English Language PaperPart A: Reading

Revision session: Easter 2012

Paper Layout• Higher:

• 2 ¼ hours reading and writing exam

• 1-1 ¼ hours for the reading section

• 3 sources• 4 questions

• Foundation• 2 ¼ hours reading and

writing exam• 1-1 ¼ hours for the

reading section• 3 sources• 4-5 questions (some

broken down into shorter answers and a) and b) sections)

Key Points

1. Read the questions first (you should read the texts knowing what you are looking for)

2. Check the number of marks for each question- this will indicate the number of points and level of detail needed)

3. Annotate the texts effectively (look out of key AFOREST language techniques, key points, useful quotes etc)

4. Use your reading time! Make sure you really understand the texts before you start.

5. Make sure you answer the question6. Know the intended audience and purpose

Audience and Purpose• Audience- Who is it written for?• Purpose- Why has it been written? What is the author’s

aim/intention?

Clues:• Audience- Source (e.g. broadsheet newspaper), content

(what is it about? Who is likely to read/care?), formal/informal language, tone (humorous, informative etc)

• Purpose- Bias (is it clearly on one side or the other?), tone (friendly, formal etc) language choice (what is it trying to achieve- entertain, inform, criticise, review, persuade etc)

• Remember! Be specific- Avoid vague comments like- it makes the reader interested, it appeals to people who read newspapers!

What not to do!

• Vague comments• Repeat what is said in the article• Give a brief explanation• Forget to link comments to Purpose and

Audience• Forget to use quotes to back up your points• Lack detail

Examiners love…• Embedded quotes• Talking about the author’s intention/effect on the

audience• Lots of detail• Explanation of how an effect is achieved not just

what the effect is• A range of points• Focus on explaining key words• Lots of supporting evidence (quotes)• When you use the words in the question- this shows

you are answering it!

Question format

• There are 3 main types of questions in the reading paper:

• Identify questions- Pick out key information• Explain/Analyse questions- Pick out features/

techniques used and explain their effect• Compare questions- compare

features/techniques used and their effectiveness

Identify questions

• Identify questions ask you to pick out the key information from a text.

• You will recognise these questions because they include words like:

• What do you learn…• What are the key points…• Identify the reasons given…

How to answer

• The danger here is not giving enough detail. You need a range of points from the text with quotes to support them e.g.

One reason is… because it says “……..” Another reason is “…..”

Remember this question isn’t asking you to analyse so don’t bother. Just get a range of points from across the text.

Key words• Evidence for this is “…”• For example “…”• This shows• This indicates• Furthermore• Moreover• In addition• What’s more• Also

• Good • “Football legend”- Charlton was a

football legend due to his huge achievements. He won “everything the game had to offer” including the 1966 world cup and best player of the world cup, showing that he was the best in the world. These achievements put him at the top of the world game indicating what a great player he was. His record of 106 caps and 49 goals illustrates how good he was, as does the fact that he was “the most famous living Englishman” showing that he truly was a legend. He also had “grace and speed” as well as a “thunderbolt shot” which shows he was a complete player.

• Bad• “Football legend”- Bobby Charlton was a

football legend because he was a really successful footballer. The article talks about all the things he won and what he achieved in his career. This shows that he deserves the title of legend. He was very successful and we know this because it says he won “everything the game had to offer”.

Explain/Analyse Questions• Explain/analyse questions will ask you to explain the effect on

the reader or how a specific effect is created e.g. tension or sympathy.

• These require you to use PEED in your answers.

• The question will either ask you to explain/analyse how language or layout has been used for effect.

• The key words are the effect on the reader! You must link your point/evidence to the impact on the reader and the writer’s intended effect (purpose).

• Don’t just say- this makes the reader feel sad/ shocked/ interested, explain how!

Key words

• This suggests• This implies • This illustrates• This emphasises• This is effective because• This influences the reader because• This engages the reader because

How to answer (language)What are you looking for? (evidence)• AFOREST techniques• Tone- formal/informal, funny, informative, serious etc• Effective language- key words that effect the audience

• PEED• Explain and Develop- why has it been chosen and how does it

effect the audience- Don’t be vague!• Don’t just say what the effect is but go into detail as to how it

is created!

• Don’t forget the number of marks- You need a couple of different points!

GoodShocking- The writer uses shocking language to convince the reader to donate money. The alliteration of “stinking swamp” creates a spitting sound which makes it seem especially disgusting and almost gives the feel of choking on the fumes. The description of the place as a “towering nightmare” shows how awful the conditions are. The word “towering” emphasises the idea that the children are small and vulnerable, and “nightmare” gives the impression that we could not even imagine the suffering they are experiencing. The writer also uses words like “Dangerous” and “crushed” to show how risky the conditions are. The line “she longs to go to school” shows how Marie is desperate for something we take for granted, with the word “longs” indicating her desperation. This shocks the reader to see how little hope they have where something that is available for everyone in our country is only a dream for them.

BadShocking- The writer uses lots of shocking language. He makes the place sound really scary and unpleasant which makes the reader feel bad. He uses alliteration where it says “stinking swamp” which is a nasty way of describing something so it shocks the reader. The leaflet also has a picture of a cute little girl which shocks you as you wouldn’t expect a child to live there. The writer also describes it as really dangerous so you are shocked that a little girl lives there.

How to answer (layout)• What are you looking for?• Colour, Headline, sub-heading, font, picture, bold

font etc

• PEED• Explain and Develop- why has it been chosen and

how does it effect the audience? How does it link to the purpose of the article?

• Don’t be vague! Pictures aren’t just there to ‘catch the reader’s eye’ or to ‘make it more interesting’

How have a) titles and subtitles, and b) pictures and captions been used in an interesting and

effective wayGood Item 3 uses the titles and subtitles to persuade us to donate to the charity. The use of red in the lettering shows that it is urgent and the people are in danger and the use of personal pronouns “Your gift” appeals directly to the reader. In item 3 the pictures contrast between the horror of the situation and the joy your help can bring. These are very much ‘before and after’ pictures indicating the impact the reader’s donations can have. This is effective because it makes the reader feel like they can change someone’s life and so are more likely to donate as they think there will be a definite impact. The uneven font of the caption “unbelievably…” suggests their lives are disordered and chaotic, making you feel sympathy.

BadItem 3 uses both titles and subtitles and pictures and captions in an interesting and effect way. The use of red in the title is very bold and will catch the audience’s attention making them want to read the leaflet. The picture of the young girl is good because it shows you that they can be happy, which makes you feel good. The caption is written in a different font which gives a bit of variety and stops the reader getting bored which is effective.

Compare Questions• Compare questions will ask you to compare two of the texts

in the booklet. You will usually have one text you have to talk about and a choice from the others.

• It might ask you to compare language, layout or both.

• The key is to pick the right texts. You should be able to make links between them and explain the different/similar ways in which they achieve their effects

• You must remember to compare throughout- Don’t just write about one then the other!

• PEEDCEED

PEEDCEEDPoint: One way text A uses language effectively is…Evidence: Evidence to support this is “…”Explain: This is effective because… Develop: The key words are “…” the writer has used

them because…Compare: Similarly/In contrast, one way text B uses

language effectively is…Evidence: Evidence to support this is “…”Explain: This is effective because… Develop: The key words are “…” the writer has used

them because…

Key words

• In comparison…• Similarly…• Text C also uses…• In contrast…• Unlike text A, Text B uses…• Text C creates a similar effect, however it uses

… instead.

Compare two articles; how have both writers used language for effect and impact on readers? Give some examples and explain the effects.

(16 marks)

Good Text A is aimed at informing the reader about the life and career of Bobby Charlton. Its aim it to give a very positive image of Charlton as both a player and a role model. One way it uses language effectively is to use lots of statistics to emphasise its point. For example his record of “106 caps and 49 goals“. This is effective because it proves that Charlton was a highly successful player at international level which supports the writer’s point that Charlton was a “football legend”.

In contrast Text C is aimed at convincing the reader to donate money to charity. Rather than using statistics it uses powerful emotive language to inform the reader when it gives details of the living conditions. For example “mountains that stink and burn”. This is highly effective because the use of words like “stink” creates a strong sensory image giving the reader a vivid picture of what it is like to experience these sorts of conditions. This would be effective at creating sympathy in the reader and encouraging them to donate money.

BadText A uses language effectively to have a big impact on the reader. One way it does this is by using statistics such as “106 caps and 49 goals“. This shows that the writer knows a lot about the subject and we should believe him. This is effective because it makes the reader want to know more.

Text C makes you feel sorry for the people because their living conditions are awful. When it says “mountains that stink and burn” we know that where they are living must be really bad because there are mountains of burning rubbish which isn’t very nice. This has a strong effect on the reader.

Golden rules for tackling the reading paper!

What have we learnt so far?

Let’s put it into Practice!

• Get yourselves into groups of 4!

• You have 20 minutes to read through the exam paper and plan your answers to each question on the sheet.

• Remember the golden rules!

Practice an Answer

• You now have 15 minutes to write an answer for either question 2 or 3.

• Exam conditions.

How did you do?

• Using the mark scheme see where you would have got marks for your answer. See where you missed out.

• You now have 5 minutes to improve your answer to make sure it would get full marks.

Target

• What do you know you need to work on?

• Set yourself a target for your revision on the reading paper.

In order to get the grade I want in the exam I will make sure I improve on…