Start 7 October – next week
Monday lunchtime
12.40pm until 1.30pm in E1.
Feel free to bring your lunch.
Wednesday after school
3.35pm until 4.30pm in E1.
Miss O
miss, the dog ate my homework
Resources for GCSE English Language and Literature
Monthly Archives: September 2013
Foundation Question 4 – Presentational Features aka appearance
Question is always the same – 12 marks = 18 minutes.
Now look again at all three sources. 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.
Presentational features focus on how the source looks:
- Pictures and graphics
- Colours
- Headlines
- Captions
1. 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.
2. 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.
3. 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 ….
4. 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.
5. 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.
6. 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 …
Use these words/phrases to ensure you compare the 2 sources.
Contrast words/phrases
- However
- Nevertheless
- Nonetheless
- Still
- Although / even though
- Though
- But
- Yet
- Despite / in spite of
- In contrast (to) / in comparison
- While
- Whereas
- On the other hand
- On the contrary
Comparison
- Similarly
- Likewise
- Also
- Like
- Just as
- Just like
- Similar to
- Same as
- Compare
- compare(d) to / with
- Not only…but also
Miss O
Higher Question 4 – Language aka Words!
The question will always be the same – spend 24 minutes for 16 marks. Remember as we Source 3 will always include thoughts/feelings (Question 3 always asks about Source 3) there will always be certain things to comment on. As Source 1 will always include key facts/information (Question 1 always asks about Source 1) there are certain things you can always comment on. I would recommend comparing Source 1 and Source 3.
Now you need to refer to Source 3 either Source 1 or Source 2. You are going to compare two texts, one of which you have chosen.
4. Compare the ways in which language is used for effect in the two texts.
- Make a point, include a quote, explain the effect of the reader – PQE!
- It is better to write a lot about a little – zoom in to key words!
- Use the following structure for every question.
1. Identify the sources you will be comparing explaining the GAP for each.
I will be comparing Source 1 with Source 3. Source 1 is an web article aimed at Guardian readers and is designed to inform. In contrast Source 3 is a non-fiction extract aimed at people interested in …………. and primarily is written to describe and also entertain.
2. 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. Third person distances the writer from the events (less personal) – this is often used in newspaper articles.
3. Language used in the sources – general
Does one source use more facts/statistics/expert views/jargon?
Does one source use more descriptive and emotive language? Adjectives, adverbs, figurative language – similes, metaphors etc.
Source 1 includes more facts and statistics such as in the quote …… this gives the reader key information about the ….. and gives the reader a clear image of …..
In contrast Source 3 uses much more descriptive and figurative language in order to portray the views and thoughts of the writer.
4. Zoom in on one key word/phrase from each source.
Identify one or two key words and identify connotations. How effective are they? What do they make you feel as a reader?
5. Identify a contrast between the two sources – why have these been used and why are they effective? Remember to link it back to the GAP.
Use your knowledge to identify key language techniques – repetition, rhetorical questions, rule of three, quotes, exaggeration, alliteration etc.
6. Conclusion – what you would expect to see from a text that is written the inform, describe, persuade, argue etc. Do these sources fit with your expectations?
Use the following words to help structure your response:
Contrast words/phrases
- However
- Nevertheless
- Nonetheless
- Still
- Although / even though
- Though
- But
- Yet
- Despite / in spite of
- In contrast (to) / in comparison
- While
- Whereas
- On the other hand
- On the contrary
Comparison
- Similarly
- Likewise
- Also
- Like
- Just as
- Just like
- Similar to
- Same as
- Compare
- compare(d) to / with
- Not only…but also
Miss O
Foundation Question 3 – Language aka Words!
This question will always ask you to comment on Source 3. Spend 18 minutes on the question – 12 marks available. The question will always be:
How does the writer use language features in the leaflet?
Remember to:
- give some examples of language features
- explain the effects.
- Make a point, include a quote, explain the effect of the reader – PQE!
- It is better to write a lot about a little – zoom in to key words.
- Use the following guide for every response to Question 3!
1. Identify the GAP.
Source 3 is an web article aimed at Guardian readers and is designed to inform
2. 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. Third person distances the writer from the events (less personal) – this is often used in newspaper articles.
3. 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.
In Source 3 uses much more descriptive and figurative language in order to portray the views and thoughts of the writer.
4. 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?
5. Conclusion – what you would expect to see from a text that is written the inform, describe, persuade, argue etc. Do this sources fit with your expectations?
Miss O
The Wonder of YouTube
The following videos are great to recap on each question from Section A. I have split them in to Foundation and Higher.
The guy sounds like Ricky Gervais but don’t let that put you off – he talks sense! Watch them! To find his other videos simply search Mr Bruff on YouTube.
He also mentions DAFOREST this is acronym for direct address, alliteration, anecdote, facts, opinion, repetition, rhetorical question, emotive langauge, statistics and three, rule of.
Foundation Overview
Foundation – Question 3
Foundation – Question 4
Higher – Question 1
Higher – Question 3
Higher – Question 4
Enjoy!
Miss O
Revision, revision, revision
We have now looked at all 4 questions from Section A: Reading. One member of the class has already asked for an additional question paper – you MUST start doing some extra work ideally 20-30 minutes every other day from now to the exam. We will be completing Section A: Reading mock on Monday, you will finish this for homework to be handed in on Thursday (due to strike action on Tuesday). You need to show me your understanding of this section – it’s tough but you can do it! Remember you must write until your hand bleeds (not literally).
Higher
- Information retrieval (Source 1)
- Presentation – Headline/subheadline/picture (Source 2)
- How language portrays thoughts/feelings (Source 3)
- Language comparison ( 2 sources – 1 named)
Foundation
- Information retrieval – a) List 4 things and b) Extended response (Source 1)
- Inference – reading between the lines/identifying deeper meaning (Source 2)
- Language (Source 3)
- Presentation – Headline/subheadline/picture comparision (2 sources)
One member of the class has already asked for an additional question paper – you MUST start doing some extra work ideally 20-30 minutes every other day from now to the exam.
Revision Tasks
1. Read a range of texts at home. It might sound obvious but the exam is checking your reading skills! You can easily use online websites such as www.guardian.co.uk, www.bbc.co.uk/news, www.telegraph.co.uk and www.dailymail.co.uk. Remember the typical readers of these newspapers. Plan out a response for each question –
- Identify the key information from the article. (Q1 both H and F)
- Identify and consider the effect and link of the headline, subheadline and picture. Remember to pick out key words in the headline. (Q2 H, Q4 F)
- Identify the thoughts/feelings of the writer – read between the lines to infer information (Q3 H, Q2 F)
- Identify and highlight language techniques. (Q4 H, Q3 F)
2. Practise writing paragraphs for each question using your example articles from the above websites or the articles used in class.
3. Create your own questions for the following 3 Sources – remember to use your knowledge of the questions and how you as an examiner would phrase your question to the students!
- Source 1: http://www.bbc.co.uk/news/science-environment-24213830
- Source 2: http://www.dailymail.co.uk/news/article-2421505/Just-point-truck-threw-ball–Charming-pictures-orphaned-elephant-playing-catch-labrador.html
- Source 3: http://www.theguardian.com/football/2013/sep/24/luis-suarez-upbringing-liverpool-book-extract
4. Past papers http://www.aqa.org.uk/subjects/english/gcse/english-language-4705/past-papers-and-mark-schemes
Miss O
This week’s Speaking and Listening
Latest times/dates. Get practising! Remember to achieve Band 5 you must be sophisticated and impressive!
Tuesday 24 September
Lunchtime – Scott and Hari
After School – Daniel
Wednesday 25 September
Lunchtime – Adam
Friday 27 September
Lunchtime – Leon
After School – Jack C
Monday 30 September
Lunchtime – Lewis and Myles
If anyone else wishes to complete another presentation or role play (drama) speak to me tomorrow in class.
Miss O
Foundation Question 2 and Higher Question 3 – Remember the Iceberg!
For Question 2 (Foundation) and Question 3 (Higher) you have 8 marks up for grabs in 12 minutes. The question will always ask about Source 3 (Higher) and Source 2 (Foundation). You need to show that you can read between the lines and find the deeper meaning!
Higher – This source is generally always a first person account – (use of I).
Simple formula to answer 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. E.g. if it mentions thoughts and feelings explain about the writer’s thoughts, feelings and emotions in each paragraph.
Use the following table to help you structure your response.
| Connective | The author / language in the text… | The reader…(or ‘we’…) | |
| FirstlySecondlyThirdlyAs well as this
Furthermore Moreover Finally Lastly Likewise Similarly |
BuildsConnotesContrastsConveys
Creates Demonstrates Describes Depicts Emphasises Evokes Exaggerates Expresses Gives the impression Gives a sense |
HighlightsInformsImpliesIndicates
Narrates Realises Recognises Refers to Reflects Reveals Signifies Suggests Shows Tells |
Is made awareIs informedIs toldLearns
Discovers Realises |
Miss O
Up, up and away
I have produced a model answer for the June 2011 Past Paper Question 2 many of your completed in class on Tuesday. For those of you who didn’t complete the task and opted for Question 1 please read this and look at the Idiot’s Guide to Question 2. Source below followed by answer.
Source 2
Up, up and away–the day that armchair travel really took off
by Valentine Low
As the young stowaway says in the film Up: “You know, most people take a plane.” Jonathan Trappe did not take a plane. Yesterday as the sun rose over the Kent countryside he filled several dozen balloons with helium, strapped himself into a chair and headed across the English Channel.
Four hours later he landed in a cabbage field in France, the first cluster balloonist to cross the Channel and, for the French police who arrived to question him, possibly the most unexpected visitor of the year.
Mr Trappe, 36, just thinks it is fun. And much better than a hot-air balloon, “It is unique,” he said. “A hot-air balloon is beautiful but makes a huge roar. A gas balloon is the only kind of aircraft that flies in complete silence. I can hear the waves from a thousand feet.”
“Didn’t you have this dream,” he said, “just this wonderful fantasy of grabbing on to toy balloons and floating into open space?”
The Channel was, he said, an “iconic ribbon of water”, and yesterday he set off from the Kent Gliding Club to a destination unknown; although with any luck it was going to be in France rather than, say, the sea: with no immersion suit, Mr Trappe was ill equipped for a water landing.
“There are risks and we work methodically to reduce the risk so we can have a safe and fun flight,” said Mr Trappe, a trained pilot. “Because really it’s only about dreams and enjoying an adventure and that’s only enjoyable when it is safe.”
After touching down near Dunkirk he described sailing over the white cliffs of Dover as “an exceptional, quiet, peaceful and beautiful experience”.
Now here’s the question from the paper and my model answer using the Idiot’s Guide to Question 2. I have used the checklist and have separated each point so you can clearly see this. 8 solid and developed points made here! Therefore I would be awarded 8 marks! It’s not rocket science.
Now read Source 2, the article and the picture which goes with it called ‘Up, up and away – the day that armchair travel really took off’ by Valentine Low.
2. Explain how the headline and picture are effective and how they link to the text. (8 marks)
The headline is effective because it encapsulates what the text is about; Jonathon Trappe has gone up, tied to the helium balloons by a chair and crossed the Channel to France.
The headline is bold so therefore stands out on the page attracting the reader.
The repetition of ‘Up’ in the headline provides a picture in the reader’s mind as ‘up’ is the way you go in a balloon much like Trappe in the article. ‘Up’ also links to the recent Disney film that is referenced in the first line of the article – ‘As the young stowaway says in the film Up: “You know, most people take a plane.”’
‘Armchair travel’ works like a pun here and is ironic because armchair travellers just talk about going places or watch others but don’t, themselves, go anywhere, whereas Trappe has strapped his armchair to the balloons and gone ‘up and away’ –he is literally doing armchair travel.
The picture is effective because there are numerous written references to what is in the picture – ‘several dozen balloons’, ‘strapped himself into a chair’, ‘grabbing on to toy balloons’. The danger of Jonathon Trappe’s task is reflected in the picture as well as in the text: ‘there are risks and we work methodically to reduce the risks’.
The picture has a prominent position under the headline therefore engaging the readers instantly.
The picture is colourful and eye catching – the use of primary colours for the balloons can be interpreted as almost child-like which contrasts sharply with the challenge Mr Trappe has faced.
The picture is effective as it is very dramatic. Looking at bunch of ‘party balloons’ with a man strapped underneath; the view of the coast is breathtaking and quite beautiful and in contrast the chair looks very small and vulnerable. The picture is almost humourous and thus questions the reader.
Miss O
Section A Question 2: An Idiot’s Guide (Higher)
Remember Question 2 will always refer to Source 2 and it will also ask about the headline, sub headline (if there is one) and the picture.
Headline
- Start your response by explaining how the headline links to the article. Does the headline summarise the article or does it only hint at the contents? Use a short quote to show the link.
- Is the headline larger and bolder than the other text?
- Identify two key words from the 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?
- Does the headline include a pun (play on words), alliteration, a metaphor, simile or any other language technique? Why has the writer used this and how does it affect the reader?
Subheadline/Subheading
- Does the sub-headline add additional information on top of the headline?
- How does it link to the article? Use a short quote to show the link.
- Identify one or two key words from the 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?
Picture
- How does the picture link to the headline/subheadline? Use a short quote to show the link.
- Does the picture have a prominent position? Where is and why is it there?
- Does the picture have colour? What are the connotations of the colours? How does it link to the overall feel of the article?
- How does the picture support the headline and the overall article? Does the picture amuse / attract / shock / fascinate / interest / intrigue the reader?
|
Useful words and phrases – only use the ones you are confident with! |
||||
| The headline/subheading/picture … | How they link to the text… | The reader…(or ‘we’…) | ||
| FirstlySecondlyThirdly
As well as this Furthermore Moreover Finally Lastly Likewise Similarly |
AmusesAttractsConnotes
Delights Describes Depicts Emphasises Fascinates Highlights Informs Interests Intrigues Raises |
Refers toReflectsReveals
Signifies Suggests Summarises Shocks Shows Tells |
Alludes toDemonstratesEchoes
Illustrates Links Portrays Reinforces Reiterates Reflects |
Is made awareIs informedIs told
Learns Discovers Realises |
Easy peasy. 8 marks all round. We’ll try this out on Thursday!
Miss O.
miss, the dog ate my homework 