GCSE UNIT 1 EXAM June 2015

Timing Section A is 1hr 15mins 15mins reading time to be spread equally across the 4 questions Q1/2/3- 15mins each (inc reading) Q4- 30mins (inc reading the 2 texts) Section B is 1hr Q5 - 25mins Q6 - 35mins Check the clock throughout to ensure that you keep on track

Section A Every point you make must be supported by quotation Keep to the focus of the question: – Q1 following an argument – look out for ‘counter’ – Q2 presentational devices – effects achieved – Q3 interpreting thoughts and feelings – Q4 comparing language and effects

Look out for the following when reading the texts… rhetorical questions Irony 1 st /2 nd /3 rd personHumour personal pronouns Pun literary in styleconversational complex vocabularycolloquial listingjuxtaposition hyperboleFigurative highly descriptive fact and opinions formality

Look out for the following in Q2 use of colour use and effect of pictures/images layout – columns/text boxes sub-headings and straplines bold/font style/font size headline – language features used mixture of advert and article tone created by visual effects Facial expressions/body language Connotations of setting

Question 2 Top Tips ! Bullet points: highlight key information or data/break the text in to ‘bite sized’ chunks that are more accessible for the reader (what is this slide doing?!) Subheadings: ‘signpost’ the reader through a text – highlighting significant details/findings/posing questions to the reader – intriguing and purposeful/creates greater clarity Comment on the language used in a headline/subheading/strapline to give clearer understanding of purpose Columns and text boxes organise the info into clear and accessible sections - they can separate different topics and enable the reader to follow the argument/information successfully Colour – consider the purpose of the colour - it can be more than just ‘eye catching’. It can be used to set a tone for a text or because there are certain connotations or to create a ‘brand’ that is recognisable or a ‘corporate’ image Consider the purpose of photos – look at the details such as facial expressions. Connect the image to the text to show how it enhances the overall impact of the text Font styles – what is the purpose? Does the style chosen appear formal or informal or suit the tone/purpose of the text ( humour / traditional / advertising..)

Section B Remember that you are being assessed on ‘how’ you write: Consider form/purpose/audience Consistent tone Devices to suit purpose Range of sentence types Effective paragraphing Engaging Ambitious and effective vocabulary choices ‘flair’ and ‘originality’ Do Q6 first – helps with timing

Q5 This will be a have a ‘personal experience’ focus. You still need to craft your writing to show confident use of language and devices for effect. Be original – could be entertaining/ humorous/emotive…set a clear tone for your writing. Don’t neglect the ‘figurative’ – this can be highly effective. Range of sentence structures essential Effective and accurate use of punctuation essential Range of devices to engage the reader Be brave with your vocabulary choices!

Devices that could be used in Q6 Rhetorical questions Imagery Personal Pronouns Emotive language Repetition Stresses/sentence types ‘rule of 3’ Counter argument Statistics Alliteration Figurative language (metaphors/similes) Irony Humour/pun Short sentence for impact Sophisticated vocabulary for effect Semi colon/colon/hyphen hyperbole

Question 1 ‘following an argument’ Concise ‘overview’ opening sentence that states the ‘key’ point of the argument and its purpose/audience Follow with ‘mini’ paragraphs that contain a clear point followed by a quotation and then an interpretation of what the reader learns A final paragraph that recognises a ‘counter argument’ or opposing viewpoint and the effect on reader

Question 2 ‘Presentational Devices’ Two detailed sections to your answer Each section to explore a range of devices and the impact they have on the reader – read focus of the question carefully Quote from the text to connect the image/device to the content of the text If commenting on a headline – refer to the language devices and vocabulary choices used and the impact on the reader Look for the details in the images – colour/facial expression/style/setting/position in text Avoid ‘generalised’ statements such as ‘easy to read’ or ‘makes it effective’ – the marks are for interpretation in the same detail required for Q1 and 3 If question has 2 parts (headline/image or image/layout) then both sections must be equal in length and detail

Question 3 ‘Interpreting thoughts and feelings’ Concise overview intro sentence that details the key ‘feelings’ revealed and the viewpoint/purpose of text ‘mini’ paragraphs that contain a clear point followed by a quotation and a detailed interpretation that shows that you understand the thoughts and feelings fully Look for any changes in ‘thoughts/feelings’ or counter arguments that might be there - include in final paragraph Suggests/reveals/implies/however.. Use the words ‘thoughts’ and ‘feelings’ in your answer to ensure that all points are relevant Make ‘ambitious’ vocabulary choices in your interpretation that allow you to show the perception needed for A/A* Show coverage of entire article – be thoughtfully selective to shoe you have considered article as a whole

Question 4 ‘Comparing language techniques’ Concise intro sentence – state purpose/form/tone for both texts (eg humorous article that persuades..) Identify language devices and effective vocabulary in both texts – look for both comparisons and contrast Comparative paragraphs – devices (imagery/rhetoric/repetition ect.) Concluding paragraph concisely summarising impact of device in both texts Comparative paragraphs – vocabulary choices focus (select range of words and interpret – verbs/adjectives/nouns/adverbs) Concluding paragraph concisely summarising impact of vocabulary in both texts Also include viewpoint and impact on reader Every device/language quote to have interpretation of effect Link purpose/tone into the interpretation of some selected devices/vocabulary For all paragraphs - refer to both texts – ‘In contrast’ ‘Similarly’ ‘On the other hand’. ‘However’ works well for an additional point at the end of a paragraph