KS3 Revision

Slide 1: KS3 English Revision Have you started to revise yet? • Work in 20-minute bursts. • Take 5-minute breaks in between. • Change topic often. • Make notes as diagrams Draw up a timetable and stick to it!

Slide 2: Top Ten Tips Writing 1 Put it in paragraphs The easiest way to improve your writing and increase your marks is to remember to use paragraphs. You’d be surprised how many people forget because of exam nerves! If you are aiming above level 4, you have to do this. Start a new paragraph when you change the topic, time or viewpoint. If you forget, go back and put in a paragraph punctuation mark (//). You still get the credit. 2 Plan your writing • Think about what is to be achieved by the writing – is it for entertainment, informing people, persuading the reader, etc.? • Think of the type of writing you need to produce – is it a story, an information leaflet, an advert or an article for a newspaper or magazine? • Think how to organise your writing to achieve the impact you need – what sort of paragraphs. How does it begin and end? • Think of the audience for the writing – who is the writing to be aimed at? Is it children, people of your own age, adults or some more precise group such as holidaymakers or shoppers? • To plan your writing tasks, consider the ideas above and jot down your notes in the space in the writing question paper. For the Shakespeare question, you can write planning notes in the space around the question or in the Shakespeare answer booklet. (Try to write notes only – sentences are not needed in a plan.) • Organise your ideas into paragraphs in your plan by numbering the ideas. • Jot down good words and phrases as you think of them in case you forget them when you start writing. • Don’t spend too long on the plan – no more than 5–10 minutes each for the writing tasks and the Shakespeare question. 3 Write a variety of sentences Here’s how. Instead of starting in the same old way with the noun and then saying what happened, try starting with: • A preposition •for example, In the lounge, Lisa was … •Apart from the obvious reasons, smokers need to realise … • A verb •for example, Feeling sleepy, Matt lay down and … •Realising this, no sane person would consider swimming there. • An adverb •for example, Instantly, the cats jumped onto … •Similarly, car drivers prefer to …. • An adjective •for example, Cold and weary, the climbers pitched into … •Weak and vulnerable at that stage, the offspring are often … Not only does this extend your sentences and make them more sophisticated, it also gives you more influence on the reader.

Slide 3: Reading 4 Read the passages with a pen in your hand During the reading time you get the chance to look through the passages before you see the questions. It is important to read as actively as you can. 1 Quickly look at the passages to get an idea of what they are about. 2 Pick up your pen and start reading the passages. 3 As you read, underline or highlight parts that seem important. Number paragraphs. This saves a lot of time when you come to write your answer. It also helps you to look closely and pay attention. 5 Justify your answers with proof Nearly everyone manages to give an opinion, but do you remember to back it up with evidence? Double your marks in the reading paper by giving evidence for each of your points. • Mention an example or incident (as we see when …) • Point out some hints or clues in the passage (We can tell this because …) • Quote a few words as evidence – just a few words will usually make the point (shown clearly where the author writes ‘blue with cold …’) 6 Pick out revealing words and phrases Pick up extra marks for pinpointing telling words and phrases. Pick out the words that give a strong impression, for example, The landlady is presented as a witchlike creature with her ‘pale pinched cheeks’, ‘hands like claws’ and ‘grasping her broom’. A good way to find the words is to hunt them down with a highlighter pen. 7 Find a few good words to sum up what you think at the end of each bit Suppose you’re asked about a character, think of the best word you can to sum them up. Then think of some other words that mean the same sort of thing, for example, witchlike – sinister, malign, brooding, malevolent, evil, inhuman. Use them to sum up, for example, Mia is a sinister and inhuman character, with an air of brooding evil. What’s good about this is that you put your finger on exactly what she is like. 8 The big ‘don’t do it’! The biggest of all the big ‘don’t do its’ is: don’t just say what happened. It will bore the pants off the examiner. You can safely assume that the examiner has heard the story once and doesn’t want to hear it again. The idea is to show how well you understand the way the writer worked his or her magic. Shakespeare 9 Zap yourself with the video Hire the video and watch those scenes from Shakespeare … again and again. Keep the text by you and read along. It really helps to be familiar with the language and have a good idea of what’s going on. Also, remember all the top tips for reading. Write as well as you can so you don’t lose reading marks by not being clear enough. Common errors 10 Weed out your weaknesses So you’ve tried and tried but you still forget to put in paragraphs, use enough quotes or check your own spelling of words you know you find tricky. Here’s what you do: 1 Decide on the three things you most need to remember in the test. 2 At the start of the test, write them at the top of your answer booklet in pencil. 3 At the end, go back and check over these things.

Slide 4: Shakespeare • Read your KS3 English Revision Guide • Visit www.bbc.co.uk/bitesize and www.shakespeares-globe.org/playingshakespear • Read through your Set Scenes Booklet. Pay close attention to, or make notes on, the following: – Use of imagery – Use of hyperbole (exaggeration) – Repartee – How the characters interact – The Key Themes (love/marriage, deception, status and honour) • If possible, hire, or buy, the DVD or visit http://www.standards.dfes.gov.uk/secondary/keys to download the audio version of the play • Visit www.slideshare.net/HebburnComp to view the Much Ado About Nothing Presentation.

Slide 5: Reading/Writing • Read your KS3 English Revision Guide • Visit www.bbc.co.uk/bitesize • Visit https://orderline.qca.org.uk/ to download SATs papers and mark schemes to practice (select Tests, KS3, English in the dropdown menus and search for statutory tests) • Visit www.slideshare.net/HebburnComp to view the Reading Paper Presentation, Grouped Past Writing SATs, and other revision materials (all files can be downloaded – some have sound files when downloaded) • Use the grids on the next page to practice writing small examples for different purposes. Each type of writing has a past SATs question attached. Remember to: – Vary sentence structure – Use a variety of punctuation – Use paragraphs and connectives • Get help from teachers, friends and family.

Slide 6: Analyse Review Comment Can you consider different Can you summarise and give Can you give your personal viewpoints about an issue? your opinion on something? response about something? •Write a speech analysing the •Write a review of a film you •You have recently heard of plans Possible Questions advantages and disadvantages have seen recently for a to build a skate park. Write a of teenagers having part-time magazine aimed at young letter to the council commenting jobs for a parents evening. people. on the plans. • Present tense • Opinion/Reflection verbs, e.g. • Use of first person to express Sentence • Expressive verbs, e.g. ‘shows’, ‘believe’, ‘feel’, ‘consider’, personal responses ‘implies’, ‘exemplifies’, ‘proves’ ‘suppose’ • Value judgement adjectives, e.g. • Usually in the present tense ‘convincing’, ‘amusing’ • Usually in the third person (not “I think…”) • Third person to show formality • Use of modal verbs to express • Use of co-ordination to make Text • Conjunctions, e.g. ‘however’, assertiveness or tentativeness, propositions ‘moreover’ e.g. ‘it might be considered • Subordination to discuss and • Contrasts, e.g. ‘whereas’, that…’ ‘the actors should have…’ speculate, e.g. ‘if’, ‘whilst’, ‘although’ ‘although’ • Connectives – e.g. as a • Cause and Effect, e.g. ‘therefore’, result/however/consequently/th ‘as a result’ erefore/although • Statement of issue followed by • Express personal opinion, give a • Use of rhetorical devices for effect C+E topic sentences expanded using recommendation or a concluding • Statement of issue followed by topic PEEL comment sentences expanded using PEEL • You should be thinking: How? • Show strengths and • Many similarities to “review” Why? Effect? weaknesses of something • Will include your judgment • Vocabulary that judges – • Contains analysis/ evidence/ • Might include “I expected…”/”I “involving” “engaging” judgment noticed…”/ “It impressed me …”etc. Argue Persuade Advise Can you argue the case for a Can you make people do or buy Can you tell someone (how) point of view? something? to do something? •Write a speech to parents •Write a letter persuading the •Write a revision guide Possible Questions persuading them to support a council to invest in youth advising people on how to new school wildlife area. facilities. prepare for the SATs. • Third person/perhaps first • Third person (Use of “We” or “You” • Imperative verbs, e.g. ‘Put’, Sentence person in conclusion. for emphasis). ‘Grate’ • Present tense. • Imperatives, modals, conditionals. • Prepositional phrases, e.g. • Short sentences used for emphasis ‘Above your head’, ‘Under your seat’ • Connectives relate to logic, e.g. as • Structure: Thesis – Arguments – • Use of co-ordination to make Text a result, alternatively, however, for Reiteration. propositions example • Connectives are related to logic. • Subordination to discuss and • Paragraphs linked by phrases • Counter-arguments are set up to be speculate, e.g. ‘if’, ‘whilst’, which aid argument and counter- demolished. ‘although’ argument, e.g. There are those who • Stack arguments for emphasis. • Active sentences argue that… But, some may say,… • Use of colon prior to lists From these arguments it is clear • Use of second person that… • Sequential connectives, e.g. ‘First, ‘Secondly’ etc • Rhetorical • Rhetorical questions, repetition, • Sequential C+E questions/alliteration/triples quote a reliable source, facts/stats, • Clear unfussy central layout • Thesis, arguments, reiteration. clusters of three, shock tactics, • Easy to scan for next • Use “we” to involve reader anecdotes etc. instruction • Humour/counter- • Anticipate readers’ responses and argument/repetition any possible objections. • Examples/facts/opinions/= • Offer alternatives and take support account of the possible evidence.

Slide 7: Inform Explain Describe Can you describe the way Can you explain how something Write about something in a way things are? works / the processes that makes it real for the involved? reader? • Write an information • Write a guide explaining how • Describe one of your favourite Possible Questions leaflet about your school to play your favourite game or people for inclusion in a magazine designed for a new starter. sport. for children. • Third person generic, e.g. • Technical / specialist vocabulary • Sentences varied for clarity, purpose Sentence penguins, not Percy the Penguin. • Impersonal and effect • Present tense describes how • Nouns and verbs dominate • Adjectives things are – future and past can • Third person • Adverbs be used. • Tense as appropriate • Clear, short sentences – simple • Mostly active voice and compound. • Connectives emphasise • Connectives are: • Connectives used for joining ideas Text sequence/cause and supportive, e.g. in addition together effect/comparison – e.g. then, contradictory, e.g. on the other • Choice of person and tense as and so, similarly. hand, or appropriate • Introduction, linked consequential, e.g. as a result information, conclusion. • Paragraphs structured around one • Subheadings. topic • Examples given to illustrate • Must clearly show or demonstrate •.Try to paint a picture with words C+E the point. • Develop the detail in your • Use five senses: Sights? Sounds? • Questions used to interest explanation Smells? Touch? Taste? reader, e.g. Penguins: are they a • Use examples to illustrate your • Invent similes and metaphors pest? points • Use best descriptive vocabulary •Technical vocabulary used. • Careful step-by step order • Use adjectives and adverbs • Paragraphs must be arranged sensibly IMAGINE–EXPLORE-ENTERTAIN = FICTION With this triplet, you will probably have to write a story: you will have to invent. Read the instructions carefully to see what is required. It will probably be in the past tense. Check that this stays consistent throughout • First or third person? (check instructions). Check that this stays consistent throughout • You might be able to choose where or when • Try to create tension/atmosphere • Vary your sentences at strategic places • Use thoughtful/interesting vocabulary • Use similes, metaphors, personification • Expand noun and adverbial phrases • Use direct speech – try to make the characters talk in different ways • Describe settings in detail Try to write a paragraph or two for each style of writing that appears above. Check your marks using the Improvement Grid.

Slide 8: KS3 Writing Improvement Grid • Variety of sentence • Wide range of • Writing is shaped • Range of devices • Clear form • Viewpoint • A large range structures used for punctuation gives to give clarity and supports cohesion chosen to fit takes into of stylistic emphasis and effect. clarity, and is emphasis to meaning. within paragraphs. the purpose of account the features are sometimes used for Variety of effective the writing. complexity of used (rhetorical • Question and answer or • References made effect, such as links between the situation. questions, statement and command forwards and • Audience semicolons to sentences (e.g. clusters of backwards. clearly • Viewpoint (Do you care? Yes? balance ideas within through adverbials, three. emotive addressed. shows concern Well…) • Opening and ending a sentence. connectives, language, for the • Controlled use of noun skillfully linked. • Variation in 7 pronouns, gives hyperbole, • Subordinate readers. and adverbial phrases. tone. • Paragraphs clearly fluency and balanced clauses used first • Passive and active voice linked in a variety of accuracy) sentences, etc) for emphasis. used for effect. ways. • Compound, complex and • Range of • Paragraphs are • Ideas within • Form is • Viewpoint is • A range of simple sentences used to punctuation used, used and linked in a paragraphs are adapted for well controlled stylistic vary the focus and generally securely, variety of ways. linked using cohesive impact to engage and takes into features adds length of sentences. to mark structure of devices. the interest of account many to the overall • Paragraphs vary in sentences and give the reader. different effect (e.g. • Range of modals used • Reference chains structure (e.g. a clarity. points of view. deliberate establish effective • Selection of (should, could, must etc) description followed overstatement, • Exclamations, links between ideas focused on by a paragraph • Impersonal 6 slogans etc) commands and sentences. the purpose. giving arguments) constructions/passive questions used. voice. • Ending linked to the beginning. • Compound and complex • Almost all • Paragraphs support • Within paragraphs • Form chosen is • A clear and • Some stylistic sentences used. sentences marked structure of writing. or sections, main suitable. consistent features (e.g. with full stops. ideas developed by viewpoint is facts and • Different sentence • Links between •The purpose of relevant detail. established. figures, types. • Some use of a paragraphs. the writing is rhetorical range of other • Some attempt to clear. • Different • Good opening and • Modals (should, must, questions, use punctuation, such as establish effective people’s ideas ending. • Awareness of could etc) used. of we etc) 5 the full punctuation reference chains. are considered. reader shown. • Expanded noun and of direct speech. adverbial phrases. • Subordinating • Most sentences • Clear structure • Paragraphs often • Main features • Viewpoint • Some marked with full with some use of introduced by topic of form adopted and straightforward conjunctions (when, if, stops and some use paragraphs or sentences. established. maintained. stylistic because) establish links. of other sections. features used – • Some variation in • Some development • Selection of punctuation, such as it may be subjects of sentences. of ideas. content inverted commas to unclear if this is relevant. 4 mark direct speech. deliberate. t en Sentences Punctuation Coherence Cohesion PAF Viewpoint Style m ve ro rid p Sentence Structure/Punctuation Text Structure and Organisation Composition and Effect Im G