1. AQA Higher English Exam Preparing for the Reading Section

2. Your guide to gaining the best possible grade for reading (HIGHER LEVEL)

3. In this guide you will learn how to get the best possible grade on section A, the reading section, of your English language examination. To get started, let’s have a quick reminder of how many marks the reading section is worth.

4. How is my GCSE made up? Examination at the end of Year 11 (2 hours 15 minutes) Worth 60% of total marks Section A – Understanding non-fiction texts (testing reading skills) 30% Section B – Producing non-fiction texts (testing writing skills) 30% Speaking and Listening 3 x assessments completed in class and assessed by your teacher (separate award) Controlled Assessments Worth 40% of total marks 1 x Extended reading – worth 15% 2 x Creative writing – worth 15% 1 x Spoken Language Study – worth 10% All assessments completed in exam conditions in class and assessed by your teacher

5. We are now going to look in detail at Unit 1 section A. How can you maximise your chances of gaining the highest grades in this section? Let’s take a look at what the exam board say you need to know....

6. AQA Assessment objectives for Unit 1 Section A This is what the exam board AQA say you need to know: Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. This means can you understand what the text is about and be able to write about it clearly? Can you select parts of the text that support your ideas and compare two different texts with each other. 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. This means can you explain why the author has used specific words and phrases. Can you explain the effect they have on the reader. Can you also write in detail about the presentation (not the writing) of the text?

7. AQA Assessment objectives for Unit 1 Section A They go on to say that: In the examination, you will be given 3 pieces of unseen writing to read. The writing will always be non – fiction / media and you will always be asked 4 questions. The texts could be about anything but they may possibly be linked by theme - for example, education or exercise. The type of texts you are asked to read could be any of the following: Leaflets Articles (newspaper and magazine) Reports Autobiography / biography Travel writing Advertisements Web pages Reviews

8. AQA Assessment objectives for Unit 1 Section A The exam board also give us some helpful tips about the questions: Question 1 refers to Source 1, called Item 1, and will be a straightforward test of the candidates’ ability to read and understand texts, selecting material appropriate to purpose. Question 2 refers to the second of the sources, called Item 2, and will test candidates’ ability to understand and interpret presentational features such as headline, sub-headline, pictures and captions from the source text. Question 3 refers to the third source, called Item 3, and will test the candidates’ ability to read and understand texts, selecting material appropriate to purpose. Question 4 refers to the third source together with one of the other sources chosen by the candidate. This tests the candidates’ ability to explain and evaluate how writers use linguistic and grammatical features to achieve effects and engage and influence the reader, collating from different sources and making comparisons and cross-references as appropriate. Candidates should make close reference to, and quote from the sources to support their comments and analysis.

9. AQA Assessment objectives for Unit 1 Section A So, there are four questions in total: Question 1 – read and understand and find information in Source 1 (8 marks) Question 2 – look at Source 2 and write about structural and presentational features including headings and possibly linking them to the text (8 marks) Question 3 – read and understand Source 3 and find information (8 marks) Question 4 – look again at Source 3 and compare it with either Source 1 or Source 2 chosen by the candidate. Candidates are looking at the effects of the language and the effects upon the reader (16 marks)

10. How long should I spend on each question? You are given 2 hours and 15 minutes to complete your entire exam. This means 10 minutes to read the 3 source materials and the question paper, then 1 hour for the reading section and 1 hour for the writing section and 5 minutes to check your work. For the reading paper spend approximately: Question 1 – 12 minutes Question 2 – 12 minutes Question 3 – 12 minutes Question 4 – 24 minutes Remember this is an approximate guide. Just be aware that you get the most marks for the final question so you should spend the most time answering that.

11. What the examiners have recently said about this section Question 1 – generally well answered. To gain the highest marks candidates went beyond retrieval and made interpretations of the text, for example deducing, in the candidate’s own words, some of the writer’s feelings, or making connections between events. Question 2 - was also, generally, successfully answered although the examiners noted that comments on both presentational and linguistic features in the headlines are expected for this question, as well as detailed, original ideas about the picture. Question 3 – Question 3 was often successfully answered by candidates, particularly those who read the question properly. Candidates would benefit from practising being able to explain why writing is effective for the reader by making telling, original and perceptive comments related, perhaps, to their own experience or related to other events within the context and content of the text itself.

12. What the examiners have recently said about this section Question 4 – Question 4 was the question with which most candidates had difficulty. There were 16 marks available for this question compared with 8 marks for questions 1,2 and 3. The reason being that this question tested the candidates ability to compare two texts by analysing the effects of the writers’ use of language. This was the ‘language’ question. In the best responses, candidates selected interesting, vivid, colourful or exciting phrases from the first text and unwrapped their meaning and effect. They then found similar (or very different) examples from the chosen text explaining that the difference in language use resided, perhaps, in purpose and audience.

13. Good news!! Preparing for the reading section of the exam really helps you prepare for the writing section of the exam – many of the skills are identical.

14. Even more good news! You are not tested on spelling in this section. As long as the examiner can understand your meaning, your spelling doesn’t matter in the slightest which is great news for us who have trouble with speling......

15. All about skills So, what skills do I need to have to get the best possible grades for the reading section of the exam? Read on.....

16. Back to Basics Skimming and scanning techniques Skimming and scanning are ways of reading a text quickly. You will need these skills when you are looking for information in your source materials. Skimming Skimming is when you very quickly read over a piece of text. You do not need to read every word, you are only finding out the main points or the gist of a text. Scanning Scanning is when you very quickly read over a piece of text, this time however, you are looking for a particular piece of information. For example, in the exam you could be asked to locate three reasons why smoking is on the increase for the under 16s. You would scan the article looking for key words like ‘smoking’, ‘increase’ or ‘under 16s’.

17. Back to Basics When reading any type of non fiction text, try to find the PAF. PAF means PURPOSE, AUDIENCE, FORM PURPOSE The purpose of a text is most important. What is the text trying to do? Is it trying to make you buy something? Is it trying to give you advice? Is it trying to give you balanced information about an event? How do you know this? What gives it away? AUDIENCE Who do you think is the intended audience of this text? Is it a child? Is it a teenager? Is it an adult? How do you know? What gave it away? FORM What kind of non fiction text is this? Is it a letter, a newspaper article, a review? How do you know? What gives it away? Do you know the features of each kind of non fiction text type? This will be helpful for the writing section too.......

18. Try! Junk mail can be very annoying but it is now your new best friend. Grab as much of it as you can and try to identify the PAF. Look at the purpose – it is probably to sell you something. How do you know? Be detective like and track down clues. What words and phrases does it use to persuade you to try the product? Are there any pictures, colours, particular fonts, bullet points that are there to persuade you to buy? Look at the audience – who is it for – how do you know? Look at the text type, is it a letter, is it a leaflet – what effect does the text type have on the reader???

19. Question 1 and Question 3 Both of these questions are testing the same skills. The questions will check that you can understand the source material and you will show this by finding the information asked for in the source text. Unfortunately, it is not simply a question of finding the relevant section and copying it down. You will never be asked ‘list five reasons why Paul doesn’t like football’ and you copy down the reasons from a box entitled ‘Why Paul doesn’t like football’. The questions will be more subtle and require you to interpret meaning and viewpoint from the text and to find carefully selected quotations to support your points.

20. Reading between the lines Quite often a writer will give the reader clues to how they feel about a particular topic without actually saying the words ‘I like this’ or ‘I don’t like that’. On the following slide are some examples for you to look out for. These are only suggestions. Try finding your own ways to spot the writer’s feelings on the topic they are writing about.

21. Bias. An author might use bias to try to influence the reader. You can spot bias when a writer deliberately uses language to manipulate the reader’s emotions. Humour / sarcasm. A writer might poke fun at a topic or mock it to show that they disagree with it Exaggeration. A writer might go over the top about the topic. This implies that they like or don’t like something. Repetition. A writer could repeat a statistic or a phrase to show they do or don’t like something. Reading between the lines

22. Rhetorical questions. This is a technique often used in writing an argument and its function is to get the reader to agree with what the writer thinks. Positive and negative language. Words often carry positive and negative meanings. It might be nice to be called ‘curvy’ but not so nice to be ‘fat’. Emotive language. This is language that stirs up the emotions. If the writer uses language like ‘unimaginable cruelty’ when discussing animal experiments, they are probably not in favour of them. Facts and opinions. The writer might use a lot of facts or opinions to sound knowledgeable and persuade the reader of something Reading between the lines

23. Top tips for Question 2 Question 2 will always ask you about presentational features of Source 2. It is vital to remember that you are not only writing about the pictures but also about any headline or subheading so read the question very carefully. You also may be asked to link the presentational features to the text. Let’s start by looking at the presentational features.

24. Question 2 continued But first......... Here is an example of the type of question you can expect for question 2. Look how important it is to read the question carefully. Now read Source 2, an article about taking up running entitled ‘run fast and run free’ and answer the question below. 2. How do the headline, subheading and the picture add to the effectiveness of the text? (8 marks) You can see that you are being asked to examine more than the picture. You have to: Evaluate how the writer has used linguistic, grammatical, structural and presentational effects in the picture, headline and subheading Support your comments with detailed references from Source 2 Simple! You can see that you are being asked to examine more than the picture. You have to: Evaluate how the writer has used linguistic, grammatical, structural and presentational effects in the picture, headline and subheading Support your comments with detailed references from Source 2 Simple!

25. The presentational devices you are going to identify and comment on are obviously dependent on the texts you are given to read in the exam and the question asked. However, here are a selection of the most common to get you started........ Presentational Devices

26. Question 2 – presentational devices Pictures and illustrations. Most of the source materials in the exam will have pictures on them. Remember, you are looking at newspapers, magazines, web pages, charity leaflets etc – all of these will have carefully chosen pictures on them. Think about the purpose of your source material, if it is a charity leaflet for example, its purpose may be to persuade you to donate to that charity. You need to comment on how that picture in the leaflet helps persuade the reader to part with their money. Perhaps it could be for the RSPCA and the picture on the front is of a cute kitten with a broken paw. You would need to state how that picture a) gets your attention and b) persuades the readership to part with their money. There may be a picture of a smiling person holding up their dog who wants to thank all the lovely people who support the RSPCA. Why is this picture there? How would it persuade the reader to donate?

27. Question 2 – presentational devices Colour Colour is another key feature that you can comment on in your exam. Especially if you are analysing the presentational features of an advert, try to think about the colours and why they have been chosen. For example, the colour red may be used to symbolise love or passion, white purity, green nature, blue the great outdoors. Use your imagination, there is no ‘set’ answer providing you can justify your point of view. Take care though. Just like with the language, it is not enough just to identify a colour, you clearly have to analyse the effect on the reader.

28. Question 2 – presentational devices After analysing the pictures, you may be asked to evaluate how the words are presented on the page. For this I mean: o font size o any capital letters used o any bold type or italics or underlining o bullet points o the layout of the source material as a whole Keep asking yourself, why has this device been used? What is the effect on the reader. Without making this analysis, you cannot gain the full marks for this question.

29. Linking presentational features to the text You may be asked a question where you are require to comment on how presentational features link to the text, such as in this question: 2. How do the headline, subheading and the picture add to the effectiveness of the text? (8 marks) To gain full marks you need to ensure that you address the presentation features specifically mentioned in the question and say how they heighten (or not!) the effectiveness of the text. For example, if you are reading an article about a fearsome creature and the picture is huge, the centre of attention, of an angry monster creating havoc in a city, then it is easy to link this picture to the effectiveness of the piece as a whole. You may then go on to link the headline to the text, explaining that it is a statistic about the chances of dinosaurs being cloned and the effect of this is............ You may then go onto notice that this statistic links with more facts later on in the article and the effect of this is...... You may comment on the effect of the alliteration in the subheading..... and so on.

30. Question 4 Question 4 is the big mark question. This is also the question that AQA examiners report that students find most troublesome. So, what do we need to do to get the best mark for this question? Let’s remind ourselves what this question will always be about: It will always ask you to compare two source texts It will name one source text and you will get to choose the other It will always be about the language of the texts and how they are or aren’t effective Simple!

31. Question 4 So how can we analyse the language effectively? When analysing the language in a piece of text, think about the tone. An easy way to remember about the tone is to ask yourself, what tone of voice would be used to read out the text? Would it be persuasive, informative, argumentative, light hearted and so on. Once you have established what the tone is, you can work out how you know it is a persuasive or light hearted tone. What words and phrases are used to set this tone? Think also about the purpose of the text – is it to sell you something? Does the tone match the purpose? It would be very odd to read a text whose purpose was to inform you about global warming but was using a light hearted, feel good tone! Tone is often created in a text using the techniques on the following slide:

32. Question 4 continued Look for any imagery in the text. Imagery is where the writer tries to paint a picture in the reader’s mind to help them relate to what is being described. Imagery is often used in poetry and fiction but you might well find it in Sources 1 – 3. Look out for: Similes – compares one thing to another using the words like or as (flat as a pancake) Metaphor – describes one thing as if it were another (you are a tower of strength) Remember, it is not enough just to identify imagery. You need to explain clearly, in detail and in your own words what effect this imagery has upon the reader.

33. Question 4 continued Another technique to look out for in your text is sensational or emotive language. Emotive language is often used by writers when they want to manipulate the reader’s feelings. Quite often emotive language will be found in adverts, charity leaflets or a text where the reader passionately believes in or hates something they are writing about. Examples could be: the animals used are often cold, lonely and starving. Remember – it’s not enough to identify emotive language. You have to clearly explain the effect it has on the reader.

34. Question 4 continued A common language technique to spot and comment on is the use of the personal pronoun ‘you’ or ‘us’. This technique is commonly used by the writer to make the text feel more personal to the reader, as if it is aimed directly at them personally. Quite often, rhetorical questions will be used for added emphasis, such as ‘Do you think it’s right that.......’ or ‘Would you like that for your children?’ Sometimes, colloquial language is used. This is the kind of chatty, informal language that you would use with your friends such as ‘ when you are gossiping with your mates at break time.....’ Remember – it’s not enough to identify the personal pronouns – you have to explain in detail the effect on the reader.

35. Question 4 continued Repetition is a very common technique and often (although not exclusively) used in sales. The word or phrase is repeated throughout the text to make it stick in the reader’s mind. It could be the name of the company, or it could be the word ‘bargain’ or words like ‘best ever’. Again, it is not enough to simply identify examples of repetition – you have to explain in detail the effect on the reader. Something similar is the use of three. You will know all about this from writing to argue or persuade. The technique to spot is where the writer uses a list of three to emphasise a particular point – ‘it is wrong, disgraceful and we shouldn’t stand for it’. Remember – it’s not enough to identify the repetition – you have to explain in detail the effect on the reader.

36. Question 4 continued Quotations, statistics and anecdotes are used often in newspapers and magazines and sometimes in sales texts. They are used to add interest and credibility to a text. For example, a charity leaflet might highlight the fact that ‘156 more people were helped last year through the generous donations made by people like you.’ They might go on to say that Princess Kate Middleton supports the charity and feels ‘This charity holds a special place in my heart’. They may also choose to have a few lines about how the charity has helped a particular person. ‘Robert, 16, was struck down by this terrible illness during his GCSE’s.’ Remember – it is not enough to identify quotation, statistics and anecdotes – you need to explain in detail the effect upon the reader.

37. Question 4 continued Humour and or sarcasm is an easy technique to identify and comment on in an exam. Think about the purpose of the humour – is it there simply to entertain and make the writing more lively? Or, is it there to manipulate the reader into thinking in a particular way. For example, if you were reading an article about the justice system in the UK and the judge in a case was mocked as being ‘old as the hills’ and ‘doddery as a dodo’, you might be prejudiced towards what he said. Remember, it is not enough to simply identify humour and sarcasm in the exam – you need to explain in detail the effect upon the reader.

38. Question 4 – last bit If you can – try and comment on the following techniques – they tend to impress the examiner........ Sentences and paragraphs Short sentences suggest tension and speed. Short paragraphs are often used in tabloid newspapers making them easier to read. Very short paragraphs attract the reader’s attention. Long sentences are mainly used for description and are full of detail. This is the same with long paragraphs. These are often used in broadsheet newspapers. Punctuation Look for lots of exclamation marks. They often stand out and attract attention. Use of imperatives Commands often appear in advice leaflets, ‘try this tip at home’ but can also be used in persuasive texts ‘ Give money now’. Try to link the language to the audience You might wish to comment on more sophisticated language for an educated audience and a more colloquial vocabulary to a teenage audience etc.

39. What else should I look for? It is likely (although not certain) that one of the source materials on your exam paper could be either a newspaper or magazine article. For this reason, it is a good idea to get to know the main terminology used in this industry. Broadsheet – a newspaper like the Times or the Guardian. Usually tackles more serious stories. Smaller headlines and more serious tone. Tabloid – a less serious newspaper like the Sun which does contain news but also celebrity gossip and scandal. It will have a less serious tone and a more limited vocabulary. Headline – the title of the main story on the front page. Strapline – the introductory smaller ‘headline’ located just underneath the main headline. Byline – the journalist’s name who wrote the story Sub-headings – you will find these breaking up columns of text. They make the story easier to read and you can find out the main points of the story by scanning these.

40. Media terms continued Lead story – as its name suggests, it is the main story on the front page. Feature article – a feature is a topic the journalist believes will be interesting to the readers. S/he will cover the topic in some detail. Human interest story – this type of article is often a personal or funny story, e.g. at Christmas a 100 year old letter addressed to Santa Claus is found up a chimney etc. Editorial – this is where the editor (the person in charge of a newspaper) writes his / her opinion on a particular subject or news story. This is sometimes quite controversial.

41. And another thing...... Don’t forget that you will have to compare one text with another text. So how do you go about doing that? When you compare two texts, you have to focus on the similarities and / or any differences between them. Look at the following question and look at a possible plan for answering that question.

42. Typical Question 4 Compare the way language is used for effect in the two texts. Give some examples and explain what the effects are. (16 marks) To gain the highest marks possible, AQA say you need to: 13 – 16 marks offer a full and detailed understanding of the texts in relation to language analyse how the writers have used language differently to achieve their effects offer appropriate quotations or references in support of ideas with perceptive comments focuses on comparison and cross-referencing between the texts

43. Typical Question 4 So how exactly should you plan your answer? Well that of course depends on the source material you are comparing. However, these are some points you could bear in mind...... 1.Always find the PAF. Once you know the Purpose, Form and Audience you can compare how the two pieces use language for their specific effect 2.You could consider the openings and the endings of each piece. Look at what language is used. What tone does it create? 3.You may wish to consider the complexity of the language. Is it suitable for the audience it is targeting? Do both sources use the same complex or simplistic language? Are long or short sentences used? What is the effect of both of these? 4.You could look at how each piece is structured and then compare. Does the structure of each piece conform to the PAF? Is it structured to make it easier to read? Could you glance at either piece and know what it was about?

44. You may find using these terms useful: Connectives for contrast and comparison Similarly / equally / on the other hand / conversely / by contrast / by way of a comparison Introducing quotes and references to the text: This is suggested by / as evidenced by / shown by /indicated by / the writer achieves this effect by Typical Question 4

45. What else? Practice really does make perfect. For best results keep your junk mail and continue to find the PAF. Go one step further by analysing both the language and the presentational features and getting vital practice for questions 2 and 4. Soon you will be able to do this in your sleep!! Consider seeing your teacher who will be delighted to give you millions of past papers.

46. Finally!! Top tips for exam success........ 1.Prepare for your exam now. Start saving that junk mail..... you know what to do! 2.Start asking for those past papers. 3.Time yourself. You have 1 hour to complete 4 questions. Can you do it? 4.Read every non fiction title you can manage. Start to look at different types of newspapers and magazines, web pages, travel writing etc. Start to look for particular styles – know what to expect. 5.Get a good night’s sleep before your exam – you’ll need it! 6.Pack at least two pens in black or blue. 7.Plan your journey. Do you really want to be late? 8.In the exam room, listen carefully to all instructions 9.Read the questions before you read the texts. This will help you as you already know what you are looking for when you read the texts. 10.Read the questions carefully. Use the bullet points to help structure your answer. 11.Remember that you get most marks for question 4. 12.Take a deep breath and relax. You can do it!!

47. What do AQA think? Some advice for candidates Candidates should: read the entire question paper through once read each source text a second time before attempting to write an answer note the allocation of marks – some questions carry more marks than others allocate time; rushed or unfinished answers will lose marks focus their response on the question which is actually being asked present their own comments, explanations and analysis about the texts in their answers support all of their ideas with appropriate quotations from the text, making sure they quote in full.

48. Top tips for A* Here are a couple of tips from the examiners themselves for those who are aiming for the stars...... Band 4: 7-8 marks Key words: Perceptive, Detailed In this mark band candidates will have written a full and detailed response to the question. They will have presented some perceptive interpretations and insights into the meaning of the texts and supported their views with appropriate references and quotations. For question 4 they will have made interesting and telling comparisons about the way the writers use language in the texts. GOOD LUCK!!