y10 exams an introduction

1

Outcomes: Outcomes:

To know and practice To know and practice the skills needed for the skills needed for

the exams.the exams.

Y10 Exams Y10 Exams An Introduction An Introduction

2

Exams SummaryExams Summary• 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)

Outcomes: To know and practice the skills needed for the exams.

3

Paper 1 - ReadingPaper 1 - Reading

• 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.

Outcomes: To know andpractice the skillsneeded for theexams.

4

Main Skills NeededMain Skills Needed

• 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.)


5

Question TypesQuestion Types

• 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?


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 ...


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.


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.


9

Before you start...• 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)


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.


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 According to the article, what are the advantages and disadvantages of the internet? (10marks)and disadvantages of the internet? (10marks)

• Remember to track the text with yourRemember to track the text with yourruler and highlighter.ruler and highlighter.


14

Inference Questions• 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?


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…?


16

Hints and TipsHints 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

Jamie OliverJamie Oliver • Read the extracts Jamie Oliver and try to answer

this question:

What impressions of Jamie Oliver do you get from these 2 extracts?


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.


19

Practise • 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 .


20

Word/Phrase from Text Impression it gives to the reader.

‘instantly forgettable wannabes.’ Suggests that they have no skill or talent and simply want to be famous. Also implies that they are have nothing unique or special about them.

‘Limited shelf life.’

Suggests that the so called ‘celebrity’ programmes are for washed up celebrities. They have no worth.

21

Hints and Tips • 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 The writer gives a negative impressiongives a negative impression of reality t.v. shows and does not agree with of reality t.v. shows and does not agree with people becoming celebrities because they are people becoming celebrities because they are in a show. in a show. He calls these people ‘instantly He calls these people ‘instantly forgettable wannabes.’forgettable wannabes.’ This This suggests that he suggests that he dislikes these people and they simply want to dislikes these people and they simply want to be celebrities, but do not have the qualities or be celebrities, but do not have the qualities or talent of any kind to be remembered. talent of any kind to be remembered.


22

Now you try…• 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.


23

2 Skills Down, 2 to Go!• 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.


24

QuestionsLook 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]

25

AssessmentAssessment • 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


26

Homework

• Answer the identify and retrieve question on the Bananas article – worth

10marks• Due Monday 7th March

27

Analysis of Writer’s Style- How Questions

• 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.

Outcomes:learn and analyse the techniques used to analyse the ways in which writers try to

influence readers

28

This is not just any exam….

• 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.


influence readers

http://www.tellyads.com/show_movie.php?filename=TA3444

29

How QuestionsHow Questions• 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.

30

• Persuasive writers can use a variety of techniques.• The exam questions will almost certainly require The exam questions will almost certainly require

analysis of how a particular text is attempting to analysis of how a particular text is attempting to influence its audience.influence its audience. It could be selling a product or It could be selling a product or promoting an idea or a point of view, but writing is promoting an idea or a point of view, but writing is never really neutral, particularly this kind of writing.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).


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?'


influence readers

32

Approach• Consider:-

–WhatWhat is written + HowHow it is written + intended effectintended effect of the

words/image/headline.


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.


influence readers

34

ApproachApproach• 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 Q. How does the advertisement make the car sound appealing?appealing?


influence readers

36

Headlines and titles• 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?


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).


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'.


influence readers

39

Analysing Pictures• When looking at pictures, ask yourself the following.1. Why this picture? What is its effect?2. Is each picture giving the same message?3. Do the pictures work together to reinforce the

message of the text?4. Do the pictures give different messages? If so,

why?5. Remember, a picture will usually link to the

headline and the main text.


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.


influence readers

41

Practise • 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 You now have 5 different points to make about this article

that shows in the examiner that you have considered all that shows in the examiner that you have considered all the ways in which this article advertises their product.the ways in which this article advertises their product.

42

Model Paragraph • 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.

43

L.O. TO PRACTISE USING CONNECTIVES FOR COMPARING.

Comparing Texts Comparing Texts in Paper 2in Paper 2

44

Write a list of as many connectives as possible under

each of the headings.Contrasting Connectives Similarity

ConnectivesParagraph Linking

Unlike Both Furthermore

However Similarly Firstly

On the other hand As well as Next

Although Like Finally

Contrastingly Also Pen ultimately

In contrast to Similar to Moreover

But Liking to

45

On your mini white On your mini white board write a board write a

comparative sentence comparative sentence about each of the about each of the

images.images.

What do each of the images have in common? What is different about their content and

purposes?

46

http://upload.wikimedia.org/wikipedia/commons/f/f9/Susan_Boyle_Nov_2009.jpg

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…?

51

Planning• Planning is the key to scoring top marks on this

answer.• It is important to remember that you must follow a

P.E.E. Structure but compare both texts.

• P.E.E.C.E.E.P.E.E.C.E.E.• The best way to do this is to create a planning grid...

52

Points to ConsiderPoints to Consider Text AText A Text BText B

Purpose of the text.

Content of each text.

Language used in each text.

Overall presentation.

53

Practise Time!Read the article and

Campaign leaflet on the topic of bananas.

• To answer the next question you will need to consider both texts.• A4. Compare the newspaper article and the campaign sheet, using

these headings:• the purpose of each text;• the layout/presentation of each text;• the content of each text.

54

Tip!• If you get bullet points to help guide

you in a question, USE THEM!• Divide your answer into paragraphs

linked to the bullet points. This will show the examiner you are keeping the question in mind and will ensure you compare in every paragraph.

55

Do it on your own!Do it on your own!• Read the report and the website advert about

the moon landings

• Compare and contrast what the writers say about the American moon landings.

• TIP – Just because you do not have bullet points to help you doesn’t mean you should ignore comparing the content, language and presentation of texts.

56

Fill this table on your white board Points to ConsiderPoints to Consider Text AText A

ArticleArticleText BText BWebsiteWebsite

Purpose of the text.

Content of each text.

Language used in each text.

Overall presentation.

57

Tying it up togetherTying it up together• We have now explored all 4 skills you will need to be successful in

paper 1.• We still need to time ourselves for the how questions and

comparison question.• Look at the 2 articles on disciplining children.• You will have 30mins to answer the following questions:• How does the leaflet try and persuade you that smacking is not a

good way to discipline children?• Compare and Contrast both texts using the following headings:

– Content– Language– presentation

Remember – you need 5-7

explained points for C-A

grade.

http://www.teachit.co.uk/custom_content/timer/timer.html

58

Marking • You are going to assess each others’ work using a GCSE mark

scheme.• Give a tick with your red pen to every point that relates to the

question.• Give a tick for evidence/quotations that are used only to back

up points and have an explanation of what the quotation tells us about the text.

• Give a double tick to explanations that are really detailed and relevant.

• For the compare question, give a tick when a connective is used.

59

Grades• 1 (U) to those who make

simple comments with occasional reference to the text, or copy unselectively.

• 2-4 (E/D) marks, according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings.

• 5-7 (C/B) according to quality, to those who make valid comments/inferences based on appropriate detail from the text.

• 8-10 (A/A*) marks, according to quality, to those who explore the text in detail and make valid comments/inferences. These answers should combine specific detail with overview.

60

Points to Look Out ForPoints to Look Out ForHow Question• Title – “unbeatable” suggests that

smacking is not good to children.• Sub headings – break up information,

use words such as “dangers” and “smacking doesn’t work” shows they are against smacking and want to outline the negative things might make reader feel bad about themselves.

• Image of a happy family – makes people think if you don’t smack then you will be happy too.

• Language – harsh negative words that emphasise smacking is wrong. Emotive language that makes parents feel bad if they do smack.

• Compare Question• Leaflet

– Purpose of persuading against smacking

• Article– Informs and explains with

humour the problems with children who are not disciplined

– Uses a personal story to get his point across

– Uses humorous language to describe the children and their non – smacking parents

y10 exams an introduction

Documents

writing skills

y10 exams

exams summaryyou

list questions

main skills neededlocation

bullet point list

type of question

writer writescomparing