Specimen Paper – Mock Exam Mark Schemes

4 days to go.

If you haven’t done any revision this half term – now is the time to crack on. To those of you who have been revising – well done and keep going! You should complete some or all of the Specimen paper I gave you as an additional mock.

As promised here are the mark schemes for said paper. We will spend some time looking at this in class during Monday’s epic 3 hour session. But we have a lot to get through on Monday so the more time you spend looking at the mark scheme, the better understanding you will have of how to ace this exam.

Higher Specimen Mark Scheme

Foundation Specimen Mark Scheme

 

Miss O

General Revision Help

BBC Skillswise English

AQA Past Papers

BBC BItesize Writing Help

BBC Bitesize Reading Help

Mr Bruff Videos – Look for AQA GCSE English Language Videos

Also have a look at the following if you need to extend your vocabulary:

Beautiful and Ugly Words

 

Impress the examiner with your ability to compare!

If you’re entering the Higher Tier – use for Q4 Language comparison.

If you’re entering Foundation Tier – use for Q4 Presentational Features comparison.

• However
• Nevertheless
• Nonetheless
• Although / even though
• But
• Yet
• In contrast (to) / in comparison
• While
• Whereas
• On the other hand
• On the contrary

• Similarly
• Likewise
• Also
• Like
• Just as
• Just like
• Similar to
• Same as
• compare(d) to / with
• Not only…but also

Miss O

Question 4 (Foundation) Recap

You’ve got 12 marks up for grabs in 18 minutes. This question is asking you to compare presentational features in 2 sources. You will use PQE and good comparison words. You choose 2 sources. I would suggest you comment on the following presentational features:

• Headline
• Sub-headline (if there is one)
• Picture
• Colour scheme

Question always remains the same:

Choose two of these sources and compare the way that they each use presentational features for effect.

Remember to:

• Write about the way the sources are presented
• Explain the effect of the presentational features
• Compare the way they look.

Headline

• Is the headline in a larger and bold font?
• In both sources the headlines are bolder and larger than the text in the article. Source 1 has larger font than Source 2 therefore maybe considered more effective as it is more noticeable to the reader.
• Does the headline summarise the article or does it only hint at the contents? Use a short quote to show the link.
• The headline for Source 1 explains ….. linking to the text in the article. Similarly Source 2 also gives an overview of the article.
• How effective are the headlines? Identify one key word from each headline. What are the connotations of the word? How does the word link to the article? Does the word amuse / attract / shock / fascinate / interest / intrigue the reader?
• In Source 1 the use of the word ……. Can be associated with ……. This intrigues the reader …… because …..  On the other hand in Source 2 the use of the word ….. shocks the reader because ….

Use the above questions also for the sub-headline

Picture

• Is there a picture? What is the picture of? What size is the picture? Where is the picture on the page?
• In Source 1 the picture of a ………. is large, taking up half of the page and appearing underneath the headline. Source 2 also has a picture of ……., linking to the article but this picture is smaller and appears at the …. of the source.
• How effective is the picture? Do they have captions explaining the pictures?
• In Source 1 the pictures supports the source. As the article is about Tinie Tempah the use of an image featuring Tinie Tempah simply confirms the shows the reader about the content of the article. In contrast the picture in Source 2 is effective as it intrigues the reader as it features ….. Both pictures include captions underneath to give the reader more information.

Colour scheme

• What colours are used in both sources?
• In Source 1 as the article is from a website the colours of the website are clearly shown. This is predominantly blue and can be associated with …… in contrast as Source 2 only features colour in the picture. The colours are mainly …. This makes the reader …

Have a look at the following two texts and answer the question:

Choose two of these sources and compare the way that they each use presentational features for effect.

Remember to:

• Write about the way the sources are presented
• Explain the effect of the presentational features
• Compare the way they look.

Recycling – Persuasive Leaflet

Children play outdoors – News Article

Have a go – see how you get on. Remember I am happy to respond to comments.

Miss O

Question 4 (Higher) Recap

Right then guys – this is the question you all need to work on. This is a 16 mark question – spend 5 minutes re-reading the texts and 25 minutes writing your response. You will be asked to compare Source 3 with one of your choice – either 1 or 2. The question is always the same:

Compare the ways in which language is used for effect in the two texts. (16 marks)

The key words in the question are COMPARE, LANGUAGE and EFFECT!

You were all amazing in Thursday’s lesson with your Venn Diagrams and table. In the exam you’ll need to do all of that in the 5 minutes reading time. Simple. You will reread Source 3 – try to identify 4 language techniques plus which perspective it is written in. Use your highlighter here! Then choose the source you will compare – reread and again identify 4 language techniques with your highlighter plus which the perspective it is written in (1st/2nd/3rd). You can draw  a mini Venn diagram in the answer booklet just remember to put a line underneath before you start your response.

Your response should be structured in the following paragraphs:

1. Perspective: 

Is the article 1st person (I/we), 2nd person (you) or 3rd person (He/She/They/Professor Brown/The giant snails)?

• Source 1 or 2 is written in ….
• This is shown in the quote ….
• This is used because …
• In contrast/similarly
• Source 3 is written in ….
• This is shown in the quote ….
• This is used because …

2. General language comment:

Is the article factual/descriptive/opinionated?

• Source 1/2 uses factual language. 
• This can be seen in the use of facts and statistics.
• A quote to demonstrate this is …
• These techniques are used to …
• However Source 3 is descriptive.
• The writer uses techniques such as adjectives and imagery.
• An example of imagery can be seen in the use of the simile …
• An example of an adjective is …
• These are effective because…

3. Zoom in on the language and find a similarity between the sources – this could be anything you feel comfortable writing about: 

• Both Source 1/2 and Source 3 use jargon and field specific lexis (fancy way to say words linked to a certain area/field/topic).
• An example from Source 1 is … and an example from Source 3 is ….
• The linguistic technique of jargon is used because …. It is effective as it …

4. Zoom in on the language and find a difference between the sources – this could be anything you feel comfortable writing about:

• Source 1/2 uses …. This is due to the purpose of the article to inform.
• This is demonstrated in the quote …
• This is effective because …
• On the other hand Source 3 uses …. as this text is aimed to describe.
• This is demonstrated in the quote …
• This is effective because …

5. Finish with a summary

• Source 1/2 and 3 are similar because they use ….
• The texts use different language techniques as they have different audiences and purposes.  One uses ….. whereas the other uses …..

BOOM – more than 3 marks! 

Have a go at comparing the following two texts – you may wish to simply plan your response or you may wish to spend 25 minutes answering the question.

Compare the ways in which language is used for effect in the two texts. (16 marks)

Example Source 1

False Widow Spiders Article

Example Source 3

Extract from Nigel Slater’s Biography

As per usual happy to read comments/emails. I will also post some ‘Opinion piece’ article for you to have a look at over the weekend.

Just to finish – a short video to watch to recap on this question:  Higher Question 4 Recap

Miss O

Question 3 (Foundation) Recap

This is your question that focuses on language. You have 12 marks available. 3 minutes to read the article and 16 minutes to answer the question.

This question will relate to Source 3. In the past Source 3 has been:

• An extract from an advice leaflet supporting parents with teenagers
• An informative leaflet – How to make a hedgehog home
• A leaflet on the charity Water Aid
• An extract of travel writing
• An extract for a brochure advertising a music holiday

Therefore you could be given any non-fiction text for your Question 3.

The question is:

How does the writer use language features in the leaflet? Remember to:

• give some examples of language features (QUOTES!)
• explain the effects. (Why have the been used?)

You will take the same approach every time you answer a Question 3 – 4 PQE paragraphs!

Is the source first person (I/we), second person (you) or third person (he/she/they)?

• Remember first person gives the reader a direct link with the writer – you can always comment on the use of first person quotes in an article written in third person perspective. This gives a personal account generally of someone who has been affected by the contents of the article. Second person (you) talks directly the reader – often used in persuasive texts. Third person distances the writer from the events (less personal) – this is often used in newspaper articles.

Language used in the sources – general

• Does the source use facts/statistics/expert views/jargon?
• Does the source use more descriptive and emotive language? Adjectives, adverbs, figurative language  – similes, metaphors etc.
• Source 3 uses much more descriptive and figurative language in order to portray the views and thoughts of the writer. Or Source 3 uses factual language in order to back up the writer’s views…

Zoom in on one key word/phrase from the source.

• Identify one or two key words and identify connotations. How effective are they? What do they make you feel as a reader?

Zoom in on one key technique from the source.

• Identify a technique – rhetorical question, repetition, expert opinion, imperatives (commands), alliteration etc.
• Why has the writer included this technique? Is it effective?

Have  a look at the following two sources and attempt to answer or plan your response to the question:

How does the writer use language features in the leaflet?

1. Charity leaflet (click on picture to enlarge)

 

2. Travel writing – Just Back Alpine Pilgrimage

 

 

Have a go – feel free to comment your plan/response for feedback.

Miss O

Question 3 (Higher) Recap

Question 3 is always going to focus around the writer – it might mention thoughts/feelings/emotions. There are 8 marks available. Spend 3 minutes reading the source and 12 minutes writing the question. The question will assess your ability to understand and interpret meaning in the source. This question does not ask for your understanding of language!

When reading Source 3:

• Underline anywhere where you can guess what the writer’s thoughts or feelings are – it might be explicitly stated e.g. “I was feeling excited” but more usually, you have to infer this information. E.g. “My mouth was dry and my muscles tense” implies that the writer was very scared at this point.
• Make sure you synthesise the information and write each point in your own words. Avoid repeating yourself and sounding like an illiterate moron: Francis felt excited as it said “I allowed myself to become excited, which shows she was excited.  Far better: Francis’ spirits lifted and she “allowed” herself to “become excited” although her hopes were soon dashed when the wind began to rise again, “stronger than ever”, suggesting that this was an emotionally challenging period in the journey as she battled the elements.
• Ensure that you constantly use a variety of short quotations to support your point. Quotes means prizes.
• Avoid writing about the effect on the reader.

Clear plan for the question:

• Summarise/rephrase the question as a starting point.
• Write 4 PQE paragraphs including short quotes and linking it back to the question.
• Remember to talk about the key words in the question in each paragraph. In this case –  thoughts and feelings ensure you explain about the writer’s thoughts, feelings and emotions in each paragraph.

Read the article – Just Back Alpine Pilgrimage

What thoughts and feelings does the writer have about his experience of dodging wolves on a pilgrimage trail in a Georgian mountain village ? (8 marks)

Remember more than happy for you to plan the answer or even spend 15 minutes reading and answering the question.

Miss O

Question 2 (Foundation) Recap

Question 2 tends to ask what ‘you learn’ or what ‘you understand’ about Source 2. There are 8 marks available. You should spend 3 minutes reading the source and 12 minutes answering the question.

Your response to this question needs to be more in depth than Question 1. You must show the examiner that you can retrieve information but that you can also infer (read between the lines) and interpet key information.

2. Explain what you learn about XXXXXXX

Remember to:

• show your understanding by explaining in your own words (YOUR INTERPRETATION)
• support your ideas using the text (QUOTES) . (8 marks) 

You must always give quotes. Best approach to this question is to use 4 PQE paragraphs therefore you will always include a quote and you can explain the quote showing your ability to interpret.

Read the following source (RNLI website) and answer the question:

2.  Explain what you learn about the RNLI lifeboat rescue on Loch Ness.

Remember to:

• show your understanding by explaining in your own words
• support your ideas using the text. (8 marks)

You can post your response as a comment or email me your response for feedback.

Miss O

Question 2 (Higher) Recap

Remember Question 2 will always focus on the headline, picture and if there is one a subheadline. This question is worth 8 marks. Spend 3 minutes reading the article and 12 minutes answering the question. The question always remains the same:

Q2. Explain how the headline, sub-headline and picture are effective and how they link to the text. (8 marks)

You will first talk about the headline:

• How does it link to the article? Find a quote to show the link.
• Short comment on size and boldness of headline.
• Identify two key words and talk about connotations. Also how the words link to the text.
• Are there any language features? Quote and explain why they have been used.

Then you will talk about the subheadline (if there is one):

• How does it link to the article? Find a quote to show the link.
• Identify two key words and talk about connotations. Also how the words link to the text.
• Are there any language features? Quote and explain why they have been used.

Finally the picture:

• How does it link to the article? Find a quote to show the link.
• Short comment on size and placement of picture.
• Explain the colours in the picture – what are the connotations? E.g. red – danger, dark – scary, bright – lighthearted.
• What’s the aim of the picture – to shock/amuse/fascinate/intrigue?

If you know you struggle with time and you are asked about the headline, sub-headline and picture  only talk about one key word from the headline and sub-headline. 

Read the article Second Sea Serpent (see image below) and answer the question:

Q2. Explain how the headline, sub-headline and picture are effective and how they link to the text. (8 marks)

You can post your response as a comment or email me your response for feedback.

Miss O

Question 1 (Higher and Foundation) Recap

The question will ask you to read and understand Source 1 – normally a news article. This question is testing your ability to retrieve information from the text. To achieve the highest marks, you must synthesise the information, support your summary of the article with quotations and comment about concerns and issues raised in the text. In a nutshell, summarise the text in your own words, add quotes and point out the subtle meaning.

• Summarise the whole article by making a variety of different points (Higher ideally 4 separate paragraphs)
• Always use short quotations to support your point.
• Focus on the beginning, middle and end of the article and whether the tone remains the same throughout
• Don’t just re-write the text; make sure you summarise the information in your own words.
• Focus on any different perspectives in the article and explain which one the writer agrees with.
• Examine any inconsistencies and contradictions in the article.
• Focus on how the article develops; does the writer change their mind at any point?

Read the following source and attempt to answer the question.

Source 1: BBC news article -Gloucestershire badger cull falls short of target

http://www.bbc.co.uk/news/uk-england-gloucestershire-24561955

Higher

Q1.  What do we learn from the article about the badger cull and the problems facing the government? (8 marks)

Foundation

Q1a.  List 4 things we learn about the badger cull. (4 marks)

Q1b. Foundation – What do we learn about the problems facing the government due to the badger cull? (4 marks)

You can post your response as a comment or email me your response for feedback.

Miss O