10 1. Locating and retrieving information List reasons or details/Make a list of... According to this text or writer, how or what or why... ? Explain how and/or why... Outcomes: To know and practice the skills needed for the exams.

11 Questions that ask you to locate and retrieve information are usually opportunities to gain marks quickly, provided you read the passage carefully and closely. If this type of question appears, it is usually the first question in Paper 2. Often you will simply be asked to list five or ten relevant details from the passage. 'List' questions typically. Outcomes: To know and practice the skills needed for the exams.

12 If you are asked to 'make a list' or 'list’ then you should do exactly that. If you are asked for ten points, include eleven or twelve if you can. You may have got something wrong or made the same point twice, but an extra point or two gives you a safety net. Outcomes: To know and practice the skills needed for the exams.

13 Before you start... DO NOT simply copy out the bulk in the first paragraph. DO NOT copy the same thing twice, just in different words. DO keep it concise DO choose the information that the question asks you to locate. DO NOT explain/analyse your points. Outcomes: To know and practice the skills needed for the exams.

14 Your answer could be written as a bullet point list, as below. They are 'among the most dangerous predators on earth'. They are fast. They are strong. They are unpredictable. They weigh up to 600kg. Outcomes: To know and practice the skills needed for the exams.

16 Inference Questions These questions are usually about a certain impression, image or attitude created in a text. They require you to take information from the text and interpret what the writer really means. Look at the following images – What are your impressions of the people? Why? Outcomes: To know and practice the skills needed for the exams.

17 Impressions and images Creating Inferences What impression do you get of the writer/an organisation /people? What image does this text create of the writer/an organisation /people? What are the writer’s attitudes to…? Outcomes: To know and practice the skills needed for the exams.

18 Hints and Tips This question is usually asking about the writer’s viewpoint or impression. It is always a good start to state if they have a positive or negative viewpoint or impression. Always support your answer with evidence from the text, i.e. quotation. You cannot simply list in this answer you must expand on answers, picking out the relevant info and showing that you understand the text. Outcomes: To know and practice the skills needed for the exams.

19 Word/Phrase from TextImpression it gives to the reader. ‘instantly forgettable wannabes.’ Suggests that they have no skill or talent and simply want to be famous. Also implies that they are have nothing unique or special about them. ‘Limited shelf life.’ Suggests that the so called ‘celebrity’ programmes are for washed up celebrities. They have no worth.

21 This is not just any exam…. Watch this famous TV advert and write down on your whiteboard all the words/phrases the speaker uses to make this food sound appealing to the audience. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

22 How Questions These questions in the exam will require you to analyse the methods used by the writer who is trying to convey a certain point of view or attitude. Typical questions: –How does the writer/article/leaflet encourage/persuade…? –How does the writer convey a certain attitude/idea/image? The key word in this question is how and it means P.E.E.ING on your work.

23 Persuasive writers can use a variety of techniques. The exam questions will almost certainly require analysis of how a particular text is attempting to influence its audience. It could be selling a product or promoting an idea or a point of view, but writing is never really neutral, particularly this kind of writing. The exam questions will almost certainly require analysis of how a particular text is attempting to influence its audience. It could be selling a product or promoting an idea or a point of view, but writing is never really neutral, particularly this kind of writing. As you read each text, try to establish a sense not only of its topic (what it is about) but also of the writer's viewpoint (what the writer really thinks about the topic). Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

24 The best way to proceed is to 'track' the text, taking each paragraph or section in turn. The most important thing is to ask yourself: 'What is the intention behind this detail?', 'What is the effect?' Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

25 Approach Consider:- – WhatHow intended effect – What is written + How it is written + intended effect of the words/image/headline. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

26 This is intended to be an analysis of how a writer tries to persuade. It is not asking whether you agree or not. You must look at what the writer is doing and resist the temptation to give your own views on the issue. The question is not: 'How does the writer make you want to read on?' So don't answer that question instead of the actual one. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

27 Analysing Pictures When looking at pictures, ask yourself the following. 1.Why this picture? What is its effect? 2.Is each picture giving the same message? 3.Do the pictures work together to reinforce the message of the text? 4.Do the pictures give different messages? If so, why? 5.Remember, a picture will usually link to the headline and the main text. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

28 AnalysingLanguage When asked ‘How’ does an article or writer do something the examiners are looking for you to analyse the content of the text. That means you must use P.E.E. Identify what is stated in the article/leaflet/text that you think is particularly useful to the question. Back this up with evidence in the form of a quotation Analyse your quotation by explaining what effect the writer is trying to achieve and identify one word or phrase and explore the connotations that word/phrase has for the reader. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

29 Model Paragraph This advert appeals to women/audience as it states that it is safe. ‘The friendly headlamps will stay on for up to 2 minutes….’ this makes this car sound safe and secure and the word ‘friendly’ personifies the car and shows a welcoming/inviting nature that helps make the audience feel safer in its presence.

31 TYPICAL QUESTIONS Compare the ways the two texts tell you about… Which of the 2 texts is more convincing and why? In what ways are the 2 texts different in presenting the image/topic of…?

32 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.C.E.E. P.E.E.C.E.E. The best way to do this is to create a planning grid...