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2016

AQA English Language

Revision Guide

Coppice Performing Arts School

ENGLISH DEPARTMENT

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Contents

Unit 1: Section A - Reading

Introduction (p.3 -4)

Locating and retrieving information (p.5-6)

Inference (p.6-7)

Presentational Devices (p.7-8)

Language comparison (p.8-9)

Top Tips (p.10)

Foundation Unit 1 Practice Paper (p.11-12c)

Higher Unit 1 Practice Paper (p.13 – 13c)

Unit 2: Section B - Writing

Introduction (p.14)

Informal letters (p.15)

Formal letters (p.16)

Reports (p.17)

Articles for newspapers and magazines (p.18)

Leaflets (p.19)

Speeches / talks (p.20)

Reviews (p.21)

Writing to persuade, argue, advise, inform and describe

(p.22-23)

Foundation Unit 1 Practice Paper (p.24)

Higher Unit 1 Practice Paper (p.25)

Punctuation marks (p.26)

Sentence openers (p.27)

Connectives (p.28)

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Coppice Performing Arts School

Ecclestone Road,

Wednesfield,

Wolverhampton,

WV11 2QE

Dear students of year 11,

As you approach your final few weeks in year 11, I would like to

thank you for the commitment and effort you have shown in your

controlled assessments in English lessons. You are heading into the

summer examinations with some marks already under your belt.

However, it is important to remind you that these marks are not

confirmed and that the exams in the summer are worth the

majority of your marks for you to be successful in English.

This booklet has been designed by the English Department to

enable you to reach your potential in your reading and writing

examination. Each section focuses on specific aspects of both

papers and the skills you will need to answer the questions

confidently.

We expect that every student will work through all parts of this

booklet repeatedly as part of their revision for English.

If you have any questions, queries or concerns with regards to your

English exam, please speak to your English teacher.

We wish you all the best of luck.

Yours faithfully,

Ms Sheard Mrs Fitzgerald Mr Corns Miss Allen Mr Dunbar Mr M

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Unit 1: Non-fiction

Introduction

The exam will last 2 hours 15 minutes.

There will be a source booklet for you to read which will be linked with a

common theme. The texts could be an advert, a factsheet, a

newspaper or magazine article, a webpage, a leaflet or an essay (e.g.

travel writing). You will use this source booklet to answer your questions.

You are advised to spend 15 minutes reading the sources and

questions, then spend one hour on the reading section, and one hour

on the writing.

The number of questions varies and is dependant on whether you are

entered for the Higher or Foundation paper. However, each section is

worth a total of 40 marks with an overall 80 marks being available for

the entire paper.

The amount you write for each question should revolve around how

many marks the question is worth, (think about the size of your

handwriting!)

TIMING IS KEY ON THIS PAPER!

(A) Reading paper - One way to divide up your time is to spend a

minute and a half for each mark. For example: with a four mark

question, you should spend 6 minutes answering it (4 x 1.5). For an

eight mark question, you should spend 12 minutes answering it (8

x 1.5) etc.

(B) Writing paper – Spend approximately 25 minutes on the 16 mark

question and 35 minutes on the 24 mark question.

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Section A – Reading Paper

Locating and Retrieving Information

This is how to answer the first question on the reading paper

If the question says ‘List’ or ‘find’:

Bullet point your answers.

Work your way through the passage carefully and in sequence.

Look carefully for the relevant points and underline or highlight them as

you go.

Each point you make must be clear.

This is an answer that only requires a point.

If the question says ‘Evidence’ or ‘What’

You don’t need an explanation.

Weave the text into your work e.g. ‘John Ingham suggests this problem is

nationwide from Cornwall to Cumbria and the waste is ‘a mountain’.

You need no explanation as you are presenting information.

PE (Point, Evidence).

If the question says ‘Explain’

Stay in sequence and follow the argument logically.

Use short quotations from the text.

Explain your answer.

Infer and analyse.

PEE (Point, Evidence, Explanation)

For all question types:

Work through the text in sequence and answer the question in the same

sequence.

Use words from the question in your answer.

Things to consider:

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The heading or title - this should help you decide on the main

subject of the text.

Vocabulary - the kinds of words (nouns) used to give information

will also indicate a particular subject. For example, an article

about global warming will include words such as

"environmentalist, carbon footprint, greenhouse gasses and

sustainability".

Attitude - adjectives and intensifiers should tell you what the

writer thinks about their subject. Look for words like "totally

brilliant, absolutely ridiculous, complete nonsense, straight

forward common sense".

Argument - the author will use points to develop their argument.

Look for discourse markers - phrases such as "on the contrary,

what is more, and another thing, as a result, in conclusion".

Inference

In the same way that you can look for information given in a text (e.g.

facts you can quote), you can also look for ideas or feelings that are

implied by the text (e.g. attitudes which are not necessarily clearly

stated).

To do this you have to infer meaning so that you can decide what

someone thinks from how they say things, not just from what they say.

When you infer meaning you are ‘reading between the lines’ and

working out the meaning from the evidence you have.

Top Tips

Keep a clear focus on the question; use the words of the question in

your answer to help with this.

Search carefully through the text for relevant facts plus words and

phrases which create the inference. You are looking for information,

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contexts and opinions. What is the author trying to say? What is their

message?

You must include evidence for each point you make.

Make comments on your quotations where you can.

Write your answers fluently.

Check your answer when you’ve finished.

Presentational Devices

This question asks you to look at how pieces of non-fiction are set out.

This includes looking at how images, different fonts, size and layout

etc. are used for effect.

Choices in layout (such as the use of pictures, diagrams and lists) are

made to meet a specific purpose and communicate with a specific

audience. Choices in colour and font, for example, can be made to

appeal to a specific target group. You might use lively colours and

playful fonts in a text for kids and more serious fonts and colours for

adults. Different presentational devices create different effects.

Top Tips

To get all the marks on this question you need to do two things:

1. List the presentational devices the text uses; and

2. Explain why these devices are used and what effect they have.

To answer the first part of the question, you need to first recognise the

presentational devices such as:

C – Colour.

H – Headings.

U – Underlined.

B – Bold text.

B – Bullet points.

F – Font.

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I – Italic font.

S – Subheadings.

H – Headline.

A good way to revise for this question is to analyse any texts you see

or read such as magazines etc.

There are three main reasons for using presentational devices: mood,

memory and clarity:

Mood: A piece of writing to express feelings. The feelings should

be in tune with the target audience. Look out for pictures, fonts,

colour and quotes.

Memory: The main purpose for these pieces of non-fiction are to

inform. Therefore, it is important to find key bits of information

such as website addresses, phone numbers, advice or statistics.

Look out for bold text, headlines and sub-headings, bullet points,

diagrams, maps and illustrations.

Clarity: Most non-fiction texts are written for people in a hurry so it

is important that they are clear. As such, the information within

the text needs to be clearly presented to prevent people from

stopping reading. Look out for bold text, bullet points, sub-

headings, paragraphs, colour, images and captions and quotes.

A good way to revise for this question is to analyse any texts you see

or read such as magazines etc.

Language Comparison

This question asks you to compare the language used in two non-

fiction texts. You need to know what to look for and why each feature

is used. Different techniques will be used to appeal to different

audiences or meet different purposes.

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Top Tips

Things to look out for:

Words: are they simple or difficult, formal or informal?

Sentences: are they short or long?

Paragraphs: are they short or long? Are they all the same length,

or do some stand out for emphasis or dramatic effect?

Personal pronouns: is ‘you’ or ‘we’ used to address the reader?

Using ‘we’ is used to create a close personal relationship with the

reader.

Persuasive techniques:

D – Direct Address

A - Alliteration

F - Facts

O - Opinions

R – Rhetorical Questions

E – Emotive Language

S - Superlatives

T – Triplets (Rule of Three)

Emotive vocabulary: are the words emotive e.g. extraordinary,

horrific, resplendent etc. or plain e.g. good, bad etc.

Exclamations: is the writing angry/argumentative e.g. this must

stop… or is it more thoughtful e.g. on the other hand etc.

Facts and opinions: are facts and statistics used or are there

more opinions?

Remember to structure your answers using PETER (Point, Explain,

Technique, Explain, Readers Response)

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Top Tips for

Reading Questions

• Read the text relevant to the question.

• Read the question, underlining the keywords. If you need to, number

the parts of the question.

• Track through the text, underlining key information useful to the

question.

• Use the words of the question to start your answer.

• PETER – Point, Evidence, Technique, Effect on Reader

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Foundation Tier Unit 1: Section A –

Reading

Practice Questions

You should spend 1 hour on this section.

Answer all the following questions.

Read Source 1, the online article, ‘F1 fan receives bionic hand from

Mercedes team’ and answer the questions below:

(1) (a) List four things you learn about Matthew James’s bionic hand

from the article.

(4 marks)

(1) (b) What do you understand about the ways the bionic hand will

change Matthew’s life?

Remember to:

show your understanding by using your own words

support your ideas with the text.

(4 marks)

Now read Source 2, from Mitch Winehouse’s biography of his

daughter Amy Winehouse, where he describes her schooldays.

(2) What do you understand about Amy Winehouse’s schooldays from

the extract?

Remember to:

show your understanding by explaining in your own words

support your ideas with the text.

(8 marks)

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Now read Source 3, ‘Music Studio’ an extract from a brochure

advertising activity holidays for teenagers.

(3) How does the writer use language features in the brochure?

Remember to:

give some examples of language features

explain the effects.

(12 marks)

(4) Now look again at Source 1 and Source 3. 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.

(12 marks)

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Higher Tier Unit 1: Section A – Reading

Practice Questions

You should spend 1 hour on this section.

Answer all the following questions.

Read Source 1, Will turning vegetarian save the planet? by Alex

Renton.

(1) What do you understand about the issues of vegetarianism and

eating meat from the article?

(8 marks)

Now read Source 2, ‘A Ticking time bomb’: Teenage girls’ junk food

diet leaves them starved of vitamins by Fiona Macrae.

(2) Explain how the headline and picture are effective and how they

link to the text.

(8 marks)

Now read Source 3, In Search of Olives which is an extract from a non-

fiction book.

(3) Explain some of the thoughts and feelings the writer has during her

journey.

(8 marks)

Now you need to refer to Source 3, In Search of Olives and either

Source 1 or Source 2. You are going to compare the use of language

in two texts, one of which you have chosen.

(4) Compare the ways in which language is used for effect in the two

texts. Give some examples and analyse the effects.

(16 marks)

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Section B – Writing Paper

This section of the paper will test your writing skills. There will be a 16

mark and a 24 mark question. The 16 mark question will ask you to

either write to inform, describe, advise and explain. The 24 mark

question will ask you to either write to argue or persuade.

Carefully read what the question is asking you by using GAPS e.g.

“There is evidence that many young people are not eating, exercising or

spending their

leisure time properly and that this is damaging their health and life chances.

Write an article [GENRE] for Living Today magazine which persuades [PURPOSE]

young people [AUDIENCE] to improve their diet and lifestyle.”

Ensure you write using the conventions of the genre that you are

writing for e.g. a formal letter.

Use the sources from Section A to help you with facts and figures. If in

doubt, lie and make up facts and figures etc.

Remember GAPS:

Genre: Letter, article, blog etc.

Audience: Teenagers, old people,

teachers, parents etc.

Purpose: To inform, explain, advise,

describe, persuade and argue.

Style: Formal or informal?

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Informal letter

Layout:

Other things to remember:

Focus on making the genre, audience, purpose and style of the

letter very clear in your answer

An informal letter would be written for:

Friend

Family

Use different punctuation types - , . ? ; : ’ – ( ) “ ! (Create

opportunities to show off which of these you can use!)

Use different types of sentences where you can.

Your

address

Informal greeting (Dear Hannah)

The date

Introduction – short paragraph, making the purpose of the letter

clear

3-4 middle paragraphs, making your points

Conclusion, rounding off and reinforcing the purpose of the letter

Farewell informal (Love / Take care)

Your first name (Sophie)

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Formal Letter

Layout:

Other things to remember:

Focus on making the purpose, audience and format of the letter

very clear in your answer

If you don’t know the name of recipient, end your letter “Yours

faithfully” ; if you do know the name end your letter “Yours

sincerely”.

Use wide range of punctuation - , . ? ; : ’ – ( ) “ ! (Create

opportunities to show off which of these you can use!)

Use different types of sentences where you can.

Recipient’s address

Salutation “Dear Sir/Madam” “Dear Mr Allen”

Opening paragraph setting out the purpose of your letter

3 middle paragraphs detailing your main points.

Closure “Yours sincerely” “Yours faithfully”

Name of sender

Closing paragraph which rounds off the letter and summarises your

overall point

Date

Your address

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Reports

A report is intended to give information or advice to a person or

person so that what is said can be considered and, perhaps, acted

upon.

Structure / Layout:

Other things to remember:

The purpose of a report is to inform, advise or persuade. It is

normally written after something has been researched /

investigated / thought about. It gives up to date information to

those need it and can act on it.

Use sub-headings to make your sections clear.

Use formal language and present your views clearly and

respectfully.

Use wide range of punctuation - , . ? ; : ’ – ( ) “ ! (Create

opportunities to show off which of these you can use!)

Use different types of sentences where you can.

Use a range of connectives in your writing.

An effective title

An introduction, outlining the problem(s)

A section outlining the causes of the problem(s)

A clear conclusion, showing the solutions and / or

recommendations to solve the problems

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Articles

Articles are mostly written for newspapers and magazines. They are

usually written to inform, persuade and entertain. Articles should be

written in a lively style and contain interesting facts and probably

opinions. The language will depend on your audience.

Format

Other things to remember:

You don’t need to use columns in the exam.

Use a range of sentence types and punctuation (. , ; : ? ! ‘ “ “ –)

Choose your points carefully – you won’t be able to cover everything.

Try to use humour where appropriate.

Use questions and anecdotes to keep the reader entertained and

engaged.

Heading. By [your name].

An introduction that engages the reader: this will be

short and sharp.

Approximately 4 central paragraphs

(you can write more, but be aware of

the limit time)

Conclusion

Engaging

and catchy

heading.

A short but telling conclusion.

Draw your points together and

give a final opinion.

Four central paragraphs

with explanation of your

view and opinion. You need

to plan these and attempt

to link them.

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Leaflets

Leaflets are generally written to inform (e.g. those issued by the

government) or advertise / persuade (e.g. those written by theme

parks, Nation Trust properties etc.). Audiences vary but those that

advertise will usually try to appeal to as many people as possible.

Layout

Other things to remember:

Make sure the purpose of your leaflet is clear.

Think about the intended audience.

Adopt a suitable tone for your leaflet – a leaflet on a health

issue will have a more serious tone than a leaflet which is

trying to persuade you to visit an attraction.

Use what you know and where you’ve been to help you.

Aim to write about a page and a half (depending on your

handwriting size)

Write clearly and accurately, using a range of sentence

types and punctuation types.

A Clear Heading (don’t do this in bubble writing

– it wastes time and won’t get you extra marks)

Key information, using subheadings to divide up the information.

Include: key facts, places to get more information (e.g. contact

telephone numbers, a web address etc.) Remember that you can

make these up!

Picture? This is optional, however if you choose to include one DO

NOT waste time drawing it: draw a box and simply write what the

picture would be (“Picture of a family having fun to show that this

is a great day out for all ages” for example)

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Speeches

A speech is an address to a group of people. They are often used

to give information, explain / argue a point of view, or to

persuade. Just like any other text, a speech needs to use

language appropriate to its audience. The tone will also be

dependent on its audience; a younger audience will be less

formal that a speech given to adults.

Structure

Other things to remember:

Adopt the right tone for your audience.

Use rhetorical devices; “It’s fair to say…”, “I’m sure you will agree”

“It’s often claimed that…”, “Is it really the case that..?”

Try to use humour where appropriate.

Use repetition, some statistics (but not too many) and anecdotes /

personal experiences to strengthen your argument.

Use a range of sentence types and punctuation types.

Open with a welcome / greeting to your audience. This will be brief

and simple: “Good morning ladies and gentlemen’ or ‘Fellow

classmates’

Outline the subject of your speech. ‘I intend to talk today about…

My argument will be that…’

Make three or four key points (one for each paragraph) to support

and develop your argument. Remember it is vital to keep the

attention of your audience so your selection of points is important.

Your aim is to win your audience over to your point of view.

Conclusion. Make this punchy to leave an impact on your

audience and leave them with something to think about.

End with an acknowledgement of the audience e.g. ‘Thank you for

listening so attentively’

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Reviews

Reviews are structured opinions of something read, seen or listened to.

When someone asks you “What did you think of that?” at the end of a

film, book or album, your reply is an informal review.

Structure

Other things to remember:

Don’t retell what happens in the piece you’re reviewing as it will

spoil the enjoyment of the reader.

Aim to write a full side of your answer booklet (A4).

If you’re one of those people who rarely reads / watches films /

listens to music / watches TV aim to do all of these things at least

once before the exam to give yourself something to write about!

Use a range of sentence structures and punctuation in your writing.

Heading: This will usually be the name of the book, film, television program

or album you are reviewing.

Introductory paragraph: This may give some background information ‘This

is the third book in the… series’

Middle paragraphs: These paragraphs will discuss the book, album, film

etc. without giving too much away.

Concluding paragraph: This paragraph will give your opinion and perhaps

a comparison of this with other work by the artist / director / writer etc.

There will also be a recommendation and possibly a star rating.

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Writing to Persuade

Techniques to use:

DA FOREST (Direct address, Alliteration, Facts, Opinions,

Rhetorical questions, Emotive language, Superlatives, Triplets).

Politeness

Flattery

Writing to Argue

Techniques to use:

A FOREST (See above)

Structure:

1. Introduction – Introduce your argument and set common

ground e.g. we all want the best for our school.

2. Paragraph 2 – Make your first argument. Make it a strong

one.

3. Paragraph 3 – 5 – Consider the other point of view and

counter it with your argument e.g. On the one hand, I

understand that…However…On the other hand.

4. Paragraph 6 – Make a final argument to stress your point.

Conclusion – Summarise your thoughts e.g. in conclusion…

Make it fact, evidence or example based.

Writing to Inform

Techniques to use:

Simple, everyday language

Short sentences

Short paragraphs

Subheadings

Bullet points and lists

Use a question and answer structure

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Writing to Explain

Techniques to use:

Technical terminology

Complex sentences

Imperatives

Subheadings

Bullet points and lists

Use a question and answer structure

Similes

Real-life examples

Use maps, pictures and diagrams

Writing to Advise

Techniques to use:

Use suggestions not commands with reassuring words

Use real life examples

Use a question and answer structure

Direct address

Give multiple solutions

Use expert opinions

Writing to Describe

Techniques to use:

Similes

Metaphors

Personification

Adjectives

Adverbs

A wide range of vocabulary

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Foundation Tier Unit 1: Section B –

Writing

Practice Questions

You should spend 1 hour on this

section.

(5) Your local council is holding an awards ceremony called ‘Amazing

Local People’.

Write a letter to your local council, naming someone you know for an

award, explaining why they deserve to win.

Remember to:

write a letter

use language to explain.

Try to write approximately one page.

(16 marks)

(6) “Young people today waste too much time watching TV and

playing computer games.”

Write an article for a magazine of your choice arguing for or against

this statement.

Remember to:

write an article

use language to argue.

Try to write approximately two pages.

(24 marks)

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Higher Tier Unit 1: Section B – Writing

Practice Questions

You should spend 1 hour on this

section.

(5) A website called The Best and the Worst is asking for contributions.

Write an entry for it which describes the best meal you ever had and

the worst. Explain the reasons for your choices.

(16 marks)

(6) There is evidence that many young people are not eating,

exercising or spending their leisure time properly and that this is

damaging their health and life chances.

Write an article for Living Today magazine which persuades young

people to improve their diet and lifestyle.

(24 marks)

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