1. 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.

2. 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.

3. 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

4. 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

5. How can we locate and retrieve information?
Read the question
Active reading
Highlight key points

6. Question 1. For this question, you simply need to decide what is true or false Let’s read the first text

9. Question 2 – summarise and synthesise

10. Let’s read source B

11. 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

12. 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.

13. 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

14. Question 3: Language
What does language mean?
Why do we use it?

15. Question 3: Language
What kinds of language devices do writers of non-fiction use?
Consider words and phrases, imagery, sentence types, etc. remember contrast

16. 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.

17. What did you come up with? What is the effect?

18. 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

19. 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.

20. 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

21. The Writing Task Objective:
To understand how to approach the writing section of the exam

22. 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

23. 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.

24. How can we effectively argue our point?

25. 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

26. 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

27. Sentence Types: If, if, then Many question Description: detail Magic
Burger
Irony
Emotion, word
Some; others
Short impact
Adverbial

28. 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.

29. 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

30. 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

31. 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?

32. 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

33. 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.

34. 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.