Alternative transcript:

or command over you. -The words "loved to display his rebellion" helped me arrive at this meaning because it suggests that the Linking questions - Keywords in Question Explain how the sentence performs a linking function in the passage. Comment on the function performed by the sentence (Use quotation marks for the soldier likes to rebel against original and explanation his commanding officers words) and, therefore, it suggests that "insubordination" involves not doing what they told him. Answering approach 1. Quote the words in the question that link back to the previous paragraph 2. Explain what the argument in that paragraph is, in your own words 3. Quote the words that move the argument forward 4. Explain what the new argumant is (Linking = Quote link back words in question + Explain argument there and how they link together + Quote link forward words in question + Explain argument there and how they link together) Model answer Question - Comment on the function performed by the sentence "These social problems did not prevent Smith having a successful career in the music industry" (3). Answer- -The sentence performs a linking function in the passage. -The words "These social problems" connect to the previous paragraph which described how Smith struggled to make friends and never attended parties during his time as a student. - The words "successful career in the music industry" introduce the rest of the paragraph which is about the awards he won with his band, including the Brit for best newcomer and it also tells the reader about the money he made through huge record sales. Word choice questions Keywords in Question How does the writer's word-choice... Comment on the effect created by the writer's word-choice in lines... Explain how the word-choice in lines help create an impression of... How does the writer's use of language.../Analyse how the language... Imagery Questions Keywords in Question Any question with the words "image" or "imagery" in it. How does the writer's use language... Answering approach 1. 2. Quote word What is implied by using the word (connotation)- THIS SUGGESTS (Word choice= Quote + Connotation + Explanation "This suggests") (Use one word quotations where possible) Answering approach 1. Quote the imagery 2. State the type of imagery (Simile, Metaphor, Personification) 3. Just as 4. So too 5. Explain the effect of the image/ so it suggests/ this implies IMAGERY IS A COMPARISON NOT A DESCRIPTION (Imagery Quote + imagery technique + Just as + so too + so it suggests) Simile- "Their cheeks are Model answer Question How does the writer's word-choice in lines 1-3 help the reader understand that the event suffered from a lack of organization? Answer- - The word "shambles" is associated with chaos and lack of organisation suggesting that the event was a disaster. Model answer Question How does the writer use imagery to make his displeasure with schoolchildren clear to the reader? (4) Answer "hordes of savage barbarians" - metaphor. Just as an army consist of many soldiers and is destructive, so too are there a lot of children and they are violent and dangerous. This implies the writer's disapproval of school children. Sentence Structure Keywords in Question Any question with the words "sentence structure" in it. Look out for specific questions on the use of italics, repetition, word order, brackets/dashes/parenthesi s, questions. Show how the writer... How does the writer's use of language... like roses" is a simile. Metaphor- "Their cheeks are roses" is a metaphor. Personification- When you give an animal or object qualities or abilities that only a human can have. Answering approach Length of sentences Short sentences- Impacting or used to sum up a point. Long sentences - Can show complexity, breathlessness, excitement Punctuation Colons or single dashes- : - Used to separate two statements, the second of which will provide further information on the first. Semi colons-; Used to separate two statements (Often contrasting) that have something in common. Parenthesis- when a point is made in brackets or between two dashes (extra info) (when analysing describe what the extra information is and why it is important to the sentence) Inverted commas- ""used to show the words are not the writers own- can impact on tone Ellipsis-... Used to show a pause, thinking or overwhelming emotion "claiming new territory" - metaphor. Just as an army takes a territory over and destroys the peace that used to exist there, so too are the pupils destructive, frightening and invasive of space other people once felt was theirs. This implies the writer's displeasure. Model answer Question - How does the writer use sentence structure to reveal his concerns about the attitudes displayed towards immigrants? (4) Answer":an unnecessary level of paperwork" - sentence structure, colon - used to introduce his judgment about the level of paperwork demanded so highlights the bureaucracy facing new arrivals into this country, he feels the paperwork is not needed. "racism" - repetition - by emphasizing this word, it is clear that he is concerned about the prejudice being displayed against immigrants which he feels are based on our intolerant attitude towards other cultures. Tone Rhetorical questions- A question which doesn't require an answer, used for emphasis. Inversion- subject=who is doing it Climax- something is built up to Anti-climax-Build something up and then don't deliver at the end Antithesis- opposite contained within one sentence, a balance of both. "To err is human; to forgive is divine" Patterns List- three or more words that have something in common separated by commas or semicolons Repetition- Of words, phrases or questions to reinforce a point. Insertion- When the sentence structure is changed to highlight a significant point. 1. Quote and Identify a sentence structure technique 2. Explain the impact of using the sentence structure technique/ how it adds to/ empathises the writer's argument. (Sentence structure = Quote example + Identify technique and what its doing+ Explain impact) Keywords in Question Comment on the writer's tone in... What is the tone of the writer in... and how is it created? How does the writer's tone... Identify the writer's tone... Show how the writer... How does the writer... How does the writer's language... Answering approach Examples of Tone PERSONAL CRITICAL HUMOROUS Formal Informal Sarcastic Ironic Depressed Cynical Pessimistic Optimistic Angry Disappointed Humorous Gloomy Concerned Apologetic Disbelieving Doubtful Negative Bitter irritated Mocking Scathing Serious Enthusiastic Hopeful Critical Confused Hostile Lighthearted Polemic 1. Quote a word/expression as evidence 2. Identify the tone Model answer Question - Comment on the writer's tone in lines 10-12 and how it helps develop his argument. (2). Answer "catalogue of let-downs"-disappointed tone. -The idea of a catalogue suggests that there have been a series of things that have disappointed or "let down" the writer. - This helps develop his argument because he has already explained how he had high hopes that the government would take some action to cut harmful emissions but the disappointed tone helps emphasise how little has been done to deal with the issue. Effective conclusion Keywords in Question Select any expression from these lines and explain how it contributes to the passage's effective conclusion. Look at lines 56-64. Select any expression from these lines and explain how it contributes to the passage's effective conclusion. 3. Explain how it creates the tone (purpose+language=) (Tone= Identify tone+ Quote evidence +explain evidence+ Explain effect) Answering approach 1. "The author is effectively able to sum up the main ideas of the passage by making a link between the conclusion and the rest of the article" 2. "quote" any phrases that link back to ideas already mentioned earlier. 3. Explain what it links back to and what was previously said. OR. 1. "quote" an example of concluding language or a specific technique. 2. Explain the effect that it creates. Method 1 (Effective conclusion Beginning + Model answer Question - Look at line 63-66. Select any expression from these lines and explain how it contributes to the passage's effective conclusion. Answer - The author is effectively able to sum up the main ideas of the passage by making a link between the conclusion and the rest of the article, "early fast food experience" (1) repeats the idea of '1986 being a year of firsts. Quote linking back phrases/ ideas + Explain the link) Method 2 (Effective conclusion = Beginning + Quote (Concluding language) + Explain effect) (Always begin with- "The author is effectively able to sum up the main ideas of the passage by making a link between the conclusion and the rest of the article") Final question The final question asks you to compare the two passages. You will have answered detailed questions on passage one but MUST spend some time carefully reading passage two and looking for key ideas. The final question will ask you to identify similarities, OR differences, OR similarities and differences in the two articles. The question is worth 5 marks and is looking for at least three comparisons. Each comparison should have: A subheading explaining what the comparison is. A quote and explanation from passage one. A quote and explanation from passage two. Area 1 of Agreement Area 2 of Agreement Area 3 of Agreement Evidence from Passage 1 Quote Own words RUAE SUMMARY Evidence from Passage 1 Quote Own words Evidence from Passage 1 Quote Own words Comparison 1 (1 of 3) Quote from passage 1 + Explanation Quote from passage 2 + Explanation Evidence from Passage 2 Quote Own words Evidence from Passage 2 Quote Own words Evidence from Passage 2 Quote Own words X3 Own words Context Link Imagery Sentence structure Word choice Tone Analysing Language Evaluation Question type Final comparative question Critical essay Structuring an essay Introduction: Strategy • • Go to the passage and underline the answers. Put key ideas into your own words. Define the word Quote from around the word and explain how you arrived at the definition. "Quote" part of linking sentence. ...links back to -explain what idea it links back to. "Quote" other part of linking sentence... links forward to explain what idea it links forward to. "Quote" a metaphor/simile/personification. Just as... so too... Pick out one of the following: types of sentences/ punctuation/ patterns. Quote-technique-impact. "Quote." This suggests... Might have to name tone. Then pick out techniques that help to create it. Word choice/imagery/sentence structure... If asked about language quote and explain. Analyse quotes: word choice, imagery, sentence structure, tone. If evaluating effectiveness of imagery, analyse image first and then say why it is effective. If evaluating the final paragraph, quote and then explain what it links to/ something that has already been mentioned in the passage. • Key point of agreement/disagreement. Explain what Passage one says/ could quote • Explain what Passage two says/ could quote. • I should find at least 3 points of agreement or disagreement in order to get full marks. Title of passage Novel? Film? Play? Author Brief summary of the passage, Relate back to the question Paragraph 1: Topic sentence Context Quote Analysis Evaluation Paragraph 2: Topic sentence Context Quote Analysis Evaluation Quote Analysis Evaluation (Can be repeated) Paragraph 3: Topic sentence Context Quote Analysis Evaluation (Can be repeated) Paragraph 4: Topic sentence Context Conclusion (Can be repeated) (Can be repeated) Paragraph 5: Topic sentence Context Quote Analysis Evaluation (Can be repeated) "In conclusion..." Leave the reader in no doubt that you have answered the question Summarise all your points which leave you with your answer to the question In conclusion/Finally/ it is clear after close analysis that/ there is no doubt that the author Re-state words of question Describe how it has changed your view or left you with a particular feeling- BE POSITIVE Assignment writing The candidate's writing will be marked in terms of content and style Writing does not have to be perfect to gain full marks Max 1,300 words each Range of marks Content The discursive demonstrates, as appropriate to genre: Style The discursive essay demonstrates, as appropriate to genre: Range of marks Content The creative piece demonstrates, as appropriate to genre: Style The creative piece demonstrates, as appropriate to genre: Marks 15-13 Both out of 15 Creative writing may include: a personal essay/reflective essay, a piece of prose fiction (for example short story, episode from a novel) a poem or set of thematically linked poems, a dramatic script (for example scene, monologue, sketch) Discursive writing may include: an argumentative essay, a persuasive essay a report a piece of transactional or informative writing strong attention to purpose and audience strong surons understanding and engagement • evidence of skilful research and selection strong and sustained line of thought/convincing stance linguistic features of the chosen genre used skilfully to inform/argue/ discuss/persuade and convey depth and complexity of thought/objectivity /insight/persuasive force confident and varied expression effective structure which skilfully enhances the purpose/meaning Marks 15-13 strong attention to purpose and audience strong creative qualities skilful command of the genre thematic concerns which are skilfuly introduced and developed ideas/feelings/ experiences which are explored with a strong degree of mature reflection/self- awareness/ involvement/ insight/sensitivity strong sense of the writer's personality and individuality linguistic features of the chosen genre used skilfully to create a strong impact confident and varied expression effective structure which enhances the purpose/meaning Marks 12-10 clear attention to purpose and audience • clear understanding and engagement • evidence of careful research and selection clear line of thought/ engaged stance linguistic features of the chosen genre used clearly to inform/argue/ discuss/ persuade and convey thought/ objectivity/ insight/ persuasive force clear expression • structure which enhances the purpose/ meaning Marks 12-10 • clear attention to purpose and audience clear creative qualities clear grasp of the genre thematic concerns which are clearly introduced and developed ideas/feelings/ experiences are explored with a clear sense of reflection/self- awareness/ involvement/ insight/ sensitivity clear sense of the writer's personality linguistic features of the chosen genre used to create impact clear expression clear structure which enhances the purpose/ meaning • Marks 9-7 adequato attention purpose and audience adequate understanding adequate evidence of research adequate line of thought/stance linguistic features of the chosen genre used adequately to inform/ argue/discuss/ persuade and convey thought/ objectivity/ insight/ persuasive force adequate expression adequate structure linguistic features of the chosen genre used adequately adequate expression adequate structure attention to purpose and audience limited understanding limited e evidence of research unclear line of thought Marks linguistic features of the chosen genre used in a limited way to inform/argue/ discuss/ persuade and convey thought/ objectivity/ insight/ persuasive force limited Marks 9-7 adequate attention to purpose and audience adequate creative qualities • understanding of the genre thematic concerns which are introduced ideas/feelings/ experiences which are explored with an adequate sense of reflection and involvement adequate sense of the writer's personality expression limited use of structure • Marks 6-4 limited attention to purpose and audience limited creative qualities a limited use of conventions of genre limited thematic concerns limited ideas/feelings/ experiences explored limited sense of the writer's personality limited use of features of the genre expression limited use of structure Marks 3-1 very little attention to purpose and audience • very little understanding very little evidence of research confused line of thought attempt at using language effectively • many errors in punctuation/ syntax/spelling very little use of structure Marks 3-1 very little attention to purpose and audience very few creative qualities very little use of conventions of genre very few thematic concerns very little evidence of exploration of ideas or feelings very little sense of the writer's personality very little attempt at using language effectively many errors in punctuation/ syntax/sp x/spelling very little use of structure Marks no evidence of the skills required in terms of content, style and accuracy Marks no evidence of the skills required in terms of content, style and accuracy