Coppice Performing Arts School ENGLISH DEPARTMENT AQA English Language Revision Guide 2016 1
Contents Unit 1: Section A - Reading Introduction (p.3-4) Locating and retrieving information (p.5-6) Inference (p.6-7) Presentational Devices (p.7-8) Language comparison (p.8-9) Top Tips (p.10) Foundation Unit 1 Practice Paper (p.11-12c) Higher Unit 1 Practice Paper (p.13 13c) Unit 2: Section B - Writing Introduction (p.14) Informal letters (p.15) Formal letters (p.16) Reports (p.17) Articles for newspapers and magazines (p.18) Leaflets (p.19) Speeches / talks (p.20) Reviews (p.21) Writing to persuade, argue, advise, inform and describe (p.22-23) Foundation Unit 1 Practice Paper (p.24) Higher Unit 1 Practice Paper (p.25) Punctuation marks (p.26) Sentence openers (p.27) Connectives (p.28) 2
Coppice Performing Arts School Ecclestone Road, Wednesfield, Wolverhampton, WV11 2QE Dear students of year 11, As you approach your final few weeks in year 11, I would like to thank you for the commitment and effort you have shown in your controlled assessments in English lessons. You are heading into the summer examinations with some marks already under your belt. However, it is important to remind you that these marks are not confirmed and that the exams in the summer are worth the majority of your marks for you to be successful in English. This booklet has been designed by the English Department to enable you to reach your potential in your reading and writing examination. Each section focuses on specific aspects of both papers and the skills you will need to answer the questions confidently. We expect that every student will work through all parts of this booklet repeatedly as part of their revision for English. If you have any questions, queries or concerns with regards to your English exam, please speak to your English teacher. We wish you all the best of luck. Yours faithfully, Ms Sheard Mrs Fitzgerald Mr Corns Miss Allen Mr Dunbar 3
Unit 1: Non-fiction Introduction The exam will last 2 hours 15 minutes. There will be a source booklet for you to read which will be linked with a common theme. The texts could be an advert, a factsheet, a newspaper or magazine article, a webpage, a leaflet or an essay (e.g. travel writing). You will use this source booklet to answer your questions. You are advised to spend 15 minutes reading the sources and questions, then spend one hour on the reading section, and one hour on the writing. The number of questions varies and is dependant on whether you are entered for the Higher or Foundation paper. However, each section is worth a total of 40 marks with an overall 80 marks being available for the entire paper. The amount you write for each question should revolve around how many marks the question is worth, (think about the size of your handwriting!) TIMING IS KEY ON THIS PAPER! (A) (B) Reading paper - One way to divide up your time is to spend a minute and a half for each mark. For example: with a four mark question, you should spend 6 minutes answering it (4 x 1.5). For an eight mark question, you should spend 12 minutes answering it (8 x 1.5) etc. Writing paper Spend approximately 25 minutes on the 16 mark question and 35 minutes on the 24 mark question. 4
Section A Reading Paper Locating and Retrieving Information This is how to answer the first question on the reading paper If the question says List or find : Bullet point your answers. Work your way through the passage carefully and in sequence. Look carefully for the relevant points and underline or highlight them as you go. Each point you make must be clear. This is an answer that only requires a point. If the question says Evidence or What You don t need an explanation. Weave the text into your work e.g. John Ingham suggests this problem is nationwide from Cornwall to Cumbria and the waste is a mountain. You need no explanation as you are presenting information. PE (Point, Evidence). If the question says Explain Stay in sequence and follow the argument logically. Use short quotations from the text. Explain your answer. Infer and analyse. PEE (Point, Evidence, Explanation) For all question types: Work through the text in sequence and answer the question in the same sequence. Use words from the question in your answer. Things to consider: 5
The heading or title - this should help you decide on the main subject of the text. Vocabulary - the kinds of words (nouns) used to give information will also indicate a particular subject. For example, an article about global warming will include words such as "environmentalist, carbon footprint, greenhouse gasses and sustainability". Attitude - adjectives and intensifiers should tell you what the writer thinks about their subject. Look for words like "totally brilliant, absolutely ridiculous, complete nonsense, straight forward common sense". Argument - the author will use points to develop their argument. Look for discourse markers - phrases such as "on the contrary, what is more, and another thing, as a result, in conclusion". Inference In the same way that you can look for information given in a text (e.g. facts you can quote), you can also look for ideas or feelings that are implied by the text (e.g. attitudes which are not necessarily clearly stated). To do this you have to infer meaning so that you can decide what someone thinks from how they say things, not just from what they say. When you infer meaning you are reading between the lines and working out the meaning from the evidence you have. Top Tips Keep a clear focus on the question; use the words of the question in your answer to help with this. Search carefully through the text for relevant facts plus words and phrases which create the inference. You are looking for information, 6
contexts and opinions. What is the author trying to say? What is their message? You must include evidence for each point you make. Make comments on your quotations where you can. Write your answers fluently. Check your answer when you ve finished. Presentational Devices This question asks you to look at how pieces of non-fiction are set out. This includes looking at how images, different fonts, size and layout etc. are used for effect. 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. Top Tips To get all the marks on this question you need to do two things: 1. List the presentational devices the text uses; and 2. Explain why these devices are used and what effect they have. To answer the first part of the question, you need to first recognise the presentational devices such as: C Colour. H Headings. U Underlined. B Bold text. B Bullet points. F Font. 7
I Italic font. S Subheadings. H Headline. A good way to revise for this question is to analyse any texts you see or read such as magazines etc. There are three main reasons for using presentational devices: mood, memory and clarity: Mood: A piece of writing to express feelings. The feelings should be in tune with the target audience. Look out for pictures, fonts, colour and quotes. Memory: The main purpose for these pieces of non-fiction are to inform. Therefore, it is important to find key bits of information such as website addresses, phone numbers, advice or statistics. Look out for bold text, headlines and sub-headings, bullet points, diagrams, maps and illustrations. Clarity: Most non-fiction texts are written for people in a hurry so it is important that they are clear. As such, the information within the text needs to be clearly presented to prevent people from stopping reading. Look out for bold text, bullet points, subheadings, paragraphs, colour, images and captions and quotes. A good way to revise for this question is to analyse any texts you see or read such as magazines etc. Language Comparison This question asks you to compare the language used in two nonfiction texts. You need to know what to look for and why each feature is used. Different techniques will be used to appeal to different audiences or meet different purposes. 8
Top Tips Things to look out for: Words: are they simple or difficult, formal or informal? Sentences: are they short or long? Paragraphs: are they short or long? Are they all the same length, or do some stand out for emphasis or dramatic effect? Personal pronouns: is you or we used to address the reader? Using we is used to create a close personal relationship with the reader. Persuasive techniques: D Direct Address A - Alliteration F - Facts O - Opinions R Rhetorical Questions E Emotive Language S - Superlatives T Triplets (Rule of Three) Emotive vocabulary: are the words emotive e.g. extraordinary, horrific, resplendent etc. or plain e.g. good, bad etc. Exclamations: is the writing angry/argumentative e.g. this must stop or is it more thoughtful e.g. on the other hand etc. Facts and opinions: are facts and statistics used or are there more opinions? Remember to structure your answers using PETER (Point, Explain, Technique, Explain, Readers Response) 9
Top Tips for Reading Questions Read the text relevant to the question. Read the question, underlining the keywords. If you need to, number the parts of the question. Track through the text, underlining key information useful to the question. Use the words of the question to start your answer. PETER Point, Evidence, Technique, Effect on Reader 10
Foundation Tier Unit 1: Section A Reading Practice Questions You should spend 1 hour on this section. Answer all the following questions. Read Source 1, the online article, F1 fan receives bionic hand from Mercedes team and answer the questions below: (1) (a) List four things you learn about Matthew James s bionic hand from the article. (4 marks) (1) (b) What do you understand about the ways the bionic hand will change Matthew s life? Remember to: show your understanding by using your own words support your ideas with the text. (4 marks) Now read Source 2, from Mitch Winehouse s biography of his daughter Amy Winehouse, where he describes her schooldays. (2) What do you understand about Amy Winehouse s schooldays from the extract? Remember to: show your understanding by explaining in your own words support your ideas with the text. (8 marks) 11
Now read Source 3, Music Studio an extract from a brochure advertising activity holidays for teenagers. (3) How does the writer use language features in the brochure? Remember to: give some examples of language features explain the effects. (12 marks) (4) Now look again at Source 1 and Source 3. Compare the way that they each use presentational features for effect. Remember to: write about the way the sources are presented explain the effect of the presentational features compare the way they look. (12 marks) 12
Higher Tier Unit 1: Section A Reading Practice Questions You should spend 1 hour on this section. Answer all the following questions. Read Source 1, Will turning vegetarian save the planet? by Alex Renton. (1) What do you understand about the issues of vegetarianism and eating meat from the article? (8 marks) Now read Source 2, A Ticking time bomb : Teenage girls junk food diet leaves them starved of vitamins by Fiona Macrae. (2) Explain how the headline and picture are effective and how they link to the text. (8 marks) Now read Source 3, In Search of Olives which is an extract from a nonfiction book. (3) Explain some of the thoughts and feelings the writer has during her journey. (8 marks) Now you need to refer to Source 3, In Search of Olives and either Source 1 or Source 2. You are going to compare the use of language in two texts, one of which you have chosen. (4) Compare the ways in which language is used for effect in the two texts. Give some examples and analyse the effects. (16 marks) 13
Section B Writing Paper This section of the paper will test your writing skills. There will be a 16 mark and a 24 mark question. The 16 mark question will ask you to either write to inform, describe, advise and explain. The 24 mark question will ask you to either write to argue or persuade. Carefully read what the question is asking you by using GAPS e.g. There is evidence that many young people are not eating, exercising or spending their leisure time properly and that this is damaging their health and life chances. Write an article [GENRE] for Living Today magazine which persuades [PURPOSE] young people [AUDIENCE] to improve their diet and lifestyle. Ensure you write using the conventions of the genre that you are writing for e.g. a formal letter. Use the sources from Section A to help you with facts and figures. If in doubt, lie and make up facts and figures etc. Remember GAPS: Genre: Letter, article, blog etc. Audience: Teenagers, old people, teachers, parents etc. Purpose: To inform, explain, advise, describe, persuade and argue. Style: Formal or informal? 14
Informal letter Layout: Informal greeting (Dear Hannah) Your address The date Introduction short paragraph, making the purpose of the letter clear 3-4 middle paragraphs, making your points Conclusion, rounding off and reinforcing the purpose of the letter Farewell informal (Love / Take care) Your first name (Sophie) Other things to remember: Focus on making the genre, audience, purpose and style of the letter very clear in your answer An informal letter would be written for: Friend Family Use different punctuation types -,.? ; : ( )! (Create opportunities to show off which of these you can use!) Use different types of sentences where you can. 15
Formal Letter Layout: Your address Date Recipient s address Salutation Dear Sir/Madam Dear Mr Allen Opening paragraph setting out the purpose of your letter 3 middle paragraphs detailing your main points. Closing paragraph which rounds off the letter and summarises your overall point Closure Yours sincerely Yours faithfully Name of sender Other things to remember: Focus on making the purpose, audience and format of the letter very clear in your answer If you don t know the name of recipient, end your letter Yours faithfully ; if you do know the name end your letter Yours sincerely. Use wide range of punctuation -,.? ; : ( )! (Create opportunities to show off which of these you can use!) Use different types of sentences where you can. 16
Reports A report is intended to give information or advice to a person or person so that what is said can be considered and, perhaps, acted upon. Structure / Layout: An effective title An introduction, outlining the problem(s) A section outlining the causes of the problem(s) A clear conclusion, showing the solutions and / or recommendations to solve the problems Other things to remember: The purpose of a report is to inform, advise or persuade. It is normally written after something has been researched / investigated / thought about. It gives up to date information to those need it and can act on it. Use sub-headings to make your sections clear. Use formal language and present your views clearly and respectfully. Use wide range of punctuation -,.? ; : ( )! (Create opportunities to show off which of these you can use!) Use different types of sentences where you can. Use a range of connectives in your writing. 17
Articles Articles are mostly written for newspapers and magazines. They are usually written to inform, persuade and entertain. Articles should be written in a lively style and contain interesting facts and probably opinions. The language will depend on your audience. Format Heading. By [your name]. An introduction that engages the reader: this will be short and sharp. Approximately 4 central paragraphs (you can write more, but be aware of the limit time) Engaging and catchy heading. Four central paragraphs with explanation of your view and opinion. You need to plan these and attempt to link them. Conclusion A short but telling conclusion. Draw your points together and give a final opinion. Other things to remember: You don t need to use columns in the exam. Use a range of sentence types and punctuation (., ; :?! ) Choose your points carefully you won t be able to cover everything. Try to use humour where appropriate. Use questions and anecdotes to keep the reader entertained and engaged. 18
Leaflets Leaflets are generally written to inform (e.g. those issued by the government) or advertise / persuade (e.g. those written by theme parks, Nation Trust properties etc.). Audiences vary but those that advertise will usually try to appeal to as many people as possible. Layout A Clear Heading (don t do this in bubble writing it wastes time and won t get you extra marks) Picture? This is optional, however if you choose to include one DO NOT waste time drawing it: draw a box and simply write what the picture would be ( Picture of a family having fun to show that this is a great day out for all ages for example) Key information, using subheadings to divide up the information. Include: key facts, places to get more information (e.g. contact telephone numbers, a web address etc.) Remember that you can make these up! Other things to remember: Make sure the purpose of your leaflet is clear. Think about the intended audience. Adopt a suitable tone for your leaflet a leaflet on a health issue will have a more serious tone than a leaflet which is trying to persuade you to visit an attraction. Use what you know and where you ve been to help you. Aim to write about a page and a half (depending on your handwriting size) Write clearly and accurately, using a range of sentence types and punctuation types. 19
Speeches A speech is an address to a group of people. They are often used to give information, explain / argue a point of view, or to persuade. Just like any other text, a speech needs to use language appropriate to its audience. The tone will also be dependent on its audience; a younger audience will be less formal that a speech given to adults. Structure Open with a welcome / greeting to your audience. This will be brief and simple: Good morning ladies and gentlemen or Fellow classmates Outline the subject of your speech. I intend to talk today about My argument will be that Make three or four key points (one for each paragraph) to support and develop your argument. Remember it is vital to keep the attention of your audience so your selection of points is important. Your aim is to win your audience over to your point of view. End with an acknowledgement of the audience e.g. Thank you for listening so attentively Conclusion. Make this punchy to leave an impact on your audience and leave them with something to think about. Other things to remember: Adopt the right tone for your audience. Use rhetorical devices; It s fair to say, I m sure you will agree It s often claimed that, Is it really the case that..? Try to use humour where appropriate. Use repetition, some statistics (but not too many) and anecdotes / personal experiences to strengthen your argument. Use a range of sentence types and punctuation types. 20
Reviews Reviews are structured opinions of something read, seen or listened to. When someone asks you What did you think of that? at the end of a film, book or album, your reply is an informal review. Structure Heading: This will usually be the name of the book, film, television program or album you are reviewing. Introductory paragraph: This may give some background information This is the third book in the series Middle paragraphs: These paragraphs will discuss the book, album, film etc. without giving too much away. Concluding paragraph: This paragraph will give your opinion and perhaps a comparison of this with other work by the artist / director / writer etc. There will also be a recommendation and possibly a star rating. Other things to remember: Don t retell what happens in the piece you re reviewing as it will spoil the enjoyment of the reader. Aim to write a full side of your answer booklet (A4). If you re one of those people who rarely reads / watches films / listens to music / watches TV aim to do all of these things at least once before the exam to give yourself something to write about! Use a range of sentence structures and punctuation in your writing. 21
Writing to Persuade Techniques to use: DA FOREST (Direct address, Alliteration, Facts, Opinions, Rhetorical questions, Emotive language, Superlatives, Triplets). Politeness Flattery Writing to Argue Techniques to use: A FOREST (See above) Structure: 1. Introduction Introduce your argument and set common ground e.g. we all want the best for our school. 2. Paragraph 2 Make your first argument. Make it a strong one. 3. Paragraph 3 5 Consider the other point of view and counter it with your argument e.g. On the one hand, I understand that However On the other hand. 4. Paragraph 6 Make a final argument to stress your point. Conclusion Summarise your thoughts e.g. in conclusion Make it fact, evidence or example based. Writing to Inform Techniques to use: Simple, everyday language Short sentences Short paragraphs Subheadings Bullet points and lists Use a question and answer structure 22
Writing to Explain Techniques to use: Technical terminology Complex sentences Imperatives Subheadings Bullet points and lists Use a question and answer structure Similes Real-life examples Use maps, pictures and diagrams Writing to Advise Techniques to use: Use suggestions not commands with reassuring words Use real life examples Use a question and answer structure Direct address Give multiple solutions Use expert opinions Writing to Describe Techniques to use: Similes Metaphors Personification Adjectives Adverbs A wide range of vocabulary 23
Foundation Tier Unit 1: Section B Writing Practice Questions You should spend 1 hour on this section. (5) 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. Remember to: write a letter use language to explain. Try to write approximately one page. (16 marks) (6) 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. Remember to: write an article use language to argue. Try to write approximately two pages. (24 marks) 24
Higher Tier Unit 1: Section B Writing Practice Questions You should spend 1 hour on this section. (5) A website called The Best and the Worst is asking for contributions. Write an entry for it which describes the best meal you ever had and the worst. Explain the reasons for your choices. (16 marks) (6) There is evidence that many young people are not eating, exercising or spending their leisure time properly and that this is damaging their health and life chances. Write an article for Living Today magazine which persuades young people to improve their diet and lifestyle. (24 marks) 25
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