Questions 1 and 2 Foundation Tier 1a) List four things you learn about… (4 marks) 1b) What do you learn from the article about…? (4 marks) 2. What do you learn from the article about…/ what reasons are given in the article for…? (8 marks) Q1a) and Q1b) are about Source 1 Q2 is about Source 2

How to impress the examiner Questions 1 and 2 Foundation Tier 1a) List four points: you just write down four bullet points in the space provided in the answer booklet 1b) You need to write in full sentences and use connectives to build your answer up 2 You need to write full sentences and write an even longer, more developed answer with more examples than in Q1b) Your examiner may be feeling grumpy. You really have to play the game to impress them.

Question 1 How do I get a C? 1a) Four bullet points, from different parts of Source 1 (i.e. not all from the opening paragraph) 1b) Full sentences, using quotations and taking information from different parts of Source 1

Question 2 Foundation Tier What reasons are given… / what do you learn… / what does … ? This question requires the same skills as Questions 1a and 1b: selecting relevant textual evidence and putting things into your own words. You should try and use PEE here and remember you are looking at Source 2!

How to impress the examiner Question 2 Foundation Tier You should use connectives (as for Q1b) You should use a range of vocabulary to prove you are answering using your own words You should give textual evidence to support each point Your examiner may be feeling grumpy. You really have to play the game to impress them.

Question 2 How do I get a C? Make at least five points Use connectives to show you have developed your answer Use quotations from the source Use your own words to show inferences e.g. the scheme must be successful because it says they are ‘planning to expand it’

Question 3 Foundation Tier 3 How does the writer use language to… Remember: Language is the WORDS in the text!! Question 3 Foundation Tier 3 How does the writer use language to… Inform Describe Show ….’s point of view Advise Persuade Usually the text will combine two of the above, and you will be asked to write about two of the above These often form ‘entertaining’ writing, or can make you feel sympathy for someone e.g. in a charity appeal Source 3

What is the effect of these language techniques? Rhetorical questions - involves the reader. Makes them questions themselves and become involved in the text Listing connectives (e.g. firstly,) – makes it easy to follow and understand Figurative language (metaphors, similes, personification) – gives detailed descriptions to paint a picture in the readers mind. This will engage the reader Rule of three – a persuasive device which emphasises the writers point and helps the reader remember the point Short sentences – used to create shock and excitement First person plural – creates unity between writer and reader Second person address – includes the reader and creates unity between the reader and writer Statistics – gives evidence to back up a point so it is more realistic and believable Modal verbs – gives commands and instructions to help the reader Emotive language – makes a topic seem more dramatic Lists – makes the text easy to understand and follow Remember, there are always words that don’t fall into any of the above categories but are still worth analysing Effects = how does this person feel?

Question 3 How do I get a C? Explain how words and phrases are used Explain how language is used for different reasons e.g. to advise or to entertain Use quotations

Question 4 Foundation Tier 5.) Now look again at all three sources. Remember: Presentational devices are the way the text looks...NOT the words! Question 4 Foundation Tier 5.) Now look again at all three sources. Choose two of the sources and compare the presentational features. I have chosen source……. and source …….. Remember to: Write about the way the sources are presented Write about the way they look. (12 marks)

Presentational Devices What are they? Why are they used? The devices used depend on: Purpose - what the text is trying to do (eg inform, advise, persuade). Audience - who it is trying to talk to (eg children, adults, men, women). Choices in layout (such as the use of pictures, diagrams and lists) are made to meet a specific purpose and communicate with a specific audience. Choices in colour And font, for example, can be made to appeal to a specific target group. You might use lively colours and playful fonts in a text for kids and more serious fonts and colours for adults, different presentational devices create different effects. Headings (titles) and sub-headings Photos Pictures Illustrations Font size and style (bold, italic etc) Colour Layout features (bullets, boxed text) Structure (short or long paragraphs) Quotations (things people said either in quotation marks or highlighted in the text)

There are three main reasons for using presentational devices Mood Memory Clarity A piece of writing will always try to express feelings. The mood created could be fun and excitement (eg in a brochure for a theme park) or perhaps fear and concern (eg in an advice sheet about road safety). The feelings should always be in tune with the target audience. Devices to look out for in mood: Pictures Font Colour Quotes If the main purpose of a piece of non-fiction writing is to inform, then it is important that readers find and remember key bits of information. These can include website addresses or phone numbers, advice or statistics. Devices to look out for in memory: - Bold text - Headlines and sub headings - Bullet points - Diagrams, maps and illustrations Most non-fiction texts are written for people in a hurry, so it is important that the purpose and audience of a text is clear. This will make the right people pick it up and read it. The information within the text also needs to be clearly presented otherwise people will stop reading. Devices to look out for in clarity: - Bold text - Bullet points - Sub-headings - Paragraphs - Colour - Images and captions - Quotes

Question 4 How do I get a C? Select presentation features from both sources Explain the effects of presentational features from both sources Compare the way the two sources look

Question 5 25 minutes to plan, write and check A combination of informing/explaining and describing This question is awarded two different marks: /10 for writing an interesting, appropriate and well-structured piece /6 for technical accuracy with spelling and sentence construction

What makes an effective description? Read back over the description you have just written and answer the following questions, giving examples: Have you used any interesting and sophisticated vocabulary? Have you used any figurative language? What mix of simple and complex sentences have you used? Have you used the senses effectively in your description? Have you used connectives?

x Time Connectives Bad Good And then… But then… After some time,… Moments later,… Eventually… Without warning… Meanwhile… Time connectives are useful within your paragraphs. They can also be useful to vary the way you start your paragraphs

Other Useful Connectives Developing Ideas Cause and Effect Consequently As a result of Due to the fact that This caused Furthermore Moreover In addition Not only…but also More importantly Contrasting Ideas However Despite this

How to impress the examiner Question 5 Higher Tier 5. The examiner wants to see: - figurative language - use of the senses - varied and sophisticated vocabulary - range of sentence structures - paragraphs used for effect Your examiner may be feeling grumpy. You really have to play the game to impress them.

Question 5 How do I get a C? Minimum three paragraphs Use appropriate language Use a range of sentence lengths Use punctuation as much as you can, in the right places

Question 6 Write an article/letter/blog/speech persuading readers or arguing your views on a given topic. 35 minutes to plan, write and check your answer. Aim for 2-3 sides in the exam answer booklet. This question is awarded two different marks: /16 for writing an interesting, appropriate and well-structured piece /8 for technical accuracy with spelling and sentence construction

What’s the difference? Persuading Arguing You want your reader to do something that you want them to do e.g. donate to charity, provide better facilities for young people You need to flatter your reader, and paint a picture of how much better things would be if they do what you want them to do You want readers to think your views are correct and others’ are wrong You need to tell them why the other views are wrong, then why yours are better You don’t need to flatter your reader so much; you are able to criticise those who disagree with you

Flattery will get you everywhere People generally like to feel that they: Are reasonable Make good choices Are considerate of others Do things to help others Are respected Are hardworking Your readers are much more likely to do what you have asked them to do if you make them feel good about themselves first

Planning a Persuasive Piece Always use AFOREST Some examples... Alliteration Facts Opinions Rhetorical Questions/Repetition Emotive Language Statistics Triplets/Rule of Three How would you feel? This new law is disgusting, vile and unnecessary I have a dream! I have a dream! I have a dream! On the mountain tops of Mississippi many movements will happen towards equality 72% of people agree with the decision to change the uniform

Planning an Argument Your views Opposite views (concessions) Uniform is an unnecessary expense Uniform worn incorrectly leads to confrontation with teachers Uniform worn correctly leads to bullying Uniform prevents the expression of individuality Buying lots of casual clothes is expensive Wearing uniform creates young people who conform to rules and regulations Wearing uniform prevents bullying over what clothes you wear Uniform allows students to feel part of a community

Counter-arguments are key You need to offer the opposing argument to yours (concession) and then prove why it is wrong or insignificant (rebuttal) e.g. Although the current start to the school day is convenient for most working parents, myriad scientific studies have proved that a later start would result in improved academic performance.

Decide on an order One way of ordering the paragraphs: Expression of individuality Incorrect uniform  confrontation Correct uniform  bullying Unnecessary expense When you plan in the exam, it is much better to write brief notes, like this, than full sentences as you saw on the previous slide

Remember: Although the format of persuading and arguing differ, you still use persuasive devices in both Alliteration Facts Opinions Rhetorical Question/Repetition Emotive Language Statistics Rule of Three/Triplets

Question 6 How do I get a C? Minimum four paragraphs Use persuasive language Use counter-arguments (argue only) Use punctuation as much as you can, in the right places