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| English Language GCSE Reading Section: | Q1a: Q1a Note. Make 4 Specific notes about the topic is telling you to do. Example: Monday 10th January 2011; Unit 1 Q1a. List four things you learn about healthier school dinners in Greenwich? (4 Marks) (Answers Below) 1. Improve pupils test results. 2. Cut the number of days they were off sick. 3. Authorised absences which are generally due to illness fell by 15%. 4. Number who got Level 5 in Science was up 6%. |
| Q1b Note. Understand what the text is talking about and use (2 SQI's - Statement, Quotation and inference). Inference Part: When explaining the effect use: This suggest..., This implies..., This tell use that... Example: Monday 10th January 2011 Q1b. What was Jamie Oliver's reaction to the research about his school dinners? (4 Marks) (Answers Below) My First Point: Jamie Oliver reaction to the research is that he thought the result they got was "Fantastic", this tell us that, that his meal can help students improve and boost their grades to a better standard than they usually have. My Second Point: Another reason why Jamie Oliver reacted... | Q2 Note. Exactly the same as Q1b (Understand the text) but, you need to explain it in your own words and support your ideas with the text. Inference: When explaining the effect use: This suggest..., This implies..., This tell use that... Example: Tuesday 3 June 2014 Q2. What do you understand about the final moments before the sinking of the Titanic from the text? Things that I understand about this article is that the captain has to fill the lifeboat with women and children first and a couple of crewmen's. " They filled them with women and children first, plus a few crewmen to pull the oar". this shows that they have to take the vulnerable people out first while the men's stay on the boat trying to recover it. Another thing I understand is that there were a lack of organisation.' there had been no life boat drill... didn't know what to do'. This suggest that both passengers and crew were unprepared for this disaster. |
| Q3 Note. 1) Use 6 SQI's 2) Effect on you: Think, Feel, Imagine, Behave, Respond Use these after you description. E.g. This makes me feel... Remember Note: Always start the Language question with this sentence - The writer has used many language features to create the tone of the piece such as... Random Example for Q3: The writer has used many language features to create the tone of the piece such as adjectives 'Treacherous'. This make me feel concern for the polar bears as their natural environment is being destroyed due to climate change making it "Treacherous" for which is dangerous. An acronym has been used... An imperative has been used... An Alliteration has been used... | Further information for Q3. Language Feature/Device: Repetition: Draws the attention to and emphasises the idea/word/phrase/theme and concept. it highlights it's importance. Personification: When an inanimate objected is given a human qualities. for example: 'the television stared at me across the room'. Personification often make the reader feel inquisitive. Imperative: This feature is mostly found in advertisements. Imperatives is a command or an instruction. It forces the reader to take action for instance 'donating in a charity appeal to help starving children'. But then again, it can also be persuasive at the same time, by making the reader feel guilty too. Rhetorical Question: A question that does not require an answer. This feature is used to make the reader think about the possible answer and involve them in the text. Puns: Is the use of word play, when words are organised in amusing way to suggest another meaning. Puns effects the reader by making the situation humorous while showing the intended purpose. |
| Further More on Q3 Language Devices: Simile: A comparison of one thing to another using words 'like' or 'as'. For example: "The raindrops fell like tears". Again, simile are used to create an imaginative thought of what is being described. Metaphor: Metaphor is the feature that compares one thing to another. For instance, ' My brother is a monkey', metaphor is used to create a strong image in the reader's mind. Figure of speech: This is an expression that should not being taken seriously. For example: 'Pigs might fly', meaning not that there is pigs flying past your window but that something is probable is untrue. Hyperbole: Hyperbole is exaggeration. For instance, when the piece of writing status something is 'the best' it exaggerate that it's the best. Imagery: When words are so descriptive they allow the reader to paint an image in their minds. Imagery is used to allow the reader to imagine the moment being described. | Even More Language Features: Alliteration: When a series of words being with the same letter. For example: ' the west wind whistle wildly'. Alliteration is used for dramatic effect. Symbolism: When an object is used to represent something important. Example: (When people see a heart, they immediately think of love? so that heart a meaning behind it). Irony: When words are used to imply an opposite meaning or sarcastic language that can be used to mock. Irony is a means of expressing an attitude which is disguised by what will seem to be obvious. The effect of irony is usually intended to be humorous, dramatic or tragic. Even more Devices: Noun: Person name, Place or thing Pronoun: e.g. It's Adjective: Shivering, Gloomy etc... Verb: Settled, wrapped etc... Adverb: Creepily etc... Proper noun: Place, People, Days of the week, Month of the year, Title of a books, Play and Film. Jargon: Specialised Words. Anecdote: Person past experience. Semantic Field: Specific words use for the topic. Contraction: It's, Weren't etc... Statistic/Factual Language: Any numbers. |
| Q4 Note. 1) Describe the feature in detail imagining the examiner can't see it. 2) Effect on you: Think, Feel, Imagine, Behave, Respond Use these after you description. 3) Compare or contrast the two sources that you are comparing. 4) Repeat set 1 and 2. Suppose to be about 3 large paragraphs to get full marks. Comparing or Similarity Keywords: By comparison..., The same as..., Likewise..., In the same way..., Similarly..., In common with... Contrast or Differences Keywords: In Contrast..., However..., Unlike..., Contrastingly..., On the other hand..., Whereas... Example for Q4: Sources 1 has a colour photograph... Similarly Sources 2 old looking images... | Presentation Features: (Things to include in Q4.) 1)Use of colour. 2) Illustrate or picture. 3) Different font or typefaces. 4) Background and the use of white spaces. A way to do Q4 in order: Look - How it look like. Write - Write the way they look. Suggest - The effect on them. Compare - Compare between both sources to see if it similar or different. Purpose - what the text is trying to do (e.g. inform, advise, persuade) Audience - Who is trying to talk to (E.g. Children, Adults, men's, women's) |
| More Pesentational Features - Mood - - T0 express feeling. For example: Brochure for a theme park creates fun and exciting mood. - Feeling should be targeted to the audience. Devices for mood - -Pictures - Fonts - Colour - Quotes Memory - - Example: It the main purpose of a piece of non - fiction is to inform, then it is important that the readers find and remember key bits of information. - Like websites addresses or phone numbers, advice or statistic. Devices to look out for aid memory - - Bold text - Headline, and sub - heading - Bullet Points Diagrams, maps and illustration. Clarity - - Non - fiction texts are written for people in a hurry, so it's important that the purpose and audience of the text is clear. - Need to be clear presented otherwise people will stop reading it. Device to look out for aid clarity - - Bold text Bullet points - Sub - heading - Paragraph - Colour - Images and Captions - Quotes | Even more presentational Features: Example of Presentational Features and their purposes - Headline - The main heading in a newspaper is designed to attract readers attention. Fonts - Style and colour can vary throughout the text. Often it is possible to draw conclusion from the choice of the colour scheme or font style. For instance, if a catchy phrases on a advert is highlighted in bold, it's purpose is to draw the reader's attention, by using large capitalised persuasive words. Capital - Often used to reinforce a point, by making it stand out. For example, if a newspaper's heading was in capitals, the reader would easily distinguish it from the rest of the texts. Logo - To represent a product or company. Photograph/Image - Used to back up a certain information. |
| English Language GCSE: Section B | Q5 - Shorter Writing Task. Writing to inform - What you do to Inform? When informing you have to tell the reader about something. You need to use these 5 W's and How: Who? What? Where? When? Why? How? Type of Techniques for informing: - Facts - Opinion - Statement Sentence - Pronoun - Lists - Adjective to give a precise picture. - Technical or subject - specific words. - Informing writing needs statement and facts. Key Language features for Informing - - Facts - Opinion - Statistic/Factual Language. Remember: - Indent paragraphs - Use commas Explanation Markers: - One cause of... - The reason... - Consequently... - The main factor... - I realised that... Explanation: - If... - When... - So ... -Because... As a result.... - Use the Explanation Markers & Explanation in both Inform and Explain pieces. Writing to inform someone: - Use straight factual language to convey essential information. - Give a reader a bit more information. Useful Techniques for informing: - Language is clear, factual and impersonal. |
| Q5 - Shorter Writing Task. Writing to Explain - What do you do when Explaining? You have to share personal experience/information to the reader. You need to use these 5 W's and How: Who? What? Where? When? Why? How? Type of technique for Explaining: - Using reasoning. - Personal opinions and feeling. - Statement Sentences. - Using comparison. - Repetition. - Anecdote. - Involving the reader through direct address. Remember: - Indent paragraphs - Use commas Explanation Markers: - One cause of... - The reason... - Consequently... - The main factor... - I realised that... Explanation: - If... - When... - So ... -Because... As a result.... - Use the Explanation Markers & Explanation in both Inform and Explain pieces. Writing to Explain: To explain means to make clear, show the meaning or to account for: - Who you writing to. - Why you writing to them. Useful Technique: - Use clear and factual language. - Give a balanced view with evidence for any point made. - Use connective of comparison e.g. whereas, though and however. | Q5 - Shorter Writing Task. Writing to Describe - What do you do when describing? - Painting a picture in a reader mind appeal to senses: Sight, Taste, Touch, Sound, Smell. - To describe is to give a description of what something or someone is like. Techniques for Describe: - Adjective and adverb. (ly) - Simile and Metaphor. - Onomatopoeia. Personification. Use the 5 Senses: - What does it look like? - What does it feel like? - What does it sound like? - What does it smell like? - What does it taste like? - Describing writing needs adjective and figurative language features such as metaphor and simile. - Speech and Scripts (Same). - Website article just put tabs on it. |
| Q6 - Long Writing Task. Writing to Persuade - Technique to look out for persuade: - Indent - Connective - Direct Address - Repetition - Alliteration - Anecdote - Personal Pronoun e.g. I, you, we, us. - Rhetorical Question - Comparative Devices: E.g. Destructive Plague or The heart will be ripped out of their village. - Hyperbole - Statistic - Facts and Opinions. | Q6 - Long Writing Task. Writing To Argue - - Clearly state your opinion for or against. - Balance argument by showing other side response. - Use this sentence - 'I'm fully aware of other people will have different views on this topic.' - Clear conclusion. |
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