WJEC GCSE Higher TierWJEC GCSE Higher TierUnit 1 English ExamUnit 1 English ExamPreparationPreparationIncluding a past paper,mark schemes andsample responses
GCSE English/English LanguageGCSE English/English LanguageYour examination is worth 40% of your mark for GCSE English.Unit One makes up 20% of your GCSE. It is worth 40 marks and is onehour long.The paper tests your reading and understanding skills.Unit One is all about non-fiction texts.The exam board say:This unit will test through structured questions the reading of two non-fiction texts. Non-fiction texts may include: fact-sheets, leaflets,letters, extracts from autobiographies, biographies, diaries,advertisements, reports, articles and digital and multi-modal textsof various kinds from newspapers and magazines, brochures and theinternet. Visual material will always be included in the material used.
We are now going to look indetail at Unit One.How can you maximise yourchances of gaining a top grade?Let’s take a look at what theexam board say you need toknow....
Key skills for Unit OneKey skills for Unit OneThe examiners are looking for certain key skills. Can you do the following?Read and understand texts, select material appropriate to purpose, collatefrom different sources and make comparisons and cross-references asappropriate.In other words, can you understand what the text is about and be able to writeabout it clearly, in detail and with insight? Can you select parts of the text thatsupport your ideas and compare two different texts with each other.Can you explain and evaluate how writers use linguistic, grammatical,structural and presentational features to achieve effects and engage andinfluence the reader, supporting their comments with detailed textualreferences?Put simply, this means can you explain why the author has used specific words andphrases. Can you explain how they affect the reader? Can you also analyse, indetail, the author’s use of presentation in a text?
What should I expect?What should I expect?In the examination, you will be given two pieces of unseen writing toread. The writing will always be non – fiction / media and you will beasked four or five questions.The texts could be about anything but they may possibly be linked by acommon theme.The type of texts you are asked to read could be any of the following:•Leaflets•Articles (newspaper and magazine)•Reports•Autobiography / biography•Travel writing•Advertisements•Web pages•Reviews
WJEC assessment objectives for Paper OneWJEC assessment objectives for Paper OneThe exam board give us the following information about the questions:Question 1 will be a straightforward test of the candidates’ ability to retrieve informationand ideas from one of the texts.Question 2 tests reading and understanding text, and selecting material appropriate topurpose. It also tests how writers use linguistic, grammatical, structural andpresentational features.Question 3 (or 3 & 4) and will test the candidates’ ability to read and understand texts,and select material appropriate to purpose, and develop and sustain interpretation ofwriters’ ideas and perspectives.Final Question refers to both texts. The question will test candidates’ ability to selectmaterial appropriate to purpose, to collate material from different sources and makecomparisons and cross-references.Candidates should make close reference to, and quote from the sources to support theircomments and analysis.
How long should I spend on eachquestion?How long should I spend on eachquestion?You are given 1 hour to complete the paper. This means 10 minutes toread the 2 texts and the question paper, 45 minutes to answer thequestions and 5 minutes to check your work.For Unit 1 spend slightly more than one minute per mark. For examplespend a little over 5 minutes on a 5 mark question and a bit more than10 minutes on a ten mark question. If you stick to this rough guidelineyou should get to the final question with around 15-20 minutes to gowhich is enough time to produce a strong final answer and will allowyou to check your work carefully.
Back to BasicsBack to BasicsSkimming and scanning techniquesSkimming and scanning are ways of reading a text quickly. You will need theseskills when you are looking for information in the texts.SkimmingSkimming is when you very quickly read over a piece of text. You do not needto read every word, you are only finding out the main points or the gist of atext.ScanningScanning is when you very quickly read over a piece of text, this timehowever, you are looking for a particular piece of information. For example, inthe exam you could be asked to locate three reasons why smoking is on theincrease for the under 16s. To do this you would scan the article looking forkey words like ‘smoking’, ‘increase’ or ‘under 16s’.
Back to BasicsBack to BasicsWhen reading any type of non fiction text, try to find the PAF.PAF means PURPOSE, AUDIENCE, FORMPURPOSEThe purpose of a text is most important. What is the text trying to do? Is ittrying to make you buy something? Is it trying to give you advice? Is it trying togive you balanced information about an event? How do you know this? Whatgives it away?AUDIENCEWho do you think is the intended audience of this text? Is it a child? Is it ateenager? Is it an adult? How do you know? What gave it away?FORMWhat kind of non fiction text is this? Is it a letter, a newspaper article, areview? How do you know? What gives it away? Do you know the features ofeach kind of non fiction text type? This will be helpful for the writing sectiontoo.......
Try!Try!Junk mail can be very annoying but it is now your newbest friend.Grab as much of it as you can and try to identify thePAF. Look at the purpose – it is probably to sell yousomething. How do you know? Be detective like andtrack down clues. What words and phrases does it use topersuade you to try the product? Are there any pictures,colours, particular fonts, bullet points that are there topersuade you to buy?Look at the audience – who is it for – how do you know?Look at the text type, is it a letter, is it a leaflet – whateffect does the text type have on the reader?
Question 1 - InformationretrievalQuestion 1 - InformationretrievalThis is one of the easier skills you have tomaster for the exam. It is a basiccomprehension skill.You will be asked to locate and write downinformation from Source 1. For example, youmay be asked ‘why are there no closedprisons in Greenland?’. You would simply useyour scanning techniques to find theinformation in text 1 and write down theanswers. SIMPLE!
Q.1 According to this article, why arethere no closed prisons in Greenland? This question tests reading and understanding text, selecting material appropriatetopurpose and interpreting writers ideas and perspectives.0 marks: nothing attempted or fails to engage with the question and/or the text.Give 1 mark to those who make simple comments with occasional reference to thetext, or copy unselectively. These answers will struggle to engage with the textand/orthe question.Give 2-4 marks, according to quality, to those who make simple comments based onsurface features of the text, and/or show awareness of more straightforwardimplicitmeaning.Give 5-7 marks, according to quality, to those who select a range of valid points.Better answers should have a clear focus on the question and a sense of coherence.Give 8-10 marks, according to quality, to those who select and explain a range ofvalid points. These answers should be thorough and coherent with some depth ofunderstanding and overview.
Some points that candidates may select:• imprisonment never has been used/it is not a traditional form ofpunishment• the Inuit do not believe in imprisonment as a matter of principle• the really dangerous can be sent to Denmark• it is a tradition to keep criminals within society rather than pushthem out• the environment is harsh and they need everyone to ensure survival• according to Mille Pederson, the people do not believe inpunishment• they prefer rehabilitation and re-socialising criminals• they do not believe that locking people up does any good• Yoan Meyer says prisons are just factories for new criminals• very few try to escape from the correctional institutions• the alternative to closed prisons is accepted by society andcriminals• their alternative works for them/very few re-offend
Question 2 – presentationaldevicesQuestion 2 – presentationaldevicesQuestion 2 requires you to writeabout language andpresentational devices. Thepresentational devices you aregoing to identify and commenton are obviously dependent onthe texts you are given to readin the exam and the questionasked. However, here are aselection of the most commonto get you started........
Question 2 – presentationaldevicesQuestion 2 – presentationaldevicesPictures and illustrations. Most of the source materials in the exam willhave pictures on them. Remember, you are looking at newspapers,magazines, web pages, charity leaflets etc – all of these will havecarefully chosen pictures on them.Think about the purpose of your source material. If it is a charity leafletfor example, its purpose may be to persuade you to donate to thatcharity. You need to comment on how that picture in the leaflet helpspersuade the reader to part with their money. Perhaps it could be for theRSPCA and the picture on the front is of a cute kitten with a broken paw.You would need to state how that picture a) gets your attention and b)persuades the readership to part with their money. There may be apicture of a smiling person holding up their dog who wants to thank allthe lovely people who support the RSPCA. Why is this picture there? Howwould it persuade the reader to donate?
Question 2 – presentationaldevicesQuestion 2 – presentationaldevicesColourColour is another key feature that you can comment on in your exam.If you are analysing the presentational features of an advert, try tothink about the colours and why they have been chosen.For example, the colour red may be used to symbolise love orpassion, white purity, green nature, blue the great outdoors. Useyour imagination, there is no ‘set’ answer providing you can justifyyour point of view.Take care though. It is not enough just to identify a colour, youclearly have to analyse the intended effect on the reader.
Question 2 – presentationaldevicesQuestion 2 – presentationaldevicesAfter analysing the graphics, you may wish to look at howthe words are presented on the page. For this I mean:o font sizeo any capital letters usedo any bold type or italics or underliningo bullet pointso the layout of the source material as a wholeKeep asking yourself, why has this device been used?What is the effect on the reader. Without making thisanalysis, you cannot gain the full marks for this question.
Questions 2 (and 3) – LanguageHow to read between the linesQuestions 2 (and 3) – LanguageHow to read between the linesOne of the key skills you will need for this exam isto locate, retrieve and interpret information. Thismeans to read between the lines – to look for cluesas to how the writer really feels about something.Exam Tip!You can discuss both language and presentationalfeatures when writing about inference i.e. readingbetween the lines.
Reading between the linesReading between the linesQuite often a writer will give the reader clues tohow they feel about a particular topic withoutactually saying the words ‘I like this’ or ‘I don’t likethat’. On the following slide are some examplesfor you to look out for. These are only suggestions.Try finding your own ways to spot the writer’sfeelings on the topic they are writing about.
Humour / sarcasm. A writer might poke fun at a topic or mock it to show thatthey disagree with it.Exaggeration. A writer might go over the top about the topic. This implies thatthey like or don’t like something.Repetition. A writer could repeat a statistic or a phrase to show they do ordon’t like something.Rhetorical questions. This is a technique often used in writing an argumentand its function is to get the reader to agree with what the writer thinks.Positive and negative language. Words often carry positive and negativemeanings. It might be nice to be called ‘curvy’ but not so nice to be ‘fat’.Emotive language. This is language that stirs up the emotions. If the writeruses language like ‘unimaginable cruelty’ when discussing animal experiments,they are probably not in favour of them.Reading between the linesReading between the lines
Top tips for analysing languageTop tips for analysing languageFor Questions 2 and 3, you need to know how to analyselanguage effectively.This is often the skill that students find most difficult. Sowhat is so difficult? Sometimes students are simplyfinding the correct information and copying down thetext without analysing the intended impact of thelanguage upon the reader. So, do not copy out chunks oftext, use quotations carefully and always explain theeffect of a word or phrase on the reader.On the following slides are some top tricks that writersuse to influence their readers.
Analysing language - ToneAnalysing language - ToneWhen analysing the language in a piece of text, think about the tone.An easy way to remember about the tone is to ask yourself, what toneof voice would be used to read out the text? Would it be persuasive,informative, argumentative, light hearted and so on.Once you have established what the tone is, work out how you know itis a persuasive or light hearted tone. What words and phrases areused to set this tone? Think also about the purpose of the text – is itto sell you something? Does the tone match the purpose? It would bevery odd to read a text whose purpose was to inform you about globalwarming but was using a light hearted, feel good tone!
Questions 2 & 3 continuedQuestions 2 & 3 continuedLook for any imagery in the text. Imagery is where the writer tries topaint a picture in the reader’s mind to help them relate to what isbeing described.Imagery is often used in poetry and fiction but you also find it in nonfiction texts. Look out for:Similes – compares one thing to another using the words like or as (flatas a pancake)Metaphor – describes one thing as if it were another (you are a towerof strength)Remember, it is not enough just to identify imagery. You need toexplain clearly, in detail and in your own words what effect thisimagery has upon the reader.
Language – Q.2 and 3 continuedLanguage – Q.2 and 3 continuedAnother technique to look out for in your text is sensational or emotivelanguage.Emotive language is often used by writers when they want to manipulatethe reader’s feelings.Quite often emotive language will be found in adverts, charity leafletsor a text where the reader passionately believes in or hates somethingthey are writing about.Examples could be: the animals used are often cold, lonely andstarving.Remember – it’s not enough to identify emotive language. You have toclearly explain the effect it has on the reader.
Questions 2 & 3 continuedQuestions 2 & 3 continuedA common language technique to spot and comment on is the use of thepersonal pronoun ‘you’ or ‘us’.This technique is commonly used by the writer to make the text feel morepersonal to the reader, as if it is aimed directly at them personally.Quite often, rhetorical questions will be used for added emphasis, such as‘Do you think it’s right that.......’ or ‘Would you like that for yourchildren?’Sometimes, colloquial language is used. This is the kind of chatty,informal language that you would use with your friends.Remember – it’s not enough to identify the personal pronouns – you haveto explain in detail the effect on the reader.
Questions 2 & 3 continuedQuestions 2 & 3 continuedRepetition is a very common technique and often (although notexclusively) used in sales. The word or phrase is repeated throughoutthe text to make it stick in the reader’s mind. It could be the name ofthe company, or it could be the word ‘bargain’ or words like ‘bestever’.It is not enough to simply identify examples of repetition – you have toexplain in detail the effect on the reader.Something similar is the use of three. You will know all about thisfrom writing to argue or persuade. The technique to spot is where thewriter uses a list of three to emphasise a particular point – ‘it iswrong, disgraceful and we shouldn’t stand for it’.Remember – it’s not enough to identify the repetition – you have toexplain in detail the effect on the reader.
Questions 2 and 3 continuedQuestions 2 and 3 continuedQuotations, statistics and anecdotes are used often in newspapers andmagazines and sometimes in sales texts. They are used to add interestand credibility to a text.For example, a charity leaflet might highlight the fact that ‘156 morepeople were helped last year through the generous donations made bypeople like you.’They might go on to say that Prince Charles supports the charity andfeels ‘This charity holds a special place in my heart’.They may also choose to have a few lines about how the charity hashelped a particular person. ‘Robert, 16, was struck down by this terribleillness during his GCSEs.’Remember – it is not enough to identify quotation, statistics andanecdotes – you need to explain in detail the effect upon the reader.
Questions 2 and 3 continuedQuestions 2 and 3 continuedHumour and or sarcasm is an easy technique to identifyand comment on in an exam.Think about the purpose of the humour – is it theresimply to entertain and make the writing more lively? Or,is it there to manipulate the reader into thinking in aparticular way. For example, if you were reading anarticle about the justice system in the UK and the judgein a case was mocked as being ‘old as the hills’ and‘doddery as a dodo’, you might be prejudiced aboutwhat he said.Remember, it is not enough to simply identify humourand sarcasm in the exam – you need to explain in detailthe effect upon the reader.
Questions 2 and 3 – last bitQuestions 2 and 3 – last bitLook out for and comment on the following techniques – they tend to impress theexaminer........Sentences and paragraphsShort sentences suggest tension and speed. Short paragraphs are often used in tabloidnewspapers making them easier to read. Very short paragraphs attract the reader’sattention.Long sentences are mainly used for description and are full of detail. This is the same withlong paragraphs. These are often used in broadsheet newspapers.PunctuationLook for question and exclamation marks. Question try to draw a response from thereader while exclamations often stand out and attract attention.Use of imperativesCommands often appear in advice leaflets, ‘try this tip at home’ but can also be used inpersuasive texts ‘ Give money now’.Try to link the language to the audienceYou might wish to comment on more sophisticated language for an educated audienceand a more colloquial vocabulary to a teenage audience etc.
Q.2 How does Lucy Jones tryto make her internet articleinteresting for her readers?Think about:• what she says;• how she says it;• the use of headlines and pictures;• the use of internet features
Q2-Mark scheme…This question tests reading and understanding text, and selecting material appropriate topurpose. It also tests how writers use linguistic, grammatical, structural and presentationalfeatures to achieve effects, to engage readers, and to influence the reader.0 marks: nothing attempted or fails to engage with the question and/or the text.Give 1 mark to those who make simple comments with occasional reference to the text, orcopy unselectively.Give 2-4 marks, according to quality, to those who make simple comments based onsurface features of the text and/or show awareness of more obvious implicit meanings andtechniques used to engage the reader, including presentational and website features.Give 5-7 marks, according to quality, to those who make valid comments/inferences basedon appropriate detail from the text. These answers should be addressing the issue of how,although they may rely on some spotting of key facts or quotations. Better answers willhave a clear focus on techniques used to engage the reader, including exploration of theeffect of presentational and website features.Give 8-10 marks, according to quality, to those who explore the text in detail and makevalid comments/inferences. These answers should combine specific detail with overviewand be fully engaged with analysis of techniques used to engage the reader, including detailedexploration of the effect of presentational and website features.
Some points the candidates may explore:what is said (facts, statistics, examples, quotations):• she exploits the fascination with crime and punishment• she refers to specific individuals• she details unusual methods of dealing with criminals• she gives details of prison life and punishment• she highlights a totally different attitude to crime and punishment• she uses quotations from prisoners, police and magistrates• she use a lot of facts and statistics• she includes both points of viewhow it is said• she uses irony and humour• her language and tone are informative rather than emotive• she uses personal experience/a first hand accountheadlines, pictures and internet features• the headline is dramatic with its suggestion of a lack of punishment• the pictures illustrate the treatment of prisoners• the use of website features to illustrate and provide additional information.(e.g. link to prison website, video clip, opportunity to comment on story).
Lucy Jones uses a range of techniques in this article in order tomake it interesting and engaging for her readers.The article begins with a dramatic headline which could exploitthe potential readers interest in crime and punishment. ‘Landwhere killers are free to go hunting’. This plays on the doublemeaning in this headline implying that murderers are allowed tocarry on without fear of punishment. This sensational headlinewill immediately grab the readers attention and compel them toread on.The article begins by stating the traditional beliefs of the Inuitpeople who make up ‘80%’ of the population and highlights atotally different attitude to crime and punishment. By usingstatistics the author adds credibility to the story. This can beseen throughout the article as it concludes with the statementthat ‘fewer than 1% of criminals in Greenland re-offend.’Jones describes in detail the alternative methods used in thiscountry. She uses quotes from officials ‘we take the convictsout hunting-even the murderers’. This gives the article a morepersonal voice and the use of the qualifier ‘even the murderers’again makes the article seem more sensational.
Q.3 How does Florence Federal Prisonmake it difficult for prisoners to escapeor cause trouble? 
Q3- Mark schemeThis question tests reading and understanding text, and selecting materialappropriate to purpose.0 marks: nothing attempted or fails to engage with the question and/or the text.Give 1 mark to those who make simple comments with occasional reference to thetext, or copy unselectively.Give 2-4 marks, according to quality, to those who make simple comments based onsurface features of the text and/or show awareness of more obvious implicitmeanings.Give 5-7 marks, according to quality, to those who make valid comments/inferencesbased on appropriate detail from the text.Give 8-10 marks, according to quality, to those who explore the text in detail andmake valid comments/inferences. These answers should combine specific detail withoverview.
Some points the candidates may explore:the design• maximum security• guard towers and a perimeter fence of razor wire• steel doors and windows in the ceiling• furniture is fixed and made of concrete• cells are self-contained• the cells are designed to prevent eye-contactthe regime• 23 hours of solitary confinement each day• no communal meals or work or recreation• no socialising or contact with other prisoners• handcuffs and leg irons, when outside• an escort of three armed guards• limited outside contact (one phone call each month and no visitors)• no matches or lightersthe location• it is remote and inhospitable (in the Rocky Mountains)psychology• three years of no trouble leads to a gentler prison
The Final Question - ComparisonThe Final Question - ComparisonThe final question will always be a comparison of the two texts. The key toanswering this question is to a) make sure you are analysing the presentationaldevices and the language and b) ensure you are answering the question indepth and writing about both texts.An example question might be:Compare and contrast what Simon Bateson and Sarah Lord say about the useof capital punishment. (10 marks)So, how do you compare the texts?
Comparing textsComparing textsIn the final question you will always be asked to compare the 2 texts.There is no set format for answering this question.Perhaps the easiest way is to analyse Text 1 and then compare it to Text 2saying in what ways they are similar but different.On the higher paper there are not usually bullet points to help you structureyour answer. You must therefore structure and plan yourself.Make sure you use a wide range of connectives when comparing the texts.Remember to look for the PAFs of each source and write about how welleach text succeeds in its chosen purpose.
40Planning• Planning is the key to scoring top marks onthis answer.• It is important to remember that you mustfollow a P.E.E. Structure but compare bothtexts.P.E.E.P.E.E.• The best way to do this is to create a planninggrid...
To answer the next question you will need tolook at both texts.Q.4 Compare and contrast what Lucy Jones andDermot Purgavie say about thetreatment of dangerous criminals. 
This question tests the ability to collate from different sources and makecomparisons and cross-references. It also tests the ability to develop and sustaininterpretations of writers ideas and perspectives.0 marks: nothing attempted or fails to engage with the question and/or the text.Give 1 mark to those who make simple comments with occasional reference to thetexts, or copy unselectively.Give 2-4 marks, according to quality, to those who make simple comments based onsurface features of the texts and/or show awareness of more straightforward implicitmeanings. Weaker answers could be a jumble of detail. Better answers should makesome clear, if obvious, comparisons and contrasts.Give 5-7 marks, according to quality, to those make valid comments/inferencesbased on appropriate detail from the texts. Better answers will show the ability tocross-reference in an organised way.Give 8-10 marks, according to quality, to those who make validcomments/inferences based on a thorough and organised selection of appropriatedetail from the texts.These answers should be coherent and insightful, ranging confidently across bothtexts.Q4- Mark scheme
Lucy Jones:• they are taken on hunting trips• they still have jobs• they attend to business using mobile telephones• they can walk the streets• they can visit friends and family• they can even go to a bar• they can buy luxuries for their cells (clothes, television, hi-fis, coffeemachines)• they have compulsory counselling• they have to pay and send money to their familiesDermot Purgavie:• they are confined in maximum security• they have minimum contact with other people• they get no visitors• only one phone call a month• no work• no luxuries• no attempt at rehabilitationReward valid alternatives.
In the two articles Lucy Jones and Dermot Purgavie have vastly different things to sayabout the treatment of dangerous criminals in the countries they are writing about. Thisis reflected in the tone and content of the two articles.Jones’ article ‘Land where killers are free to go hunting’ describes a society were thereare ‘no closed prisons’ the implication being that the prisoners are kept as a useful part ofsociety. This idea of an open prison without walls contrasts massively with the opening ofPurgavie’s article ‘Back to the chain gang’. Here the opening paragraph describes the‘mirror-glass guard towers and the coils of razor wire’ suggesting that Colorado prisonsare very much closed.Jones moves on to describe the belief in Greenland that they ‘achieve more by trying tore-socialise people’ a belief which is reflected in the activities the prisoners are allowedto participate in such as being taken ‘out hunting’. We can see from the article thatpunishment is not the main focus of prison in Greenland.Conversely in Purgavie’s piece he states that there is a ‘trend in America towards tougherand tougher prisons’. In Florence Federal Prison there is no contact with the outsideworld and the prisoners ‘get out of their cells for just one hour a day and then only inhandcuffs and leg irons’ this implies that these prisoners are so dangerous even theguards do not feel safe around them. In contrast the biggest complaint by a prisoner inJones’ article is that ‘I have to ask permission to do things’, a quote that fits well with theironic tone of the article.The other main difference in the approaches of these two institutions is their belief inthe validity of rehabilitation. Jones’ describes how dangerous prisoners in Greenland areencouraged ‘to change their lives and return to society’ they believe this is somethingprison does not do. In opposition to this the prisoners in Purgavie’s article are given‘sensory deprivation’ and there is no facility to help the prisoners rebuild their lives oncethey leave prison`.
What else should I look for?What else should I look for?It is likely (although not certain) that one of the source materials on your exampaper could be either a newspaper or magazine article. For this reason, it is a goodidea to get to know the main terminology used in this industry.Broadsheet – a newspaper like the Times or the Guardian. Usually tackles more seriousstories. Smaller headlines and more serious tone.Tabloid – a less serious newspaper like the Sun which does contain news but alsocelebrity gossip and scandal. It will have a less serious tone and a more limitedvocabulary.Headline – the title of the main story on the front page.Strapline – the introductory smaller ‘headline’ located just underneath the mainheadline.Byline – the journalist’s name who wrote the storySub-headings – you will find these breaking up columns of text. They make the storyeasier to read and you can find out the main points of the story by scanning these.
Media terms continuedMedia terms continuedLead story – as its name suggests, it is the main story on the front page.Feature article – a feature is a topic the journalist believes will be interesting to thereaders. S/he will cover the topic in some detail.Human interest story – this type of article is often a personal or funny story, e.g. atChristmas a 100 year old letter addressed to Santa Claus is found up a chimney etc.Editorial – this is where the editor (the person in charge of a newspaper) writes his /her opinion on a particular subject or news story. This is sometimes quitecontroversial.
What else?What else?Practice really does make perfect. For best results keep your junk mail andcontinue to find the PAF.Go one step further by analysing both the language and the presentationalfeatures and getting vital practice for questions 2 and 3. Soon you will beable to do this in your sleep!!For practice see your teacher who will be delighted to give you millions ofpast papers.
Finally!!Finally!!Top tips for exam success........1.Prepare for your exam now. Start saving that junk mail ..... you know what to do!2.Start asking for those past papers.3.Time yourself. You have 1 hour to complete 4/5 questions. Can you do it?4.Read every non fiction title you can manage. Start to look at different types ofnewspapers and magazines, web pages, travel writing etc. Start to look for particularstyles – know what to expect.5.Get a good night’s sleep before your exam – you’ll need it!6.Pack at least two pens in black or blue. Bring a highlighter…7.Plan your journey. Do you really want to be late?8.In the exam room, listen carefully to all instructions9.Read the questions before you read the texts. This will help you as you alreadyknow what you are looking for when you read the texts.10.Read the questions carefully. Use the bullet points to help structure your answer.11.Remember that you get most marks for questions 4 and 5.12.Take a deep breath and relax. You can do it!!
LinksLinksLinks to WJEC exam papersLinks to WJEC exam papershttp://www.wjec.co.uk/index.php?subject=51
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