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Mid-Year Exams Objective:
To understand the content and requirements of the mid-year exams To know how to approach question 1 of the exam and begin to consider the meaning of language.
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Why do we assess in this way?
To gain a clear understanding of the strengths and weaknesses of students; To help inform our planning; To help you get used to the GCSE style exam.
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The Reading Paper (Like the GCSE Paper 2, Section A)
Section A: Reading: One unseen non-fiction text and one unseen literary non-fiction text Question 1: True or false – 4 marks Question 2: Summarise the two texts – 8 marks Question 3: Language analysis – 12 marks
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Timings! You have 45 minutes for the reading section.
Spend 7 minutes reading. List relevant information from the text (4 marks) – 5 minutes Explain the effect of language features (8 marks) – 13 minutes Explain the effect of structure (12 marks) – 20 minutes
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How can we locate and retrieve information?
Read the question Active reading Highlight key points
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Question 1. For this question, you simply need to decide what is true or false Let’s read the first text
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Question 2 – summarise and synthesise
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Let’s read source B
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Demonstrate a clear connections between texts.
8 Marks 10 Minutes You need to refer to Source A and Source B for this question. The enclosures in which animals are kept in reserves like the Masai Mara and at London Zoo are different. Use details from both Sources to write a summary of the different enclosures. Demonstrate a clear connections between texts. Select relevant quotations from both texts to support summary. Begin to interpret both texts. x4 Point Quote Inference Make a clear statement about the connections. Quote details from both sources. Make an inference which shows understanding. Similarly Likewise As with Like Equally Alternatively Whereas Unlike Instead of In contrast
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Every time you complete a Q2 you should follow this process:
TOP TIPS Making Inferences – ask yourself these questions: What does this suggest to me about…? What might I imply from this about…? What does it make me realise? 1. Pick out the point of connection (question focus) 2. Search for textual details (quotes) 3. Work out what you can infer from the quotes 4. Bring together the two sets of details (and implied meanings) in a summary Writing the Summary You can either: write a single, combined paragraph as a response to both sources write two connected (or linked) paragraphs Make sure you use connectives to link your ideas You need to refer to Source A and Source B for this question. The enclosures in which animals are kept in reserves like the Masai Mara and at London Zoo are different. Use details from both Sources to write a summary of the different enclosures.
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Now spend 4 minutes reading the extract and 12 minutes answering the question by yourself: You need to refer to Source A and Source B for this question. Performing music at Covent Garden today and in London streets in the nineteenth century is different. Use details from both Sources to write a summary of the differences in performing music. [8 marks] SCORCHING: Effectively identifies implied ideas and information Clear focus on the question the whole time Gives a range of effective and supported comments Effective use of quotation HOT: Identifies explicit and some implied ideas and information Answers the question clearly Gives a range of relevant comments Uses appropriate quotation and references to the text WARM: Identifies explicit ideas and information Answers the question Gives a range of comments Uses some appropriate quotation and references to the text
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Question 3: Language What does language mean? Why do we use it?
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Question 3: Language What kinds of language devices do writers of non-fiction use? Consider words and phrases, imagery, sentence types, etc. remember contrast
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Can you highlight any words and phrases in one colour?
You now need to refer only to Source B from lines 4 to 15. How does the writer use language to describe the seal and the stork, and the way that they behave towards each other? [12 marks] . I also spent a number of years working as a volunteer keeper at two zoos in the U.K. So it is probably fair to say I’m firmly in the pro-zoo camp. However, I am perfectly willing to recognise that there are bad zoos and bad individual exhibits. Not all animals are kept perfectly, much as I wish it were otherwise, and even in the best examples, there is still room for improvement. In either case, zoos (at least in the U.K. and most of the western world) are generally a poor target for criticism in terms of animal welfare – they have to keep the public onside or go bust and they have to stand up to rigorous inspections or be closed down. While a bad collection should not be ignored, if you are worried about the care and treatment of animals in captivity I can point to a great many farms, breeders, dealers and private owners who are in far greater need of inspection, improvement or both. If you are against animals in captivity full stop then there is perhaps little scope for discussion, but even so I’d maintain that some of the following arguments (not least the threat of extinction) Can you highlight any words and phrases in one colour? Now try the language features in another colour Now highlight any sentence forms in another.
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What did you come up with? What is the effect?
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USEFUL WORDS & PHRASES FOR SPEED
Connective SIGNPOST The author / language in the text… EXPLANATION The reader… (or ‘we’…) This could also ……. DEVELOPMENT Firstly Secondly Thirdly As well as this Furthermore Moreover Finally Lastly Likewise Similarly Unlike As well as In contrast to Advises Argues Builds Connotes Contrasts Conveys Creates Demonstrates Describes Depicts Emphasises Evokes Exaggerates Gives the impression Gives a sense Highlights Informs Implies Indicates Juxtaposes Narrates Persuades Realises Recognises Refers to Reflects Represents Reveals Signifies Suggests Symbolises Shows Tells Is made aware Is informed Is told Is shocked / fascinated / persuaded / made to sympathise etc. Learns Discovers Link to later on in the passage where ….. Draw our attention to the theme of ….. Suggest/imply/infer/reveal/signify Students should ONLY use words / phrases they’re comfortable with. There’s no time to experiment! Column 1: Useful connectives to organise a response, and to compare and contrast. Column 2: Active verbs that may be used to explain / analyse. Column 3: Passive, and then active, sentence constructions that may be used when referring to the reader or audience. USEFUL WORDS & PHRASES FOR SPEED
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You now need to refer only to Source B from lines 4 to 15
You now need to refer only to Source B from lines 4 to 15. How does the writer use language to describe the seal and the stork, and the way that they behave towards each other? [12 marks] I also spent a number of years working as a volunteer keeper at two zoos in the U.K. So it is probably fair to say I’m firmly in the pro-zoo camp. However, I am perfectly willing to recognise that there are bad zoos and bad individual exhibits. Not all animals are kept perfectly, much as I wish it were otherwise, and even in the best examples, there is still room for improvement. In either case, zoos (at least in the U.K. and most of the western world) are generally a poor target for criticism in terms of animal welfare – they have to keep the public onside or go bust and they have to stand up to rigorous inspections or be closed down. While a bad collection should not be ignored, if you are worried about the care and treatment of animals in captivity I can point to a great many farms, breeders, dealers and private owners who are in far greater need of inspection, improvement or both. If you are against animals in captivity full stop then there is perhaps little scope for discussion, but even so I’d maintain that some of the following arguments (not least the threat of extinction) In your groups, write a SPEED response for this question. The best one will be handed out as a good example for you.
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Now spend 5 minutes reading the extract and 17 minutes answering the question by yourself: You now need to refer only to Source B from lines 20 to 34. How does Sarah, the old blind lady, use language to tell you about her life story? [12 marks] SCORCHING: Clearly explains the effects of the writer’s choices of language using a range of relevant examples Uses subject terminology accurately clear explanation of effect(s) of writer’s method(s) HOT: Shows an understanding of how language is used to achieve effects and influence the reader, using relevant quotations Uses subject terminology effectively. Identification of effects of a range of writer’s methods with some comment. WARM: Comments on some aspects of language and attempts to explain the effects Attempts to use subject terminology accurately Attempts to explain the effects of writer’s methods on a reader
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The Writing Task Objective:
To understand how to approach the writing section of the exam
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Communicates developed ideas
Simple vocabulary Some reasons are given in support of opinions Some awareness of purpose, form and audience; some control of register One or two ideas, may not be linked Limited or no evidence of structural features Simple sequencing of ideas (paragraphs may be used to show obvious divisions) some range of sentence structure, often repetitive there is some attempt to use punctuation some range of simple vocabulary the spelling is usually accurate tenses are usually accurate Clear communication of ideas linguistic devices used Awareness of purpose and format Clear development of ideas relevant ideas, linked Sequencing of ideas into paragraphs (direction may be uncertain) Evidence of structural features variety of sentence structure there is control of sentence construction control of a range of punctuation control of tense and agreement is generally secure there is a range of vocabulary use of Standard English Successful communication of ideas Purpose, form and audience matched; attempts to control register Use varied vocabulary with sophisticated use of linguistic devices Writing has shape and structure Communication has clarity and fluency linked and relevant ideas writes in paragraphs with some discourse markers, not always appropriate uses structural features Ideas/arguments are organised into coherent structure there is variety in sentence structure to include co-ordination and subordination a range of punctuation is used, mostly accurately Most spelling, including that of irregular words, is correct. Words with regular patterns such as prefixes, suffixes and double consonants
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Remember to TAP this question.
Example Question: ‘Ghosts don’t exist. Anyone who believes in them is being fooled.’ Write an article for your school magazine or website in which you argue for or against the statement. [24 marks for content and organisation 16 marks for technical accuracy] [40 marks] Remember to TAP this question.
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How can we effectively argue our point?
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Varying Sentences Simple Sentences – a sentence that contains one clause: My hands were shaking. Compound Sentences – a sentence that joins two main clauses together using a connective: My hands were shaking, and a bead of sweat ran down my cheek. Complex Sentences – a sentence that contains two clauses however the subordinate clause is reliant on the main clause: Although my hands were shaking and sweat ran down my cheek, I forced myself to continue
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Sentence openers: There are lots of ways to open sentences, such as:
When ‘Last night’ Where How (‘ly word) Name Simile Adjective One-worder ‘ed’ clause ‘ing’ clause
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Sentence Types: If, if, then Many question Description: detail Magic
Burger Irony Emotion, word Some; others Short impact Adverbial
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Directly addressing the reader Anecdote & Allusion
Devices… Directly addressing the reader Anecdote & Allusion Slogan & Catchphrase Imperatives Statistics & Facts Rhetorical questions Exaggeration & Hyperbole Register - Formal/Informal language Repetition Humour Diction - Simple/Complex vocabulary Lists Emotive language Punctuation type Figurative Language & Imagery: Similes/Metaphor/ Expert advice Short sentences Superlatives Personification etc. Word play & puns Alliteration Rhyme & Rhythm Devices – A reminder.
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To help organise our paragraphs effectively and make sure they are cohesive, we can…
Use connectives: Adding another point Temporal (time) Comparison Contrast Cause and effect
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Synonyms Come up with some alternative words for the following. Try to find 5 or 6 for each: A lot (please note, this is TWO words!) Getting Happy Sad Doing Going
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Punctuation When do we use a full stop?
When do we use an exclamation mark? Name four purposes of a comma When do we use capital letters? How do we use speech marks correctly? What are the two purposes of an apostrophe? What do we use a semi-colon for? What do we use a colon for?
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Spelling. Write a sentence including each one of these:
There, their, they’re Your, you’re Our, are No, know Where, were, we’re, wear Remember: would have, could have, should have, NOT of
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I don’t know how to end it!
Miss, how can I start it? I don’t know how to end it! Start: Rhetorical questions, bold statement, relevant quotation, shocking or surprising fact, relevant anecdote, vivid description Endings: Vivid image, warning, happy note, thought provoking question, call to action, refer to introduction.
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Remember to TAP this question.
Example Question: ‘Ghosts don’t exist. Anyone who believes in them is being fooled.’ Write an article for your school magazine or website in which you argue for or against the statement. [24 marks for content and organisation 16 marks for technical accuracy] [40 marks] Remember to TAP this question.
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