to the author, what can be done about…”; or “What are the audiences for, and purposes of, this text…”; or “What is the writer’s argument/ view…”

Quote or use some

language from the text.

Audience?Purpose?

Compare within the

text

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INFERENCE AND RETRIEVAL

Whilst watching the clip on the next slide, answer the following questions on a whiteboard:

1. What is the name of the contestant?2. Who does he compare himself to?3. What is he wearing?4. What does the contestant say that he can

do during karaoke?

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MORE QUESTIONS...

Now, watch the clip again, but answer the following questions:

1. What are Simon’s first impressions of Onkar when he first enters the room?

2. What is Simon’s opinion of Onkar’s performance?

3. What is Sharon’s opinion of Onkar’s performance?

4. How does Onkar think that his performance has gone?

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THE QUESTIONS What was the difference between the two

sets of questions?

What is the name of the contestant?

Who does he compare

himself to?

What is he wearing?

What does the

contestant say that he

can do during

karaoke?

What are Simon’s first impressions

of Onkar when he first

enters the room?

What is Simon’s

opinion of Onkar’s

performance?

What is Sharon’s opinion of Onkar’s

performance?

How does Onkar think

that his performance

has gone?

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RETRIEVING INFORMATION

What is the name of the contestant?

Who does he compare

himself to?

What is he wearing?

What does the

contestant say that he

can do during

karaoke?

How did you work out the answers to these questions?

Were they easy, or difficult?

Was there more than one answer to them?

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INFERRING MEANING

How did you work out the answers to these questions?

Were they easier or more difficult than the other questions?

Could there be more than one right answer to them?

What are Simon’s first impressions

of Onkar when he first

enters the room?

What is Simon’s

opinion of Onkar’s

performance?

What is Sharon’s opinion of Onkar’s

performance?

How does Onkar think

that his performance

has gone?

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DEFINITIONS

Retrieving Facts

Inferring Meaning

Right or wrong answers

Reading between the lines

Copying information

Using evidence to inform our opinion

Using evidence to answer the question

More than one possible answer

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DEFINITIONS

Retrieving Facts

Inferring Meaning

Right or wrong answers

Reading between the lines

Copying information

Using evidence to inform our opinion

Using evidence to answer the question

More than one possible answer

Which of these question types do you think is more difficult?

Why?

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SKIMMING

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WHAT IS THIS TEXT ABOUT?WHERE MIGHT YOU FIND IT?

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The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's . The changes we've seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere.  

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The best treatment for mouth ulcers. Gargle with salt water. You should find that it works a treat. Salt is cheap and easy to get hold of and we all have it at home, so no need to splash out and spend lots of money on expensive mouth ulcer creams. 

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QUESTION ONE: ‘RAFTING ON THE GRAND CANYON’

Read the text you have been given. Working in pairs, answer the following

comprehension question:

What do we learn from Hyde article about where she has been and what she has been

doing?

Highlight relevant questions before you start your written answer.

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QUESTION ONE: ‘RAFTING ON THE GRAND CANYON’

From the article, written by Elizabeth Hyde, we learn that she went rafting on a ’13 day, 225-mile trip down the Colorado River through the Grand Canyon.’ In addition to this, she describes the trip as a ‘Disneyland’ like experience, emphasizing how she found it scary, yet ‘exhilarating’. On the trip, she was not only joined by her husband and three children, but 17 other strangers, who would be packed onto ‘6m rafts’ and squished in with ‘masses of gear’. Hyde describes how the group is eclectic, ranging from her teenage daughters to ‘a couple in their mid-70s’. We can infer from this that the trip would appeal to all ages, but only those looking for a once in a lifetime, ‘whit-knuckle’ experience.

The fact she was with these strangers meant that she couldn’t be shy as they would be ‘eating, sleeping and bathing together’, thus a lack of privacy was one thing the group had to get used to. Despite this, the fact that they were on the water for ‘five to eight hours a day’ in ‘one of the most spectacular environments on earth’, we can infer that the group would share a range of fantastic memories ‘screaming with the thrill of the rafting experience’.

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QUESTION 2 8 MARKS = 12 MIN This will refer to the second source and will test your

ability to understand and interpret presentational devices.

AO2, iii Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects, and engage and influence the reader, supporting their comments with detailed textual references.

Questions might include: “How do the writers of this text use presentational features to engage the reader?”; or “How effective are the presentational devices in communicating what is being conveyed in the text?”; or “How do the presentational features add to the effectiveness of the text?”

Paragraphs, sections, bullet points, boxes,

discourse markers..

Fonts, titles, subtitles, colours,

pictures…

Describe what you can see in detail

Give an opinion

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What is the GENRE of these two texts?

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GAP

When we are looking at a new text for the first time, we always need to work out the GAP:

AUDIENCE

GENRE

PURPOSE

What type of text is it?

Who was it written for?

Why was it written?

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1 minute

End

Choose one of these two texts (magazines) and decide who the AUDIENCE is and what the PURPOSE is.

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A: WHY?Title is another name for young girls,spelt with ‘z’s to be more informal

Pink fonts and boxes, traditionally a girls’ colour

Stories about ‘fashion’

‘Cool’ and ‘fab’ make reader think of younger people

‘Hotties’ is a word used by teenage girls

Zac Efron appeals to younger readers

Says that it’s a ‘girls’ mag’!

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P: WHY?

INFORM: Learn something about other people’s lives

INFORM: Find out more about fashion and Zac Efron

ENTERTAIN: Uses words like ‘hotties’ and ‘cool’, so is probably not going to be an encyclopaedia

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QUESTION 2 -‘FEARSOME TYRANNOSAURUS REX SUE MAY HAVE DIED OF A SORE THROAT’

Working in pairs, answer the following question:

Explain how the headline, sub-headline and picture are effective and how they link with the

text?

Write some quick notes before you begin, giving you some ideas to get going with.

Talk first about the headline, then the picture. Use the Sentence Starters to help you start your

sentences. You have 12 minutes to complete the task.

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This newspaper article aims to inform and entertain the more educated reader about the surprising new evidence that may explain the plight of Sue, the ‘prehistoric predator’. The headline and sub-headline are effective because they inform the reader that the violent and petrifying Tyrannosaurus rex may have died of a measly ‘sore throat’, which will both fascinate and intrigue the reader. The reader’s disbelief will attract them to read the article due to the juxtaposition between the ‘fearsome’ skeleton of the large dinosaur which dwarfs its onlookers, and the fact that it may have starved to death due to being unable to swallow properly. The fact that the headline names her as ‘Sue’ is effective because it’s both humorous and unexpected for the reader, who would probably not think of such a violent and threatening dinosaur as female or called by the friendly name of Sue. The word ‘fearsome’ connects with the picture which shows T Rex as immense, aggressive and terrifying; and also links to the main article where it also describes the ‘violent skirmishes’ she had, that she weighed a formidable ‘seven tonne’ and was a whopping 13 metres long.

QUESTION 2 -‘FEARSOME TYRANNOSAURUS REX SUE MAY HAVE DIED OF A SORE THROAT’

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QUESTION 3 8 MARKS = 12 MIN

This question will refer to the third text and ask you to understand and interpret meaning.

AO2, i Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross references as appropriate.

Questions might include: “How does the writer use language and grammar to shape the reader’s response?; or “How does the writer reveal her language and attitudes in this text?”; or “What are the writer’s thoughts and feelings?”

QUOTE!!Audience?Purpose?

Compare within the

text

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ANSWERING QUESTION THREE

Question 3 is based on source 3. It is a difficult question in that it appears to be quite vague. It will ask you to explain – to make clear and understandable, something you have read about in the source. The question is, once again, worth 8 marks. It will often, but not always, be based on a non-fiction text such as a journal or autobiography piece.

Like question 2, this question will be testing your ability to understand and interpret meaning, this time in source three. Again, it is not a language analysis question, and language should only be analysed if it specifically answers the question. You should not write about the effect on the reader in this question (that comes in question 4).

As with question 1, you should aim to make a range of points which cover all parts of the text. Comment on how the text begins, what it is saying in the middle and how it ends.

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IDENTIFY THE BASIC LANGUAGE FEATURES:

What language devices show the thoughts and feelings of the writer?AdjectivesAdverbsComparatives and SuperlativesSentence structure and lengthPunctuation for effect

NOT THE RED RASP and SOMP (unless it directly links to the question)

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Now read Source 3, Everest The Hard Way, which is an extract from a non-fiction book.

Explain which parts of Pete Boardman’s story of the return to Camp 6 you find tense and

exciting. (8 marks)

Underline the parts which are tense and exciting Annotate the basic language devices used to

create this Write in clear, PEE paragraphs, explaining how the

language shows the situation to be tense and exciting.

ANSWERING QUESTION THREE

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The fact that a ‘decision’ had to be made and there was a time limit of ‘ten more minutes’ suggests that they were in a precarious position and builds tension and excitement, ending in the declarative statement that ‘time was up’. Furthermore, the part where they are going the wrong way, that there was a blizzard, that night was coming on and they had to consider their own lives shows that they were up against nature and the elements and in an extreme situation. That ‘there was no sign of Mick’ suggests that something terrible had happened.

Boardman used short sentences when describing getting down the mountain when Pertemba was ‘not used to moving without fixed ropes’ and is slow, and the fact that Boardman thought he was lost, is exciting and adds to the sense of risk and danger. The avalanche, the dependency on the rope and the ice axe shows the life or death hazards they endured and is exciting. The ‘miracle’ of finding the rope in the dark and the fact that Pertemba seemed to be struggling, and Boardman’s ‘tumble’ adds excitement to the end of the journey. The fact that Boardman, the strong, experienced conqueror of Everest ‘burst into tears’ shows just how tense the experience had been and that he knows Mick is not coming back.

ANSWERING QUESTION THREE

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QUESTION 4 16 MARKS = 24 MIN You will be asked to compare the third text with one other

text. You will be tested on your ability to compare the effectiveness of language used by the writers.

AO2, i Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross references as appropriate.

AO2, iii Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects, and engage and influence the reader, supporting their comments with detailed textual references.

Questions might include: “Compare how choices of language are used for effect in ..”; or “Compare how content and language link to purpose and audience…”; or “Compare how writers present attitudes to…”

Connectives of comparison, contrast and balance will be

essential here

Quote!!!

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ANSWERING QUESTION 4

This is the trickiest question in section A, in that it will require you to choose which sources you will write about. You will be asked to compare the language use in two texts – one is set and the other is to be chosen by you. This question is worth 16 marks and requires a very detailed answer.

A lot of students struggle with this question, particularly with the idea of analysing ‘language’ which seems like such a vague term. AQA have stated in their examiners’ reports that many students struggle with this question because they do not have a tool-kit to analyse language.

Well, I have got a toolkit for you, and it’s called THE RED RASP and SOMP.

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THE RED RASP By now, you should know the techniques in

THE RED RASP, but do you know their effect? Have a go at analysing the effect in pairs:

Technique The effect on the reader

Direct address Engages the reader to read on as they feel that, by being addressed directly, the text is relevant to them.

Alliteration Makes the text catchy – it sticks in the reader’s head

Fact Make the text seem authoritative, accurate and therefore believable.

Opinion Sway the reader towards the writer’s viewpoint.

Rhetorical question Engages the reader to read on as they feel that, by being addressed directly, the text is relevant to them.

Emotive language Makes the topic of the text seem overly good or bad, depending on the purpose of the text

Statistics Make the text seem authoritative, accurate and therefore believable.

Tricolon (rule of three) Makes the text catchy – it sticks in the reader’s head.

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Now you need to refer to Source 3, Everest The Hard Way and either Source 1 or Source 2. 

You are going to compare the two texts, one of which you have chosen. Compare the different ways in which language is used for effect in the two texts. Give some examples and

analyse what the effects are. (16 marks)

Choose your second source carefully – the easiest thing to do is choose the one which contains most of the THE RED RASP techniques.

Read both sources, highlighting the techniques as you find them. You may not find them all, but there should always be at least five of them.

Turn each one into a separate PEE paragraph, using the formulaic answers from the previous table.

Look for more sophisticated points if you are aiming for A and A* grades.

Remember to compare – write about similarities and differences. Use comparative connectives to gain easy marks

ANSWERING QUESTION 4

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Techniques and Quote in S3

Effect caused Techniques and Quote in S1

Effect caused

Short sentence: ‘A decision was needed’

Evoking a sense of determination

Active verbs: ‘sucked down…spun around…spat up’, ‘scared’, ‘exhilarated’ with the punchy short sentences.

Leaves the reader short of breath, just like the writer

ANSWERING QUESTION 4

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SECTION B WRITING You will be asked to answer 2 questions

AO3 i Communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose which engage the reader.

AO3 ii Organise information and ideas into structured and sequences sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesions and overall coherence.

AO3 iii Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

Two thirds of the marks are for content and organisation, one third is for accuracy.

Think of interesting

words

Use features of the writing type

specified in the question

Allow time for planning the whole text and

each paragraph.

Use discourse markers and

subheading as appropriate.

Allow time to check your work over.

There are no marks for writing something really long. Keep it tight and make it pack a punch.

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WRITING SECTION

Marks are awarded for StructureParagraphsSentencesWords

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STRUCTURE

Have a clear beginning and end. If possible, link them.

Have a logical flow through your writing by creating clear links between paragraphs. Use discourse markers, bullet points and headings IF appropriate.

Bullet points and headings might be appropriate in information texts and possibly in newspaper articles.

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PARAGRAPHS

Use topic sentences to introduce your paragraph.

Plan your paragraphs.

Link one paragraph to the next.

Use short paragraphs for effect.

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SENTENCES

Use a variety of compound, complex and simple sentences.

Use a variety of punctuation.

Vary your sentences by using discourse markers, starting with subordinate clauses, starting with adverbs etc.

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WORDS

Use ambitious vocabulary.

Be precise in your choice of words: rather than “walked” try “strolled” or “hurried”.

Be accurate: eradicate unnecessary errors i.e. they’re, their and there and I is ALWAYS capitalised.

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QUESTION 5 16 MARKS = 24 MIN

Writing to inform, explain or describe.

5 to 8 min planning + 4 min checking = 12 to 15 min writing.

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INFORM, EXPLAIN

What happens? Structure

Clear introduction. Present tense. Formal/ technical

language. Logical organisation. End with an unusual

detail.

How or why did something happen?

Structure Strong personal

statement to open. Range of points

expanded and linked. Specific examples to

support how or why. End linking back to

your opening.

Inform Explain

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DESCRIBE: MAKING A PICTURE WITH WORDS

Close attention to detail. Appealing to the senses (touch, taste, smell,

hearing and sight). Use of figurative language: metaphors,

similes and personification. Strong adjectives and adverbs. Unusual vocabulary. Personal writing.

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ANSWERING QUESTION FIVE

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)

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QUESTION 6 24 MARKS = 36 MIN

Writing to argue or persuade.

8 to 10 min planning + 6 min checking = 20 to 22 min writing.

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WRITING TO ARGUE OR PERSUADE

THE RED RASP Structure =

1. Strong opening statement

2. logical points (strongest first)

3. some anticipation and annihilation of counter-argument

4. strong closing statement.

THE RED RASP Structure =

1. Strong opening statement

2. lots of opinion as fact points (strongest first) and emotive language

3. acknowledgement of the counter-argument

4. strong closing statement.

Argue Persuade

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SATIRE AND IRONY If you are trying to hit the A / A* grades in your exam then it is

important to use satire or humour in your writing. Satire is the use of humour to attack injustice. On TV, the best example is the show ‘Have I Got News For You’. In writing, the Irish satirist Jonathan Swift (1667 – 1745) wrote some very popular satire. In his essay ‘A Modest Proposal’ he suggested that poor Irish people should sell their children as food to rich Americans. Of course he wasn’t serious, but he laid his essay out in a very formal way. The point was to mock heartless attitudes towards the poor.

Let me show you an example of how you can use satire in your own writing. Imagine the following question:

Write a letter to your fellow school students in which you inform them of the benefits of school uniform.

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SATIRE AND IRONY Now consider the following response:

‘The current school uniform gives us a sense of community and belonging. Because we wear the same clothes there is no room for bullying over

appearance; we all look the same, so we all treat each other the same.’ This is a very acceptable paragraph, but it fails to jump off the page and grab

the reader’s attention. The next two examples use humour to engage the reader. See what you think:

‘By wearing the shirt, tie and blazer, we are preparing ourselves for the world of work and our future careers. Dressing up for school today shows you how to

dress up for McDonalds tomorrow or, maybe for the lucky few of us, even Primark.

It is a well known fact that imposing a school uniform results in improved behaviour from students. Indeed, since introducing the blazer last year, we have been able to completely dispose of the behaviour system completely. One Year 7 student even told me "wearing a tie makes me want to be a better boy". Other

have said that just slipping on school shoes stops them from swearing.

Indeed, school uniform makes us behave so well, I suggest we start wearing it at home too. The magical effect will mean we never back chat our parents again!’

As you can see, the use of tongue in cheek humour makes the piece far more engaging. If you are naturally a funny person, then attempt to use some of that humour in section B of the exam.

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ANSWERING QUESTION SIX

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) Plan your argument and list examples of

techniques Think of anecdotes/irony/satire/humour to

make it interesting Don’t forget SOMP and adjectives to make it

descriptive and argumentative

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DO NOT LEAVE ANY QUESTIONS UNANSWEREDIt’

s thro

wing

marks a

way

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REMEMBER…

If it all goes out of your head… Breathe Relax Write Follow your instincts Check your work