1. Reading for UAE -key questions-

2. What you will learn Set text – comparing texts and 8 marker
Revise RFUAE – specimen paper and types of questions
Set text – comparing texts and 8 marker
Critical essay planning

3. Study Skills Use a dictionary to check meaning
Read high quality newspapers regularly – The Herald, The Scotsman, The Independent, The Guardian, The Telegraph…
Use a dictionary to check meaning
Re-read your key texts and make notes on characters, themes, turning points, etc…
Re-watch your media study and make notes analysing key scenes.
Past Papers – even if you have done papers before, use them as revision of question types.
Make sure that you have key quotes for essays and are able to analyse them
Get someone to test you on the key ideas of a text.
Time yourself – you will have a limited amount of time in the exam.
Spread your revision out and take regular breaks
Highlight at your risk
Get some fresh air, exercise and sleep!

4. Lesson Plan To review the recommended approach to key RUAE questions
To provide additional practice for you in completing these questions

5. First steps
Read the small summary offered in italics – this will give you some information about the content before you even begin
Read the title – quite often you can gauge the topic/theme/ideas
Carefully read the whole passage
Questions are chronological
You will always be directed to the correct area in the passage.
Answers should be well organised and easy for the marker to mark. Try using bullet points and sub-heading to separate double layered questions.
Always use your own words unless asked specifically to quote as part of your answer.,

6. RUAE Questions
Between 50% and 65% of marks will be for IN YOUR OWN WORDS questions
The rest will be for Analysis and Evaluation

7. In Your Own Words
Answer these questions IN YOUR OWN WORDS!!!!!!!!!!!!!!!!!!!!!!!!!!!
Read the question carefully
Use bullet points
Strategy:
Identify the word or phrase to be translated
Translate the ideas (you don’t need to do it word for word)

8. Question 1:
It’s sad that so many parents don’t even think about nursery rhymes. Our goal is to encourage children to have a love of books but, before that, it’s about living in a language-rich environment - and rhymes are part of that. They’re also tremendously valuable as a confidence-builder. What you find out about yourself when you learn a rhyme and then get a round of applause is really important.
Explain in your own words two reasons why “It’s sad that so many parents don’t even think about nursery rhymes”. (2)

9. Word Choice 1 mark for a quotation
1 mark for an appropriate explanation
Think about the connotations of a word
Try to use the word ‘suggests’ (or something similar)

10. Word Choice
The missing part of the Cinderella story is what happens when she puts on the glass slipper and disappears into the palace. Rowling filled in the blanks, describing to Jeremy Paxman how she has to cope with begging letters, journalists rifling through her bins, photographers lurking on the beach, and strangers accosting her in the supermarket. Explain how the writer’s word choice in lines 19–22 helps to show the negative effects of fame. (4)

11. Word Choice “begging letters” (1)
This implies unpleasant/unwanted attention from desperate people (1)
“accosted” (1)
This suggests that she is ambushed by strangers and cannot escape them (1)

12. Imagery 1 mark for simple understanding
1 mark for the ‘Just as…’ section
1 mark for the ‘So too…’ section
Think about the basis of the comparison (size, shape, colour, smell, behaviour, idea etc.)

13. Imagery _________ is being compared to __________
This is effective because just as ‘__________’ suggests ___________________
So to __________________________________

14. Imagery
“Beware of Afrikaans, the most dangerous drug for our future.” Look at the way in which the Afrikaans language was described by those opposed to it. Explain what this image means and analyse its effect (3)

15. Imagery Afrikaans is being compared to a drug (1)
It is effective because just as ‘drugs’ suggests something damaging and destructive (1)
So too ‘Afrikaans’ could potentially do terrible damage to the educational chances of Africans (1)

16. Sentence Structure 1 mark for a quotation or reference to structure
1 mark for an appropriate explanation
Think about the effects of different types of sentence structure

17. Short sentences - can be used to sum up an idea, mark a turn in events, convey emotion and tone.
Long sentences - can be used to build a climax, create a list or sense of panic/wealth of information
Rhetorical sentences - used to provoke thought
Colon - used to expand on an idea, introduce and explanation or a list
semi colon - used to join to related sentences
brackets - used to offer additional information or add humour
inverted commas - used to indicate a quote or infer tone
italics - used to quite or to show hidden thoughts
Inversion - when unusual word order is used
Repetition - used to emphasise a point or idea.

18. Sentence Structure
From whence comes this compulsion to climb mountains? Why do I have this compulsion to get to the top of every insignificant bump on the landscape? Why, no matter how breathless, bruised, battered and bedraggled I become while hillwalking, do I return with a grin on my face and a desire to go out and do it again? Here the author reflects on his need to climb mountains. Comment on how two aspects of sentence structure are used to explore his feelings. (4)

19. Sentence Structure Several rhetorical questions (1)
This shows that even he doesn’t really know why he does it (1)
Long, complex list (1)
This explores the range of reasons not to enjoy hillwalking and reinforces the point made by the questions (1)

20. Linking
1 mark for a quotation and what it links to in the previous paragraph
1 mark for quotation and what it links to in the coming paragraph
You can SOMETIMES comment on a single word or phrase if stuck
However, Yet, But, In addition

21. Linking
The word(s) ‘_______________’ link back to what was discussed in the previous paragraph, which was __________________.
The word(s) ‘_______________’ link to what is coming up in the next paragraph, which is _______________________________.

22. Linking
William Shakespeare is easily the best-known of our English writers. Virtually every man in the street can name some of his plays and his characters, and many people can also recite lines of his poetry by heart. However, despite our familiarity with his work, we know relatively little of the man himself. We do not know when or why he became an actor, we know nothing of his life in London, and almost nothing of his personal concerns. Show how the third sentence acts as a link in the argument. (2)

23. Linking
The words ‘his work’ link back to what was discussed in the previous paragraph, which was his plays, characters and poetry.
The words ‘the man himself’ link to what is coming up in the next paragraph, which is information about his life and personality.

24. Effective Conclusions
1 mark for a quotation from the final paragraph
1 mark for linking this to something SPECIFIC from earlier in the text

25. Effective introduction/Conclusion
Does it sum up the main points? Quote and explain what they are and quote or summarise where they were made earlier on in the passage.
Does it restate the writer’s point of view? Quote and explain what it is, then quote from earlier in passage and explain the link.
Does it link back to the introduction? How? Quote and explain.
Does it use word choice/imagery begun in the introduction or used throughout passage? Quote and explain from both the conclusion and from earlier in the passage.

26. This period Please complete Specimen paper on JK Rowling
Do this under exam conditions (1 hour, no notes)
If you finish, you can practice more RUAE questions in the booklets provided.