GCSE ENGLISH and ENGLISH LANGUAGE COMMON PAPER EXAMINATION GUIDE FOR PARENTS MARCH 2014

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1 GCSE ENGLISH and ENGLISH LANGUAGE COMMON PAPER EXAMINATION GUIDE FOR PARENTS MARCH 2014 Page 1

2 What does the paper consist of? The examination paper is 2 ¼ hours long and is separated into section A, reading and section B, writing. Students should allow a buffer zone of 15 minutes for reading the paper and checking at the end. Students should also allow time to read each answer after they have completed it. Students either take Higher or Foundation Tier. A grade C can be achieved on both tiers. The reading section. This section is where students read different sources and answer questions about them. The skills being tested on both tiers are the same, with the sources and inserts differing on the reading section, and the questions on the Foundation Tier paper being more supported. There will be three non-fiction sources for students to read and respond to, both as individual pieces of writing and in comparison. The questions are the same every year, only the sources change, making preparation much simpler for students. The writing section. The writing section consists of two separate tasks. The first task is shorter, and will ask students to write to EXPLAIN. It is worth16 marks and the time students should allow is 24 minutes Page 2

3 The second task is longer and will ask students to ARGUE or PERSUADE. It is worth 24 marks and the time students should allow is 36 minutes. Preparation Students often say they can t revise for their English examination this is something of a falsehood as there are many ways they can prepare, and practise the skills required to successfully complete this examination. It would be very unwise for any student to attempt this examination without prior preparation. Timing in this examination is crucial. All students need to know how much each question is worth and how many minutes they should spend on it. It seems like a long examination but every year, students run out of time. Many students in the past have performed poorly in this examination because they have messed up their timings and ended up not completing or missing out a question it is virtually impossible to achieve a grade C if this happens. WEAR A WATCH! Sample questions and helpful notes/ideas for preparation. Section A reading QUESTION 1 : What do you understand about the issues of (vegetarianism and eating meat) from this article? 8 marks, 12 minutes. Page 3

4 List four thing you learn about (Matthew James s bionic hand) from this article. 4 marks, 6 minutes What do you understand about (the ways the bionic hand will change Matthew s life) from the extract? 4 marks, 6 minutes. This question is all about students ability to pick out relevant information from a text. Students should be looking for the most important information presented in the test the headlines. They should present their information in their own words, demonstrating their ability to paraphrase what another person has written. Students will not get marks for simply copying the text. QUESTION 2 Explain how the headline and picture are effective and how they link to the text. 8 marks,12 minutes. I find it helpful to replace the word effective with create impact as this is a much easier term to work with. This is asking the students to comment on language what they read on the paper and what they see in the picture, and make links between them. There are no marks for stating the obvious so comments like the headline is bold which makes it stand out or the font is sized 16'are pointless, literally. The headline and picture will use exaggeration and will be linked in this way as well as being linked by the topic. The headline will often be repeated in the text, providing an easy link. What do you understand about (Amy Winehouse s schooldays) from the extract? Page 4

5 8 marks,12 minutes. This is more specific than question 1b, which appears similar. It is asking student about a particular aspect of the text which they must find and put into their own words. QUESTION 3 Explain some of the thoughts and feelings the writer has (during her journey). 12 marks,18 Again, this is about picking out ideas and interpreting them in different words. To get to a high grade the examiners expect students to be able to work out what the subtle feelings and thoughts are rather than just copying the obvious ones. How does the writer use language features in the brochure? 12 marks,18 minutes. Students need to be able to select and explain how language is used in the non-fiction text. Source 3 is an information text, which is trying to persuade youngsters to participate in a specialist holiday. It uses many of the same language features that students have learnt about when writing their own persuasive texts they should write about the features from GRIPPERS 3P and comment on the impact they make and why the writer has used them. (See section B for GRIPPERS 3P information.) QUESTION 4 Compare the ways language is used for effect in the two texts. 16 marks,24 minutes. The biggest loss of marks takes place on this section. Page 5

6 The main reason for the loss of marks is that students cannot get above an E grade unless they have COMPARED the two texts. Start off with the fact they are both non-fiction texts, and are linked by subject in this case different aspects of food. The question will ask students to compare source 3 (travel writing) to one of the other 2 sources. One of the key features of travel writing is the use of dramatic language to create in impact, in the same way both the other two texts use exaggerated language to persuade the reader or to reinforce information tis can be used as an easy point of comparison. Often non-fiction articles like source 1 will use personal pronouns to create an impact in the same way the travel writer does. The point of all three pieces is to persuade the reader about something and this can be expanded upon successfully. Students can easily become drawn into looking for features such as similes and metaphors this is not what the examiner is looking for and there is great danger in too much technique spotting in this question. As a question worth double any of the others on section A, answers should be developed and use some examples from the text in support of the comments being made. Compare the way both sources use presentational features for effect. 12 marks, 18minutes. This is very similar to Question 2 on the Higher Tier paper and should make links between headline, picture and text are used I 2 or the sources. As for the Higher Tier question, comparing the two texts is crucial. Section B writing QUESTION 5 A website called The Best and the Worst is asking for contributions. Page 6

7 Write an entry for it which describes the best meal you ever had and the worst. Explain the reasons for your choices. 16 marks, 24 minutes. Your local council is holding an awards ceremony called Amazing Local People. Write a letter to your local council, naming someone you know for an award, explaining why they deserve to win. 16 marks, 24 minutes. QUESTION 6 Write an article for Living today magazine which persuades young people to improve their diet and their lifestyle. 24 marks, 36 minutes. Young people today waste too much time watching TV and playing computer games. Write an article for a magazine of your choice arguing for or against this statement. 24 marks, 36 minutes. Page 7

8 Writing to argue and persuade GRIPPERS 3P This is a useful checklist for students to use in the exam. It will help them in their own writing and also when writing about some of the language features in section A. G uilt R hetorical questions I mperatives P ersonal P ronouns E xaggeration R epetition S entence structure 3 rule of 3 P unctuation Page 8

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