1. Questions 1 and 2 Foundation Tier
1a) List four things you learn about… (4 marks) 1b) What do you learn from the article about…? (4 marks) 2. What do you learn from the article about…/ what reasons are given in the article for…? (8 marks)
Q1a) and Q1b) are about Source 1
Q2 is about Source 2

2. How to impress the examiner Questions 1 and 2
Foundation Tier
1a) List four points: you just write down four bullet points in the space provided in the answer booklet 1b) You need to write in full sentences and use connectives to build your answer up 2 You need to write full sentences and write an even longer, more developed answer with more examples than in Q1b)
Your examiner may be feeling grumpy. You really have to play the game to impress them.

3. Question 1
How do I get a C?
1a) Four bullet points, from different parts of Source 1 (i.e. not all from the opening paragraph)
1b) Full sentences, using quotations and taking information from different parts of Source 1

4. Question 2 Foundation Tier
What reasons are given… / what do you learn… / what does … ?
This question requires the same skills as Questions 1a and 1b: selecting relevant textual evidence and putting things into your own words. You should try and use PEE here and remember you are looking at Source 2!

5. How to impress the examiner Question 2
Foundation Tier
You should use connectives (as for Q1b) You should use a range of vocabulary to prove you are answering using your own words You should give textual evidence to support each point
Your examiner may be feeling grumpy. You really have to play the game to impress them.

6. Question 2 How do I get a C? Make at least five points
Use connectives to show you have developed your answer
Use quotations from the source
Use your own words to show inferences e.g. the scheme must be successful because it says they are ‘planning to expand it’

7. Question 3 Foundation Tier 3 How does the writer use language to…
Remember: Language is the WORDS in the text!!
Question 3
Foundation Tier
3 How does the writer use language to…
Inform
Describe
Show ….’s point of view
Advise
Persuade
Usually the text will combine two of the above, and you will be asked to write about two of the above
These often form ‘entertaining’ writing, or can make you feel sympathy for someone e.g. in a charity appeal
Source 3

8. What is the effect of these language techniques?
Rhetorical questions - involves the reader. Makes them questions themselves and become involved in the text
Listing connectives (e.g. firstly,) – makes it easy to follow and understand
Figurative language (metaphors, similes, personification) – gives detailed descriptions to paint a picture in the readers mind. This will engage the reader
Rule of three – a persuasive device which emphasises the writers point and helps the reader remember the point
Short sentences – used to create shock and excitement
First person plural – creates unity between writer and reader
Second person address – includes the reader and creates unity between the reader and writer
Statistics – gives evidence to back up a point so it is more realistic and believable
Modal verbs – gives commands and instructions to help the reader
Emotive language – makes a topic seem more dramatic
Lists – makes the text easy to understand and follow
Remember, there are always
words that don’t fall into any of
the above categories but are still worth analysing
Effects = how does this person feel?

9. Question 3 How do I get a C? Explain how words and phrases are used
Explain how language is used for different reasons e.g. to advise or to entertain
Use quotations

10. Question 4 Foundation Tier 5.) Now look again at all three sources.
Remember: Presentational devices are the way the text looks...NOT the words!
Question 4
Foundation Tier
5.) Now look again at all three sources.
Choose two of the sources and compare the presentational features. I have chosen source……. and source ……..
Remember to:
Write about the way the sources are presented
Write about the way they look. (12 marks)

11. Presentational Devices
What are they?
Why are they used?
The devices used depend on:
Purpose - what the text is trying to do (eg inform, advise, persuade).
Audience - who it is trying to talk to (eg children, adults, men, women).
Choices in layout (such as the use of
pictures, diagrams and lists) are made to
meet a specific purpose and communicate
with a specific audience. Choices in colour
And font, for example, can be made to appeal
to a specific target group. You might use lively
colours and playful fonts in a text for kids and
more serious fonts and colours for adults,
different presentational devices create
different effects.
Headings (titles) and sub-headings
Photos
Pictures
Illustrations
Font size and style (bold, italic etc)
Colour
Layout features (bullets, boxed text)
Structure (short or long paragraphs)
Quotations (things people said either in quotation marks or highlighted in the text)

12. There are three main reasons for using presentational devices
Mood
Memory
Clarity
A piece of writing will always
try to express feelings. The mood
created could be fun and
excitement (eg in a brochure for a
theme park) or perhaps fear and
concern (eg in an advice sheet
about road safety). The feelings
should always be in tune with the
target audience.
Devices to look out for in mood:
Pictures
Font
Colour
Quotes
If the main purpose of a piece of non-fiction writing is to inform, then it is important that readers find and remember key bits of information. These can include website addresses or phone numbers, advice or statistics.
Devices to look out for in memory:
- Bold text
- Headlines and sub headings
- Bullet points
- Diagrams, maps and illustrations
Most non-fiction texts are written for people in a hurry, so it is important that the purpose and audience of a text is clear. This will make the right people pick it up and read it. The information within the text also needs to be clearly presented otherwise people will stop reading.
Devices to look out for in clarity:
- Bold text
- Bullet points
- Sub-headings
- Paragraphs
- Colour
- Images and captions
- Quotes

13. Question 4
How do I get a C?
Select presentation features from both sources
Explain the effects of presentational features from both sources
Compare the way the two sources look

14. Question 5
25 minutes to plan, write and check A combination of informing/explaining and describing This question is awarded two different marks: /10 for writing an interesting, appropriate and well-structured piece /6 for technical accuracy with spelling and sentence construction

15. What makes an effective description?
Read back over the description you have just written and answer the following questions, giving examples:
Have you used any interesting and sophisticated vocabulary?
Have you used any figurative language?
What mix of simple and complex sentences have you used?
Have you used the senses effectively in your description?
Have you used connectives?

16. x Time Connectives Bad Good And then… But then… After some time,…
Moments later,…
Eventually…
Without warning…
Meanwhile…
Time connectives are useful within your paragraphs.
They can also be useful to vary the way you start your paragraphs

17. Other Useful Connectives
Developing Ideas
Cause and Effect
Consequently
As a result of
Due to the fact that
This caused
Furthermore
Moreover
In addition
Not only…but also
More importantly
Contrasting Ideas
However
Despite this

18. How to impress the examiner Question 5
Higher Tier
5. The examiner wants to see: - figurative language - use of the senses - varied and sophisticated vocabulary - range of sentence structures - paragraphs used for effect
Your examiner may be feeling grumpy. You really have to play the game to impress them.

19. Question 5 How do I get a C? Minimum three paragraphs
Use appropriate language
Use a range of sentence lengths
Use punctuation as much as you can, in the right places

20. Question 6
Write an article/letter/blog/speech persuading readers or arguing your views on a given topic. 35 minutes to plan, write and check your answer. Aim for 2-3 sides in the exam answer booklet. This question is awarded two different marks: /16 for writing an interesting, appropriate and well-structured piece /8 for technical accuracy with spelling and sentence construction

21. What’s the difference? Persuading Arguing
You want your reader to do something that you want them to do e.g. donate to charity, provide better facilities for young people
You need to flatter your reader, and paint a picture of how much better things would be if they do what you want them to do
You want readers to think your views are correct and others’ are wrong
You need to tell them why the other views are wrong, then why yours are better
You don’t need to flatter your reader so much; you are able to criticise those who disagree with you

22. Flattery will get you everywhere
People generally like to feel that they:
Are reasonable
Make good choices
Are considerate of others
Do things to help others
Are respected
Are hardworking
Your readers are much more likely to
do what you have asked them to do
if you make them feel good about
themselves first

23. Planning a Persuasive Piece
Always use AFOREST
Some examples...
Alliteration Facts Opinions Rhetorical Questions/Repetition Emotive Language Statistics Triplets/Rule of Three
How would you feel?
This new law is disgusting, vile and unnecessary
I have a dream! I have a dream! I have a dream!
On the mountain tops of Mississippi many movements will happen towards equality
72% of people agree with the decision to change the uniform

24. Planning an Argument Your views Opposite views (concessions)
Uniform is an unnecessary expense
Uniform worn incorrectly leads to confrontation with teachers
Uniform worn correctly leads to bullying
Uniform prevents the expression of individuality
Buying lots of casual clothes is expensive
Wearing uniform creates young people who conform to rules and regulations
Wearing uniform prevents bullying over what clothes you wear
Uniform allows students to feel part of a community

25. Counter-arguments are key
You need to offer the opposing argument to yours (concession) and then prove why it is wrong or insignificant (rebuttal)
e.g. Although the current start to the school day is convenient for most working parents, myriad scientific studies have proved that a later start would result in improved academic performance.

26. Decide on an order One way of ordering the paragraphs:
Expression of individuality
Incorrect uniform  confrontation
Correct uniform  bullying
Unnecessary expense
When you plan in the exam, it is much better to write brief notes, like this, than full sentences as you saw on the previous slide

27. Remember:
Although the format of persuading and arguing differ, you still use persuasive devices in both
Alliteration
Facts
Opinions
Rhetorical Question/Repetition
Emotive Language
Statistics
Rule of Three/Triplets

28. Question 6 How do I get a C? Minimum four paragraphs
Use persuasive language
Use counter-arguments (argue only)
Use punctuation as much as you can, in the right places