1. Understand the question
Paper 1H Nov 2014 L.O. to consolidate the skills I need for Paper 1H Reading
Understand the question
Modelling
Write up

2. Q1

3. Q 1 ‘following an argument’ 15 min including reading
Mrs Morgan’s reminders!
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
Comment on the use of facts/opinions/bias/tone to add sophistication to your response
A final paragraph that recognises a ‘counter argument’ or opposing viewpoint and the effect on reader
Good coverage of whole piece.
Group connected ideas together to show good overall awareness of the text and that you can manage the material in a logical way.
Q 1 ‘following an argument’ 15 min including reading

4. Read the article and then discuss with your partner – what key points will you raise in response to this question?

5. Suggests/implies/demonstrates
Don’t forget to start with a concise ‘overview’ sentence!
Suggests/implies/demonstrates
Tribe is set apart from the modern, civilised world; no contact with outside world; own language – sense of pride?
Surprising number of people/tribes
New insight into their lifestyle has been revealed through the helicopter’s photograph: self-sufficient, healthy
Contact with outside world is potentially fatal for the tribe; no policy for interacting with or approaching tribe members
Is there a counter argument? What else is worth noting here?

6. In other words, for top band:
Explores what is suggested by the writer
Linked information grouped together – shaped for purpose
Full coverage
Quotations or references for support
Specific and detailed
Self assess your work:
Tick the clear points you have made about the main points of the article. Are you interpreting the text?
Tick the short quotations you have used/any references to key facts from the text
Double tick any places where you have made links back and forth in the text (i.e. linked together things from different parts of the article).
Now check:
Full coverage of all 5 points?
Points clearly introduced to show your thoughts?
Which skill/s could you work on to increase your confidence?

7. Q2

8. Q2 ‘Presentational Devices’ 15 min including reading
Mrs Morgan’s reminders!
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 – how is the picture/headline making the article more effective? Link to purpose.
If commenting on a headline – refer to the language devices and vocabulary choices used and the impact on the reader. Link to purpose.
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
Q2 ‘Presentational Devices’ 15 min including reading

9. Look out for the following in Q2
Mrs Morgan’s reminders!
use of colour
use and effect of pictures/images
layout – columns/text boxes
sub-headings
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
Ensure your clearly state purpose of text and link the devices to the purpose when explaining effect
Look out for the following in Q2

10. Read the article and then discuss with your partner – what key points will you raise in response to this question?

11. In other words, for top band:
Possible content
In other words, for top band:
Identify specific techniques/ aspects of headline and picture
Link impact of picture and headline to aspects of article
Quotations or references for support
Specific and detailed
One paragraph on headline –
‘Slimezilla!’ exclamation, pun, comical tone/ description in the article “slimy”
‘Monster’ = hyperbolic description to emphasise
‘threatens’ = emotive word, makes the jellyfish seem… / “poison… sting…attack”
Armada = naval fleet / military language/ suggests scale ‘finding huge numbers’ ‘ plague’
Features/techniques * quote * link to article content (quote)
One paragraph on picture –
Dramatic and evocative – impressive scale of jellyfish
Scale of photograph/position next to a diver demonstrates……/ “6ft wide” and “larger than a metre in diameter”
Close up in foreground reveals the tentacles clearly/ described as “repellent”
The diver appears vulnerable next to the jellyfish but also curious/ reflects people’s attempts to live alongside the jellyfish as described in the text

12. In other words, for top band:
Identify specific techniques/ aspects of headline and picture
Link impact of picture and headline to aspects of article
Quotations or references for support
Specific and detailed
Self assess your work:
Tick the techniques identified.
Double tick detailed explanation of effects created by device.
Tick the short quotations you have used/any references to key details from the text.
Double tick any places where you have made links back and forth in headline/picture and the text (i.e. linked together things from different parts of the article).
Now check:
Thorough coverage of both headline and picture? (2 detailed sections)
Aspects clearly linked to points from the article?
Which skill/s could you work on to increase your confidence?

13. Q3

14. Q3 ‘Interpreting thoughts and feelings’ 15 min including reading
Mrs Morgan’s reminders!
Q3 ‘Interpreting thoughts and feelings’ 15 min including reading
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

15. Read the article and then discuss with your partner – what key points will you raise in response to this question?

16. Point * quotation interpretation *
Top tips: try to use precise vocabulary to identify the thoughts and feelings. E.g. ‘awe and appreciation’ over ‘happy’. Don’t forget to identify thoughts as well as feelings.
Point * quotation interpretation *
WORD BANK
* concern * cautious * alarm * dismay/ disappointment * anxiety * confidence * responsive * frantic * panicked * complacent * self-deprecating * unhelpful * retrospectively humorous *
Write up your Q3 response. Can you get top marks??

17. In other words, for top band:
Specific and detailed vocabulary used to present identified feelings
Quotations or references for support
Coverage of whole text: aspects from start/ middle/ end
Self assess your work:
Tick the precise and detailed inferences you have made about feelings in the extract.
Tick the short quotations you have used/any references to key details from the text
Double tick any places where you have made links back and forth in the text (i.e. linked together things from different parts of the article).
Now check:
Full coverage of thoughts/feelings from across the article?
Points precisely described?
Which skill/s could you work on to increase your confidence?

18. Q4

19. What is the examiner looking for?

20. Q4 ‘Comparing language techniques’
Mrs Morgan’s reminders!
Q4 ‘Comparing language techniques’
Concise intro sentence – state purpose/form/tone for both texts (e.g. 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 etc.)
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

22. Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse the effects
‘Flap’ first! F
Form L
Language A
Audience P
Purpose

23. Overview FLAP Source 2 Source 3 Form Purpose Language Audience
Hint: you can always find the ‘form’ on the front of the source booklet
Overview
FLAP
Source 2
Source 3
Form
News article
Extract from a non-fiction book about real experiences
Language
Mostly informative and factual: describes size and location, problems the jellyfish cause, listing, describes consequences. Some literary devices e.g. imagery and dramatic/emotive language for impact and to shock readers; expert opinion; humorous ending.
Language frequently more literary, although based on true events (factual). First person perspective: insight into experience and character. Dialogue, humorous tone, retrospective (past tense), contrast, dramatic/exaggerate adjectives, informal tone, exclamation, short sentences.
Audience
General public; an article which would interest a broad audience: people interested in natural science, Japan, the sea.
People who are interested in travel experiences/nature/ the great outdoors.
Purpose
To inform the reader about an unusual problem/natural pheonmenon
To inform and entertain/ engage – people engage in similar way to fiction, connect with character/ narrator
Ask students to ‘FLAP’ the two texts. They should be able to do this quite quickly as have already read and written about both texts.

24. Intro language aspect to compare
PEE + Link to purpose/
audience
Comparative comment: However, while S2…, S3 instead…
PEE + Link to purpose/ audience
Compare the ways in which language is used for effect in the two texts. Give some examples and explain what the effects are. (16 marks – 30 minutes including reading time)
Introduction showing awareness of FLAP for the two articles
Connection/contrast 1: (e.g. use of description/imagery)
(Connection/contrast 2: e.g. factual vs emotional)
Connection/contrast 3: (e.g. hyperbole and humour)
Conclusion

25. Self assess your work:
Tick the language techniques you have identified.
Tick the short quotations you have used/any references to key details from the text
Tick where you have explained the effect/impact of this, and where you have linked to the purpose or form of the text
Double tick any places where you have made links back and forth between the two texts (while source 2…, source 3…)
Now check:
Covered several different language techniques (compared 3 aspects/techniques or more)
Clearly explained effect and why this has been used to achieve its purpose
Which skill/s could you work on to increase your confidence?
In other words, for top band:
Thorough coverage of types of language used
Detailed comments on how writers use language differently for purpose
Well-chosen quotations for support
Clearly organised comparison moving confidently between the two texts

27. Differentiation resources – print one per table if needed

28. Q1 sentence starters The writer begins by establishing…
He develops this point later when…
Throughout the article, ______ is referred to. For example…
An alternative viewpoint which is introduced is that…
Finally, the writer demonstrates that…
Q1 help sheet (differentiation for weaker students)

29. Q2 sentence starters
In the headline, the writer uses… to suggest…. This is effective because… and it draws the reader’s attention to the idea that…. This is elaborated upon in the article when it says…
Additionally, the use of ….
The picture shows… in the foreground. It looks…. which is important because it reflects the idea that… This idea is explained further in the article when…
Furthermore, the picture also uses… which is effective because…
Q2 help sheet (differentiation for weaker students)

30. Q3 key words At this point, she is feeling… as suggested by…
Later, it is clear that she now feels… We can see this when it says…
Q3 help sheet (differentiation for weaker students)

31. Q4 sentence starters
Intro language aspect to compare
PEE + Link to purpose/
audience
Comparative comment: However, while S2…, S3 instead…
PEE + Link to purpose/ audience
Both sources use ______ but do this in order to create different effects according to their purpose and audience.
In source 2, we see the use of _____ when it says “….”. This suggests… Here, the writer uses this technique because….
However, while in source 2 ____ was used in order to _______, source 3 instead uses this technique to…
For example, “…..” This suggests … and creates a ….. effect….
Q2 help sheet (differentiation for weaker students)