File - Thomas Tallis School

Report
Understanding and Producing
Non-Fiction Texts (Foundation)
REVISION GUIDE
You will need the
Foundation insert
to accompany
this guide.
Exam Date
Wednesday 7 November 2012
Section A: Reading
You will...
•Read 3 non-fiction texts (sources 1, 2, and 3)
•Answer 4 questions (question 1 is split into 2 parts)
•Spend up to 1 hour and 15 minutes reading the
texts and answering the questions.
Exam Tip:
• Read questions 1a and 1b, then read source 1 and then answer the questions.
• Read question 2, then read source 2 and then answer the question.
• Read question 3, then read source 3 and then answer the question.
• Question 4 will ask you to compare presentational devices and their effects in
any two of the sources. You choose which sources you use.
•
Underline/annotate the texts as you read them.
Question 1a
1a
•
It is worth 4 marks. You should spend 1-2 minutes answering this
question.
•
This question requires you to find and list fours bits of information
from you have learned from the text.
•
Read the question carefully, so that you know which bits of
information you need to find.
•
Make sure that what you write down is clear and the examiner can
understand what you mean.
This is not a PEE question, therefore you do not
need to write anything else other than the correct
information.
Complete the tasks
on the next page...
1. Read source 1 of the insert.
2. Answer the question below. The first one has been done for you.
Read Source 1, the webpage article called Jamie Oliver’s school dinners
shown to have improved academic results and answer the questions
below.
1a
List four things you learn about healthier school dinners in
Greenwich. (4 marks)
1. They improved pupils’ test results
2. ________________________________
3. ________________________________
4. ________________________________
Question 1b
•
This question will always require you to respond to Source 1 only.
•
It is worth 4 marks. You should spend 6 minutes answering this
question.
•
Aim to write about 2-3 different bits of information (make 2-3 PEE
points).
•
You must find and summarise information in your own words,
using short quotations as evidence.
This is not a language question; do not analyse the
language.
Complete the tasks
on the next page...
1. Read source 1 of the insert.
2. Read the student’s response and comments to the question below.
Begins by using the wording in the exam question
2.
1b What was Jamie Oliver’s reaction to the research about his
school dinners? (4 marks)
Interprets
meaning
Structured
response
(adding
connective)
Short
embedded
quotation
One of Jamie Oliver’s reactions to the research about
his school dinners was that it was “fantastic!” showing
that he was pleased with the results.
Another reaction he had was...
3. Continue and complete this response by adding an additional 1-2 points. Remember
to...
Use mostly you own words.
Include short relevant quotations.
Interpret meaning from the words used in the text.
Question 2
•
This question will always require you to respond to
Source 2 only.
•
It is worth 8 marks. You should spend 10-12 minutes
answering this question.
•
Aim to write about 4-6 different bits of information.
•
You must find and summarise information in your
own words, using short quotations as evidence.
This question
tests EXACTLY the
same skills as
question 1b.
IT IS WORTH
DOUBLE THE
MARKS, SO
WRITE TWICE AS
MUCH AS YOU
DID FOR
QUESTION 1B!!
This is not a language question; do not analyse the
language. And do not copy large chunks of the text.
Complete the tasks
on the next page...
1. Read source 2 of the insert.
2. Read the student’s response and comments to the question below.
Begins by using the wording in the exam question
Now read Source 2, the charity webpage Sponsor a girl today
and answer the question below.
3 What reasons are given to persuade the reader to sponsor a
girl?
(8 marks)
Structured
response
(adding
connective)
In source 2, one of the reasons that is given to persuade the
reader to sponsor a girl is to help the girls to gain “access to a
decent education”. This suggests that the girls have been
discriminated against and denied a good standard of education.
Short
embedded
quotation
Interprets
meaning
Another reason is ...
3. Continue and complete this response by adding an additional 2-4 points. Remember
to...
Use mostly you own words.
Include short relevant quotations.
Interpret meaning from the words used in the text.
Question 3
•
This question will always require you to respond to Source 3
only.
•
It is worth 12 marks. You should spend 15-18 minutes answering
this question.
•
This question will be divided into two parts for example: How
does the writer use language:
- to inform?
This question is NOT about
- to advise?
presentation devices. So do NOT
comment on presentation.
•
You should aim to write 2-3 PEE paragraphs for each part.
•
This is a language analysis question. So you will be expected to
comment on the effect of words used in the text.
Useful phrases for PEE paragraphs:
Point: One of the ways the writer uses language to...
Evidence: The is shown by the words “...”
Explanation: This suggests... Readers may feel...
Key Language Devices
Facts and statistics
Opinions
Emotive language
Anecdote
Rhetorical questions
Direct / common
address(you/we)
Rule of three
Imagery (similes etc)
Formal/informal/slang
Technical jargon
Imperatives/commands
Punctuation for effect
Sentence structure
Alliteration
Lists
Reassuring tone
Superlatives
Etc
Complete the tasks
on the next page...
1. Read source 3 of the insert.
2. Read the student’s response and comments to the question below.
Point made is linked to the question
Connective
used to
structure
response
Develops
explanation
Now read Source 3, an extract from an advice leaflet called Getting on with
your Teenager and answer the question below.
4 How does the writer use language:
- to inform the reader about teenagers and
- to advise parents and carers? (12 marks)
Short
relevant
quotation
Firstly, the writer uses language to inform readers about teenagers by Effect on
stating opinions to show he understands the problems teenagers and parents the reader
face. “It’s not always fun being a teenager and it’s not always fun being one”.
By showing that he understands both the parents’ and teenagers’ point of
view, readers will accept his advice because he’s not being biased. Also the
second part of the sentence “it’s not always fun being one” will make parents
take notice of how their teenager feels.
Another example of language used to inform readers is...
3. Continue and complete this response by adding an additional 1 more PEE to show how the language
informs and 2 PEEs to show how the language advises parents. Remember to...
Keep your response structured.
Use PEE.
Explain the effect on readers.
Question 4
•
•
•
•
This question will always require you to
respond to two out of the three texts.
Key Presentation Devices
Images (drawings, photos etc)
Bold text
Font style
It is worth 12 marks. You should spend 18-20 Headlines/sub-headlines
minutes answering this question.
Text boxes (a box with words
inside)
Colour
You must compare two texts by analysing
Bullet points
the effects of the writer’s use of presentation Logos
devices.
Decorative features
Layout
Etc
Use PEE to structure your response.
Connectives
Similarities: Similar to... Similarly... Just like... Equally...
Differences: In contrast... However... Unlike.... On the other hand...
Complete the tasks on
the next page...
1. Read the student’s response and comments to the question below.
Now look again at all three sources. Choose two of these sources and compare the
presentational features. Remember to:
- write about the way the sources are presented
- compare how they look.
(12 marks)
One of most significant differences between source 2 and source 3 is
that source 2 makes use of colour (especially pink) whereas source 3 only
uses black and white. The colour is effective in source 2 as the pink is
bright and eye-catching ,but is also quite a girly colour which reminds
readers that they are saving young girls. Also pink contrasts with the
black background at the top; black reflects the negative lives that the
girls have. The lack of colour in source 3 may have been done to appeal
to parents of either gender (mums and dads) additionally Black and white
also suggests that the topic is a serious one.
Presentation
devise
Uses
comparison
connectives to
signal
comparison.
Effect on
the reader
Developed
analysis.
Both texts make effective use of images...
4. Continue and complete this response by adding an additional 3-5 similarities/differences.
Remember to...
Use Point, Evidence and Explanation.
Develop and analyse the effect of the presentation devices.
Identify similarities and differences between both texts.
Section B: Writing
You will...
•Respond to 2 Questions.
1. Short writing task (16 marks)
2. Long writing task (24 marks)
•Spend up to 1 hour and 5 minutes planning, writing and checking your
responses.
•25 minutes on the short task.
•35 minutes on the long task.
•5 minutes for checking and correcting.
Exam Tip:
• Why not try completing the long writing task first! If you run out of time,
you will have gained more marks on this task than the short writing task.
Inform/Explain
Persuade
You will gain marks for your ability to engage your reader in a way that suits the purpose.
Emotive language
(Appealing to
readers’ emotions
eg. guilt)
Anecdote
(A brief account of
the writer’s personal
experience)
Facts & statistics
(True statements/
percentages etc)
Opinions
(A personal belief,
often stated as
fact)
Rule of three
Addressing readers
directly (2nd person
pronoun) (you, your)
Hyperbole
(Deliberate
exaggeration for
effect)
Superlatives
(Stating that
something is the
‘greatest’ or the
‘worst’ etc.)
Imperatives
Instructions or
demands eg.
‘stand up’ ‘go to
the...’
Alliteration
Eg. ‘Sea, surf
and sun’
Flattery
Repetition
(Words or phrases
repeated
Descriptions
(Adjectives, similes
etc)
Rhetorical
questions
Quotations
from experts
Facts & statistics
(True statements/
percentages etc)
6 Ws (who, what,
where, when, why,
how)
Rhetorical
questions
Opinions
(A personal belief)
Anecdote
(A brief account
of the writer’s
personal
experience)
Descriptions
(adjectives,
adverbs, smiles
etc).
Informal or formal? Humorous or serious?
This will depend on who you are writing for (audience).
Perfect
Paragraphs!
You will gain marks for organisation and structure
Topic Sentence
(Possibly with an adding connective)
In addition... Another point is... As well as...
Evidence
•Facts
•Opinion(s)
•Examples
•Anecdote
Explanation
•Give reasons
•Describe
•Explain the
impact of your
evidence.
Supporting Evidence
(Possibly with an
illustrating connective)
Explanation
(Possibly with an
illustrating
connective)
Close
Links back to the main idea in the topic sentence.
Connectives
For example...
This is shown by...
Such as...
Connectives
This means that...
Significantly...
Therefore...
Consequently...
As a result of this...
You will gain marks for using a range of sentences and punctuation
Use all of these types of sentences
•
•
•
•
•
•
Minor sentence (1-2 words
sentence)
Complex sentence
(remember to use
comma(s))
A sentence containing a list
Compound sentence
Simple sentence
Question
;
( )
:
Semicolon
Brackets
Colon
?
‘s
!
Exclamation
Mark
Question Mark
apostrophe
TIP: Use an illustrating, emphasising or
qualifying connective in every full paragraph.
This will help you to develop and extend your
paragraphs.
Section B: Writing
6. Primary purpose of Writing to Inform or Explain
6. Write a letter to your head teacher explaining how to improve your school or
college.
Remember to:
• write a letter
• explain the things that would make your school or college better. (16 marks)
This main purpose of this task is to explain. It is also a letter
so you will be expected to use features of letter writing.
Eg. Dear Mr Parker,
Practice the writing skills by answering the writing question above.
• Aim to write about 3-5 paragraphs.
•Spend no longer than 25 minutes.
•Plan before your write.
Section B: Writing
7. Primary purpose of Writing to Persuade
7. Write the text for a leaflet to persuade young people in your area to take part
in a sponsored event for charity.
Although this is a leaflet,
your response should be a
The leaflet should be about:
written text – DO NOT
•the sponsored event of your choice
DRAW PICTURES! You can
•which charity the event is for
•why young people should support the charity. use other presentation
devices such as bullet
pointed lists (no more than
Remember to:
four bullet points).
•write a leaflet
•use language and techniques to persuade.
(24 marks)
Practice the writing skills by answering the writing question above.
• Aim to write about 4-5 paragraphs.
•Spend no longer than 35 minutes.
•Plan before your write.
Spend 5 minutes...
• Checking your writing (spelling
and punctuation).
• Make any necessary changes.
Still want more?
The following links may prove helpful:
• http://www.bbc.co.uk/schools/gcsebitesize/engli
sh/
• http://www.englishbiz.co.uk/
• http://www.s-cool.co.uk/gcse/english
Please note, however, that these are not geared as
specifically towards your particular examination as
this revision guide is – use with care…

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