Y10 Exams An Introduction

1. Y10 Exams An Introduction Outcomes: To know and practice the skills needed for the exams.

2. You will sit 2 papers that will assess your reading and your writing skills. • Paper 1 English in the Daily World • Ihr exam • Read and answer 4 questions based on non fiction texts • Worth 40marks (20% GCSE Grade) • Paper 2 English in the Daily World • I hr exam (straight after paper 1) • Writing information and ideas in various forms such as: newspaper article, leaflet, report, letter etc. • Worth 40marks (20% GCSE grade) Exams Summary Outcomes: To know and practice the skills needed for the exams.

3. In this exam you will have to read 2 examples of non fiction texts – this means it will not be a story. • These could be examples of web pages, news articles, leaflets or advertisements. • You cannot predict what will come up from one year to the next, but the skills needed to answer the questions can be practised. Paper 1 - Reading Outcomes: To know and practice the skills needed for the exams.

4. location and recognition (finding info and putting it in your own words) • Inference (reading between the lines and interpreting what is written.) • Appreciating style (analysing the way a writer writes) • Comparing Texts (identifying and explaining the similarities and differences between texts.) Main Skills Needed Outcomes: To know and practice the skills needed for the exams.

5. Which skill do you think each of these question types might need? • Compare text A and B using the following headings. • What impression of teenagers does the writer give? • How does the writer make healthy eating sound appealing? • What reason does the article give to show boxing is dangerous? Question Types Outcomes: To know and practice the skills needed for the exams.

6. 1. Locating and retrieving information List reasons or details/Make a list of ... According to this text or writer, how or what or why ... ? Explain how and/or why ... Outcomes: To know and practice the skills needed for the exams.

7. Questions that ask you to locate and retrieve information are usually opportunities to gain marks quickly, provided you read the passage carefully and closely. If this type of question appears, it is usually the first question in Paper 2. Often you will simply be asked to list five or ten relevant details from the passage. 'List' questions typically. Outcomes: To know and practice the skills needed for the exams.

8. If you are asked to 'make a list' or 'list’ then you should do exactly that. If you are asked for ten points, include eleven or twelve if you can. You may have got something wrong or made the same point twice, but an extra point or two gives you a safety net. Outcomes: To know and practice the skills needed for the exams.

9. Before you start... Outcomes: To know and practice the skills needed for the exams. DO NOT simply copy out the bulk in the first paragraph. DO NOT copy the same thing twice, just in different words. DO keep it concise DO choose the information that the question asks you to locate. DO NOT explain/analyse your points.

10. List ten details from the article that suggest polar bears are dangerous. (10) Outcomes: To know and practice the skills needed for the exams.

11. Your answer could be written as a bullet point list, as below. They are 'among the most dangerous predators on earth'. They are fast. They are strong. They are unpredictable. They weigh up to 600kg. Outcomes: To know and practice the skills needed for the exams.

12. Always check you are answering exactly the question that is being asked. Highlighting the key words or phrase in the question can keep you on track.

13. More Practise Read the ‘The Internet’ article. According to the article, what are the advantages and disadvantages of the internet? (10marks) Remember to track the text with your ruler and highlighter. Outcomes: To know and practice the skills needed for the exams.

14. These questions are usually about a certain impression, image or attitude created in a text. • They require you to take information from the text and interpret what the writer really means. • Look at the following images – What are your impressions of the people? Why? Inference Questions Outcomes: To know and practice the skills needed for the exams.

15. Impressions and imagesCreating Inferences What impression do you get of the writer/an organisation /people? What image does this text create of the writer/an organisation /people? What are the writer’s attitudes to…? Outcomes: To know and practice the skills needed for the exams.

16. Hints and Tips This question is usually asking about the writer’s viewpoint or impression. It is always a good start to state if they have a positive or negative viewpoint or impression. Always support your answer with evidence from the text, i.e. quotation. You cannot simply list in this answer you must expand on answers, picking out the relevant info and showing that you understand the text. Outcomes: To know and practice the skills needed for the exams.

17. Read the extracts Jamie Oliver and try to answer this question: What impressions of Jamie Oliver do you get from these 2 extracts? Jamie Oliver Outcomes: To know and practice the skills needed for the exams.

18. Why we all hate Jamie Oliver - by Mecca Ibrahim Who is Jamie Oliver? Well, if you live in the USA there’s a fair chance you haven’t heard of him. If you live in the UK and you have a TV, you will see this cockney ‘chef’ appearing on countless adverts for Sainsbury’s supermarket as well as in his own food programmes. Jamie has this great ability to cause emotions in people. Love him or hate him, you can’t really be indifferent to him. My husband liked his first TV series and I really liked his second TV series. By the third series we both wanted to throw the trusty food mixer at the TV. How Jamie saved me, by a new-born chef TV chef Jamie Oliver taught 15 jobless teenagers how to run a restaurant. Tim Siadatan was one of the nine star pupils. Oliver has gambled £1.3 million of his own money to make the scheme a success, and the programme showed all the qualities that make the chef admirable: he is hard-working, loyal, responsible, generous and sympathetic, but even these qualities did not guarantee success. Viewers watched in incredulity as the students appeared to rebel against 27-year-old Oliver’s attempts to persuade them into working, opting instead to accuse him of using them to forward his own career, and often not turning up for work at all. Outcomes: To know and practice the skills needed for the exams.

19. Read the article on reality TV and follow the guide to answer this question: What impressions of reality television shows does the writer create? • The writer creates a negative impression of these shows. Having read the article, list any words or phrases (including the headline) of the article that help to create this impression, and say what image they suggest. For example, the use of the word ‘artificial' in the headline suggests they are fake, false and not a true representation of ‘real’ people . Practise Outcomes: To know and practice the skills needed for the exams.

21. To answer this question you should state what is said in the text and how it is said by the writer. This will ensure that you have interpreted the language and shown the examiner inference skills. • Starter: The writer gives a negative impression of reality t.v. shows and does not agree with people becoming celebrities because they are in a show. He calls these people ‘instantly forgettable wannabes.’ This suggests that he dislikes these people and they simply want to be celebrities, but do not have the qualities or talent of any kind to be remembered. Hints and Tips Outcomes: To know and practice the skills needed for the exams.

22. Finish the answer I have started for you. • Remember to track the text (use connectives: firstly, secondly etc) • Use the key word from the question – Impression! • For a B-A grade you are looking to get 5 – 7 explained points from the text. Now you try… Outcomes: To know and practice the skills needed for the exams.

23. Now you know how to successfully track a text for clues and evidence and how to interpret ideas in a text, you are now going to work on your timing. • Read and answer the first 2 questions of this past paper. • You will have a total of 30mins to answer both. 2 Skills Down, 2 to Go! Outcomes: To know and practice the skills needed for the exams.

24. Look at the fact sheet opposite. • Al. According to this fact sheet, why would it be wrong to ban professional boxing? [10] • A2. What image of the British Boxing Board of Control is presented in this fact sheet? How is this image created? [10] Questions

25. Q1- Give yourself a mark for each one of the following: • No one is forced either to box or watch boxing • It gives the chance for young men to be somebody/achieve something • Teaches law and order • Teaches self discipline and respect • Promotes positive qualities such as good sportsmanship • Helps young people abide by the law and not become criminals or delinquents • It is a regulated sport • Safer than most contact sports • Banning it would send it underground, making it much worse • The boxing board is totally unbiased Assessment Outcomes: To know and practice the skills needed for the exams.

26. Answer the identify and retrieve question on the Bananas article – worth 10marks • Due Monday 7th March Homework

27. In this unit I will: • learn the techniques used to analyse the ways in which writers try to influence readers • learn the various forms of persuasion • analyse answers from other students • practice answering this type of question. Analysis of Writer’s Style- How Questions Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

28. Watch this famous TV advert and write down on your whiteboard all the words/phrases the speaker uses to make this food sound appealing to the audience. This is not just any exam…. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

29. These questions in the exam will require you to analyse the methods used by the writer who is trying to convey a certain point of view or attitude. • Typical questions: • How does the writer/article/leaflet encourage/persuade…? • How does the writer convey a certain attitude/idea/image? • The key word in this question is how and it means P.E.E.ING on your work. How Questions

30. Persuasive writers can use a variety of techniques. • The exam questions will almost certainly require analysis of how a particular text is attempting to influence its audience. It could be selling a product or promoting an idea or a point of view, but writing is never really neutral, particularly this kind of writing. • As you read each text, try to establish a sense not only of its topic (what it is about) but also of the writer's viewpoint (what the writer really thinks about the topic). Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

31. The best way to proceed is to 'track' the text, taking each paragraph or section in turn. The most important thing is to ask yourself: 'What is the intention behind this detail?', 'What is the effect?' Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

32. Consider:- • What is written + How it is written + intended effect of the words/image/headline. Approach Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

33. This is intended to be an analysis of how a writer tries to persuade. It is not asking whether you agree or not. You must look at what the writer is doing and resist the temptation to give your own views on the issue. The question is not: 'How does the writer make you want to read on?' So don't answer that question instead of the actual one. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

34. You should look at 3 things when answering this question: • Headline • Images • Language Content • Have a look at this advert and let’s see what we can analyse. • Q. How does the advertisement make the car sound appealing? Approach Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

36. All headlines and titles try to `catch the eye' or 'grab the attention', so you will get little or no credit given if that is all you say in an exam answer. • It is true that headlines are used to draw the reader in, but you must describe how a particular headline or title makes its impact. You should be making points that apply only to the particular headline you are referring to. • You need to think about its intended effect on the reader. Ask yourself: Why this headline? What is it achieving? How? Headlines and titles Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

37. Headlines are often used to clearly introduce a topic, but sometimes they withhold information in an attempt to intrigue, or even mislead, the reader. • Some common features of headlines and titles are: • direct address (the use of 'you' to engage the reader as an individual) • questions(sometimes rhetorical but often direct) • sensational, dramatic or emotive language for impact • play on words (often witty: puns, alliteration, rhyme, etc). Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

38. Avoid saying 'it makes you want to read on'. The effect of a headline can be better described using words such as 'provocative', 'arresting', 'challenging', 'intriguing', 'tasteless', 'funny' or 'sensational'. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

39. When looking at pictures, ask yourself the following. • Why this picture? What is its effect? • Is each picture giving the same message? • Do the pictures work together to reinforce the message of the text? • Do the pictures give different messages? If so, why? • Remember, a picture will usually link to the headline and the main text. Analysing Pictures Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

40. AnalysingLanguage When asked ‘How’ does an article or writer do something the examiners are looking for you to analyse the content of the text. That means you must use P.E.E. Identify what is stated in the article/leaflet/text that you think is particularly useful to the question. Back this up with evidence in the form of a quotation Analyse your quotation by explaining what effect the writer is trying to achieve and identify one word or phrase and explore the connotations that word/phrase has for the reader. Outcomes: learn and analyse the techniques used to analyse the ways in which writers try to influence readers

41. Find 3 quotations from the Nissan advert that you think show off the car as being appealing, especially to women. • What can you say about these quotations? What do they show off about the car? • What word would you pick out of these quotations? Now explore their connotations. You now have 5 different points to make about this article that shows in the examiner that you have considered all the ways in which this article advertises their product. Practise

42. This advert appeals to women/audience as it states that it is safe. ‘The friendly headlamps will stay on for up to 2 minutes….’ this makes this car sound safe and secure and the word ‘friendly’ personifies the car and shows a welcoming/inviting nature that helps make the audience feel safer in its presence. Model Paragraph

43. L.O. TO PRACTISE USING CONNECTIVES FOR COMPARING. Comparing Texts in Paper 2

44. Write a list of as many connectives as possible under each of the headings.

45. On your mini white board write a comparative sentence about each of the images. What do each of the images have in common? What is different about their content and purposes?

50. TYPICAL QUESTIONS Compare the ways the two texts tell you about… Which of the 2 texts is more convincing and why? In what ways are the 2 texts different in presenting the image/topic of…?