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English Language. Reading skills Papers 1 and 2. Question 1 (select and retrieve information) List 4 things … Action points: This question depends on close reading and simple information retrieval. a. Highlight information in the text. b. Re-read and ask yourself – is it relevant?
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English Language Reading skills Papers 1 and 2
Question 1 (select and retrieve information) List 4 things … Action points: This question depends on close reading and simple information retrieval. a. Highlight information in the text. b. Re-read and ask yourself – is it relevant? c. Write as statements starting with the subject. No single word answers. d. Pages 5, 18 of Snap revision guide Paper 1 Snap revision: In particular look at pages 4 -5, 10-18, 22-25, 30-31, 34-35 • Question 2 comment on / analyse language from a short specified passage • Language AO2 Explain how writers’ use language to achieve affects and influence readers, using relevant subject terminology. • How you are assessed on the mark scheme: • Making accurate use of subject terminology • Selecting a range of appropriate textual details • Explaining and analysing the effects of the writer’s language choices • Approach: • 1. Highlight examples of language features. • 2. Use subject terms, individual word classes and techniques e.g. adjectives, simile etc. • 3. Cover 2 or 3 different language features and paragraph these separately. • 4. Use relevant quotations. • 5. Comment on the effect of individual words and phrases. Try to label these e.g. verbs, nouns, adjectives etc. • 6. Link comments to the subject of the text/ question. YOU MUST LINK THE EFFECTS TO THE CONTEXT WITHIN THIS PIECE OF WRITING. • 7. Consider alternative interpretations? • 8. Explore the effect on the reader. • 9. Link quotations to each other and identify patterns in use of imagery/ language. • Pitfalls to avoid: • Lack of subject terms; • Poor choice of quotations; • Lacking developed comments on the effect on the reader/ linkage to the question/ context of the writing. • Actions: • Learn key terms and build confidence with applying them correctly. • Always consider why the writer used these words/ techniques? What is the intended effect? • Snap revision: Pages 11, 37. Question 3 Structure (A02) How you are assessed on the mark scheme: Explain how writers’ use structure to achieve affects and influence readers, using appropriate subject terminology. For this question you must consider the whole text. Consider the context which is given e.g. this extract comes from the beginning of a novel.. Comments can be linked to whole text level e.g. openings and endings; paragraph level e.g. cohesion and shifts in paragraphs and sentence level where the sentence has an impact on the text as a whole e.g. a key sentence signposting a change or revelation. You should: select appropriate examples or features linked to structure - Analyse the effects of these - Use relevant subject terminology. Approach: 1. Identify structural shifts in the text and highlightthese. 2. Use relevant subject terminology: perspective, foreshadowing, shifts in focus , zooming in - cinematic approach to give sequential understanding, changes in narrative perspective e.g. change to dialogue – outward to inward perspectives/ understanding of characters. links between external actions and internal thoughts e.g. flashback, foreshadowing, use of repetition and symbolic threads, discourse markers and connectives and their effect on the whole text, shifts in time or place, juxtaposition of viewpoints, unanswered questions to intrigue and engage the reader. 3. Use PEE paragraphs. 4. Explore the writer’s intentions in making these shifts. 5. Write about the effect on the reader. 6. Consider how these structural effects fit with where the extract came from. E.g. introducing ideas, characters, setting at the beginning of a text or building dramatic tension later in a text. Ask yourself these questions: What is the writer focusing on at the beginning? Why is this? What structural features are being used? What is the effect on me as the reader? How does the text develop? Why is the writer taking me through a particular sequence? How is this specific in making me consider intended meanings at this point? What structural feature is being used and why? Is the text divided into 2 distinct parts (e.g. individual on his own shifts to group situation, outside description of setting shifts to inside) What does the writer focus on at the end of the text? Why is this? How does it affect me as a reader what am I left thinking of feeling? Why has the writer sought to bring me to this point of understanding? Pitfalls to avoid: Generalised comments – be specific. Mistakenly focusing on language instead of structure. Actions: Snap Revision pages 31, 35, 37
Question 5 A05 and AO6 24/ 16 marks • How you are assessed: • Content • Register matched to audience - Register matched to purpose - Vocabulary and linguistic devices • Use of structural features - Development of ideas -Fluent and coherent paragraphs • Accuracy • Accurate demarcation of sentences - Range of punctuation - Use of Standard English and grammatical agreement - Accuracy of spelling - Range of sophisticated vocabulary • Approach: Refer to writing booklet • 1. Annotate the picture and plan a sequence of paragraphs for progression – consider narrative perspective (Ist person?) • 2. Consider how to use structural devices such as varied paragraph length, repetition, symbolic threads. • 3. Consider use of contrast for effect. • 4. List and include a range of language techniques throughout (simile, metaphor, personification, onomatopoeia, alliteration). Aiming to build patterns in use of imagery. • 5. List and include a range of verbs and adjectives for impact on the reader • 6. Focus on details linked to places or people – zooming in • 7. Focus on setting and atmosphere (possibly using pathetic fallacy) • 8. Use a range of sensory description – particularly sound • 9. Sustain the quality of description and vocabulary throughout • 10. Consciously craft every sentence for variety and impact. Check off: single word sentences/ paragraphs, repetition, groups of 3/ listing, complex sentences, starting sentences with prepositions, adverbs, verbs, short sentences for impact, accurate use of semi colons, colons and dashes. • 10. Check last paragraph is consciously crafted for impact on reader/ structural effect. • Pitfalls to avoid: • A lack of planning/ direction / development/ purpose; • A weak structure. PLAN – PROOF READ – CHANGE – IMPROVE; • Lack of variety in language and imagery. • Action points: • a. Write a list of A* vocab words to include. • b. Review uses of punctuation. Make sure you understand/ include semi-colons/ colons/ dashes. • c. Know how to develop an interesting narrative voice. • d. Have a bank of ideas for narrative voice, description of 2 characters, elements linked to setting and atmosphere: sun, sky, clouds, fog, rain, snow, stone, vegetation, water etc. • e. Practise a cinematic approach and annotate a variety of pictures– zooming in on details. • Question 4 • How you are assessed: (A04) • Evaluate texts critically and support with appropriate textual references. • Consider the how and the why… • This question will be based around a quoted statement linked to a reader’s reaction. You will be expected to look for evidence initially to agree and explore the writer’s intentions. You may also include a paragraph where you challenge the statement, if you have the evidence and this is relevant. This question is likely to be based around characters in the text. Methods you may wish to look for in particular are: those linked to description e.g. imagery, figurative language, adjectives, adverbs; dialogue – imperatives/ questions/ repetition/ colloquialisms, contrast and juxtaposition. • Approach: • 1. Highlight/ annotate 3 or 4 relevant parts of the text linked to the writer’s methods from the relevant part of the text. • 2. Use subject terms where appropriate. • 3. Cover 3 or 4 separate points (I agree/ disagree and why). • 4. Use relevant quotations. • 5. Comment on the effect of individual words and phrases. • 6. Link comments to the subject of the text. • 7. Explore the effect on the reader, thinking about why the writer made these choices. • 8. Link quotations to each other and identify patterns in use of imagery/ language. • Pitfalls to avoid: • Vague, general comments; • A lack of relevant quotations explored; • Unclear on methods, evidence and effect; • Misunderstanding the writer’s intentions. • Action points: • a. Highlight evidence on the texts. • b. Review a paragraph you wrote for this question and add the key elements you missed in purple pen. • Complete more practice questions! Pages 25, 31, 35, 37.
Question 1 (select and retrieve information) Action points: This question depends on close reading and some interpretation. a. Highlight information in the text. b. Re-read and ask yourself – is it true? Is there evidence? To practise … c. In pairs you could write your own true or false statements on texts and test each other. d. Pages 7, 19, 20, 37 of Snap revision guide Paper 2 Snap revision: In particular look at skills pages 26-29, questions pages 38-42. • Question 2 (compare and synthesise) • How you are assessed • 3 bullet points on the mark scheme for this question: • Statements showing differences (these need to be clear /perceptive) • Selects references/ textual detail (these need to be relevant to q focus) • Makes inferences (an inference is a conclusion/ judgement you come to based on evidence) • Synthesis and interpretation of both texts needed for b3/4 • Approach : • Look for key words in the question and underline – differences or maybe similarities • Look for points of contrast, highlight evidence on the text • You must complete at least 2 point – example – inference – link and synthesise paragraphs in the time. • Pitfalls –In the mock did you? • Focus on language analysis instead? • Lack a clear focus on the question? • Lack a clear focus on differences? • Fail to cover at least 2 clear points? • Fail to include quotations/ evidence? • Have unclear Inferences? Just repeat or rephrase the point? • Lack synthesising statements giving interpretation and bringing the texts together? Remember to use connectives: furthermore, however, overall. • Action points • a. Practise inferences. Develop an inference linked to a quotation you used. • b. Write a paragraph on one difference mentioned in class on the mock paper you didn’t cover. • c. Add in connectives – to help your ‘synthesising comments.’ Remember to finish a last sentence starting with ‘Overall’ and giving a summative comment comparing the texts. • d. Complete questions on pages 19, 21, 33, in the Snap revision guide. Skills pages 8-9. • Question 3 (language analysis) • How you are assessed on the mark scheme • Making accurate use of subject terminology • Selecting a range of appropriate textual details • Explaining and analysing the effects of the writer’s language choices • Approach: • Read the relevant section of the text and highlight language features – look for 3 • Build 3 detailed paragraphs around exploring the effects of language. • You should: identify the feature (subject terminology), give the example, explore effect, focus down on word level, link to reader/ context, explore an alternative interpretation or linked quote. • Content you may come across for this question: • Imagery – metaphor, simile, personification • Use of proper nouns, adjectives, verbs (look out for imperatives), adverbs • Rhetorical devices – rhetorical questions, triadic structure, repetition • Tone created by complex vocabulary/ humour/ exaggeration • Use of exaggeration/ hyperbole/ emotive language • Semantic fields – patterns in word choices e.g. religion, darkness, conflict, • Alliteration, onomatopoeia – effects of how words sound • Contrast and juxtaposition in diction/ semantic fields • Pitfalls – Did you? • Fail to use subject terminology? • Fail to cover 3 separate points linked to language? • Fail to focus specifically on the effect of individual words? • Fail to focus on the effect on the reader/ link to the context and the question. • Actions • a. Practise annotating texts for language features and consider their effects – why have they been used? • b. Learn grammatical terminology. Revise from the Literacy Skills booklet - noun, adverbial, prepositional phrases, semantic field etc. • c. Q3 page 33, page 39 of Snap revision guide. Skills pages 12-15.
Question 5 • How you are assessed: • Content • Register matched to audience • Register matched to purpose • Vocabulary and linguistic devices • Use of structural features • Development of ideas • Fluent and coherent paragraphs , using discourse markers • Accuracy • Accurate demarcation of sentences • Range of punctuation • Use of Standard English and grammatical agreement • Accuracy of spelling • Range of sophisticated vocabulary • Approach: • Consider the SLAP (subject - language - audience – purpose) and highlight in the question. • Plan - for or against, number paragraph points, consider development :source material? Magic list – geography, history, beliefs etc?, personal experience?) • List key linguistic features IDAFOREST/ punctuation/ discourse markers • Pitfalls to avoid: • A lack of planning/ direction / development/ purpose • Missing the tone/ register required for the text type and audience (e.g. .formality required for a broadsheet newspaper) • A weak structure. PLAN the best sequence of your points, develop paragraphs, consider counter argument, finish with a strong concluding paragraph – pack in rhetorical features throughout. • Limited variety in vocabulary range, linguistic features, sentence and punctuation range – PROOF READ – CHANGE - IMPROVE • Action points: • a. Write a list of discourse markers/ connectives to signpost changes. • b. Review uses of punctuation. Make sure you understand/ include semi-colons/ colons/ dashes. • c. Know how to develop ideas from the trigger list e.g. geography, history or source material. • d. Build a list of A* words and use in your writing/ speaking so you are confident with using them. • d. Read a range of different writing from viewpoints e.g. reviews, articles, blogs, letters, speeches and annotate for features. Look on the Internet. • e. Revise the basic conventions for different text types e.g. letters, blogs, broadsheet articles. • f. Re-write a section of your mock and improve sentence structure/ devices/ paragraph development. • Question 4 • How you are assessed: • Show an understanding of different ideas and perspectives (tone and viewpoint) • Select a range of supporting details from both texts • Explain/ analyse how writers’ methods are used • Compare and explore differences (e.g. link to context and narrative perspective) • Approach: • Focus on the question and relevant parts of the text. You will be looking at the whole of both texts for this question. • Start by identifying the writer’s perspective on the subject and the tone used linked to the purpose of the text. • Now think about methods – how this tone/ attitude is conveyed. Highlight and number on the texts what you will compare. • Build 3 paragraphs: start with the method and explain how this links to the tone/ attitudes presented. Give an example, explore effect – focus at word level, link to purpose, reflect (so/ therefore sentence linked back to question), link to text B with connective, same sequence for text B. • Methods could be language or structural features. Read carefully for tone and attitude of the writer, check your evidence. • For this question look out for: • Humorous, critical, formal, colloquial, poignant, hyperbolic linked to the tone • Use of contemporary references v traditional values • Public address e.g. in form of article v private address e.g. in form of letter/ diary • Pitfalls to avoid: • Vague, general comments; • A lack of clear comparison; • Unclear on methods, evidence and effect; • Misunderstanding the tone – check the evidence; • Quotations failing to illustrate your point. • Action points: • a. Highlight and number evidence on the texts. Re-write mock responses. • Complete more practice questions! Pages 33 and 39 in Snap revision. (Pages 26, 27, 28 refer to skills for this question).
