English Unit 1 ExamMr Jones

Mark Scheme C o m m u n ic a t io n

1-4, 1-4 = communicates some simple meaning with limited sense of purpose and audience, erratic paragraphs, limited vocabulary

5-8, 5-10 = communication of ideas with some success more sense of audience and purpose, engages the reader with some detail, some devices, attempt to use paragraphs and vocabulary for effect

9-10, 11-16 = clear communication and sense of audience and purpose, engages the reader with clear detail and description, successful use of devices, clear paragraphs and structure, vocabulary for effect

S p e l l in g , P u n c t , G r a m m a r

1-2 = some sentences, some accurate punctuation, simple and complex sentences, accurate spelling of common words

3-4, 3-5 = Controlled use of punctuation and sentence construction, variety of sentence forms, accurate spelling of common words, developed vocabulary

5-6, 6-8 = use of punctuation and sentence structure for effect, accurate punctuation, variety of sentence structures for effect (including short sentences), accurate spelling of words, ambitious vocabulary

What do I need to do consistently?

• Technical accuracy & spelling

• Range of punctuation for effect

• Range of sentence structures for effect• Range of vocabulary

• Writing that suits purpose and audience

• Paragraphs and structural devices

Writing to Argue

•Personal experience•Counter argument

•Power of three•Rhetorical questions

•Facts / statistics•Personal opinion

•Emotive language•Emphasis

•Collective pronoun•Expert opinion/quotation

Writing to Persuade

• Emotive language• Some short sentences• Rhetorical questions• Power of three• Collective pronouns

• Anecdote• Imperative verbs• Repetition• Address reader directly

Writing to Advise

• Close relationship with audience• Empathy with audience’s problem• Modal verbs (might, could, should)• Address the reader directly using ‘you’• Use imperatives (Make sure that…)

• Raise questions and give answers• Make suggestions about what to do• Sometimes use bullet points for lists• Build the confidence of the reader

SCS1?

• S = Simple Sentence

• C = Compound Sentence

• S = Subordinate Clause

• 1 = 1 word sentence + punctuation

SCS1? – Inform/Explain and Argue/Persuade

(About Barton Peveril)

College is an exciting opportunity. You can study independently and you can choose from a wide range of courses that you have never studied before. The buildings, although still under construction, will be a modern and contemporary learning space. Amazing!

IDEA

Your second paragraph could be based on an IDEA but it should also contain the following

I = I

D = Detail

E = Emotive language

A = Alliteration

IDEA

FIRSTLY dancing helps to keep me fit. I have found that dancing means that I get regular exercise every week and it doesn’t feel like a chore. After I have finished a dance lesson I get a rush of adrenaline from the amount of exercise I have completed. Fulfilling and fun, dancing is a great way to keep fit. I hate any other form of exercise so it really suits me!

Bullet Bonanza

• Structure is assessed in the exam

• Your next paragraph could have an introduction and then 2 bullet points (NO MORE THAN 2 BULLET POINTS)

• Try to make the 2nd bullet point less obvious. (Think outside of the box.)

Bullet Bonanza

FURTHERMORE to dance really well you need to have a range of specialist equipment:

• Shoes – it is extremely important to have the right shoes for the right dance! For ballet you need soft and comfortable footwear whereas in tap you need to have sturdy and powerful shoes

• Water bottle – it is extremely important to keep hydrated during a dance session so you need to have a water bottle with you so you can perform at your best.

STATE

Statistics

Alliteration

Emotive language

STATE

FIRSTLY did you know that 65% of young people volunteer at local community groups? This shows that young people are really keen to help others and that maybe the image portrayed in the press is not a true reflection of what teenagers are like. Caring and compassionate, many young people love to help others and give up their spare time to look after people who are less fortunate than themselves. This is compelling evidence to suggest that old people should not be scared of young people they should in fact be welcoming them and looking towards them for much needed support.

PAINT

• P= Personal experience

• A= Anecdote

• I= “In the know” opinion• N= Nouns – you, we, us…

• T = Power of Three

PAINT

FURTHERMORE I would personally never want to frighten an old person as I think this is hugely disrespectful. Many of my friends have noticed old people crossing the street when they get near to them. This is upsetting for young people; my friends were particularly distressed that old people reacted in this way. Also Miss Litton, our Headteacher, works closely with an old people’s home. She said, “In my experience young people are always more than willing to spend their time with the elderly. I have taken pupils to the retirement home to play music and perform plays. It has always been enjoyable for everyone.” We, young people, do not want to frighten anyone. We want to be a part of your community and do as

much as we can to help you.

RE - STATE

RE petition

Statistics

Alliteration

Emotive language

RE - STATE

MOREOVER many young people are extremely close to their grandparents, the older generation. In fact a recent survey conducted by the Department for Education suggested that 1 in 5 teenagers felt closest to their grandparents. This flies in the face of media reports that our two generations simply do not get on. Surely it is everyone’s hope to see the young and older generations learning from each other and living in harmony.

PP + 3

• PP = Punctuation punch (this should be added to the final sentence of your writing. You could use: ! … ?

• 3 = power of 3. This should be used within your final paragraph

PP + 3

FINALLY it is in all our interests to work together to ensure that no one in our community feels frightened, alone and isolated. I would like to say to all of you reading this that not all teenagers are bad and maybe you just need to give us a chance to prove ourselves…

Articles need headlines!

• !

• Pun

• Alliteration• Question

Reading Section

• Q1 – Identify• Q2 – “What” - smaller answer• Q3 – “What” – longer answer• Q4 – “How” – language longer answer • Q5 – “Compare” - presentational devices

You must use ACTIVE READING in the exam. Read the questions, highlight as you go, scan

back over the opening and ending.

What do I write?

Q1

Copied out direct evidence from the text – no explanations should appear!

Q2

One piece of evidence only written as a P.E.E.E.E (Individual words commented on)

Q3

2 P.E.E.E.s per bullet point

Q4

3 P.E.E.Es per bullet point

Q5

One comparative paragraph per bullet point (2 P.E.E.E.s)

Top Tips for Reading

1. Read all of the questions before you start reading.

3. As you read highlight or underline any significant evidence (this is called Active Reading and will help you to remember what you have read).

5. When trying to find evidence always use the opening and ending of the texts.

Fact and OpinionWhat do facts add to a text?• Reliability? • Balance?• Emphasis?• Shock / surprise?• Information?• Objective

What do opinions add to a text?• More interesting?• Convincing / persuasive?• Passionate?• Emotive• Subjective?

Viewpoints

• First person = adding a personal note

• Second person = gets the audience involved

• Third person = makes your writing formal, authoritative and impersonal

Active and Passive Voice

• The burglar smashed the kitchen window.

• The kitchen window was smashed by the burglar.

• What or who is being emphasised in these two sentences? How are they different?

Personal v Impersonal Writing

• I think it is terrible that animals are transported for hundreds of miles in this way.

• You may not know the truth about animal transportation. When did you last think about the issue?

• Tens of thousands of animals are transported across Europe everyday. They are subjected to terrible conditions.

Irony

• Irony is when the literal meaning of a piece of writing is the exact opposite of its intended meaning.

• Irony is often humorous or light hearted.

Sarcasm

• Sarcasm is from a Greek word meaning ‘flesh tearing’!

• Sarcasm is mocking and scornful. Often intended to insult someone or make fun of them.

• Sarcastic writing often uses irony but the tone is more aggressive and unpleasant.

Technical Language

• Technical language includes things like specialist terms, jargon and statistics.

• It creates an impression of having an in depth knowledge of a subject.

• It often incorporates facts to support an argument.

Emotive Language

• Emotive language is used to provoke a strong emotion in the reader. (Even if it is a subconscious response.)

• Language is often made emotive by strong adjectives. “Shocking”, “Shameful” etc

• Remember empathy is deeper than sympathy…

“Tabloidese”

• Tabloid newspapers have a distinctive style of writing – sometimes called ‘tabloidese’ as it’s almost another language.

• Nicknames (“Fergie” “Arg” etc), slang words, colloquialisms, short simple sentences, puns, wordplay are some of the devices used to make the newspaper seem accessible and trustworthy.

Rhetoric

• Rhetoric is when a writer uses techniques to persuade and convince an audience.

• Rhetorical questions are phrased to make the answer seen so obvious it does not need a response.

• Repetition of a word or phrase helps to emphasise a point. (Often in three’s)

Bias

• If a text is biased it doe not give a balanced view.

• Biased writers don’t usually lie – they just don’t give the full argument.

• Writers will exaggerate a point to support what they are saying. This is called language device is called HYPERBOLE

Generalisations

• Generalisations are sweeping statements that aren’t necessarily true.

• They are usually presented confidently as fact but do not give detail or evidence.

• Generalisations can often create and reinforce stereotypes.

SLAPPS

• Structure

• Language

• Audience• Purpose

• Pictures / Photos

• Style

Structure

• Structural Devices

• Topic Sentence

• Connectives • Paragraphs

• Bullet points

• Lists

Structure can include presentational devices

• Headlines, bold, italics, font type & size, strapline, byline, pictures, photos, white space, bullet points, logos etc

• Linguistic devices

• Formal or Informal register

• Alliteration, simile, rhetorical questions, emotive language, imperative and modal verbs, metaphors etc

Language

• Language Varients

• Regional Speech• Class variation

• Outdated language (Archiasm)

• Colloquial language / slang

Comparing Texts: Item 1 Item 2

Comparison

Both ____________ and __________ _________. However_________________ whereas ____________.

Connectives