1. Unit 1 English Exam
Higher Paper

2. Q1: The retrieval and interpretation question (source 1 15 mins)
4-8 points
Use a range of quotations to support points
If there are two halves to the question, make sure you address both. E.g ‘problems and issues’
Offer interpretations: ‘this shows’, ‘this suggests’, ‘this reveals’
Offer original interpretations rather than superficial ones

3. Q2: The Presentation Question (source 2 15 mins)
Make 3-4 PEE points about the presentation, its effects on readers and its links to the text
Headline, subheading and image
Possibly make two points about image
Include at least 2 DEVELOPED interpretations about effects on readers (feelings/thoughts)
Try to discuss symbolism and deeper, metaphorical meanings

4. Q3: The Thoughts and Feelings Question (source 3 15 mins)
Make 4-6 points
Deal with thoughts AND feelings
Use a range of small quotes to support points
Inference phrases: ‘this reveals’, ‘this could imply’ & ‘this demonstrates’
Needs PERCEPTIVE interpretations (like Q1)
Three Ps (perhaps, possibly & potentially)

5. 4: The Language Question (source 3, 25 mins)
Adverbs, alliteration, adjectives, similes, metaphors, repetition, lists of 3, rhetorical questions, facts/statistics, imperatives, direct speech, anecdotes, hyperbole
In source 1, one language feature the writer uses is ____________. For example, “ _________________”. The effect of this is to____________________________. The reader may think/feel _____________________ because _________________________. This could compare to source 2 because (PEE AGAIN AS ABOVE).
Aim for 3-4 COMPARISONS and cover a RANGE of language features.
Give specific effects of the EXAMPLE not the technique
Think about purpose and audience- they are the key to effects
When discussing ‘effects’ consider the readers’ thoughts and feelings and explain WHY it will have that impact

6. Q5: The Writing to Inform/Explain/ Question (25 mins)
Think about purpose (inform, explain)
Think about audience (what tone is appropriate for them?)
Think about form (layout and genre conventions)
Marked for:
ideas, techniques and vocab
organising ideas into paragraphs and different sentence types
accuracy with spelling and punctuation

7. Q6: The Writing to Persuade/Argue Question (35 mins, 24 marks)
Think about purpose (persuade/argue)
Think about audience (what tone is appropriate?)
Think about form (layout and genre conventions)
Use semi-colons, commas and brackets; use interesting vocabulary; use a range of techniques (DAFOREST); try to use different sentence starters; use connectives to link paragraphs and ideas
Marked in the same way as Q5
Persuasive phrases: undoubtedly, it is inconceivable, surely it is abundantly clear, the rational response is, can you deny, ultimately, the answer is, consider, for a moment
‘Big’ words: advantageous, reliable, beneficial, suitable, appropriate, terrible, horrific, appalling, horrendous, incomprehensible, sensible, intelligent, astute, practical, rational, nonsensical, ludicrous, irrational, reckless, ill-advised

8. Approaching the exam
Read Q1. Read/highlight/annotate source 1. Answer Q1
Read Q2. As above
Read Q3. As above
Read Q4. Highlight/annotate the 2 texts for lang features. Answer Q4
Read Q5. Identify PAF. Mini 4-6 p’graph plan. Answer Q5
Read Q6 (as above)
CHECK OVER EVERYTHING. ADD MORE. CHECK MORE. DO NOT STOP. WHEN YOU THINK YOU HAVE FINISHED, HEAR MY VOICE: “YOU HAVE NOT FINISHED!”