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Language exam higher

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  • 1. English/ English Language Exam Higher What you need to know
  • 2. Two sections to the Exam Unit 1 - Reading Unit 2 - Writing
  • 3. Unit 1 – ReadingThere are three reading sources on which the questions are based. All three reading sources are used in the exam and all three are „unseen‟. There are four questions.
  • 4. The Unit 1 Assessment Objectives(AO2) are:II. Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross- references as appropriate.III. Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader, supporting their comments with detailed textual references.
  • 5. The Unit 1 Assessment Objectives(AO2) are:II. Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate.III. Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader, supporting their comments with detailed textual references.
  • 6. Q1 – 8 marksQuestion 1 refers to the first source, called Item 1, and will test the candidates‟ ability to retrieve information and ideas from the source text.What the examiners are looking for:“information/understanding/inference”
  • 7. Q1 – 8 marksQuestion 1 refers to the first source, called Item 1, and will test the candidates‟ ability to retrieve information and ideas from the source text.What the examiners are looking for:“Information/understanding/inference”Reading Skill Select appropriate information and show 1 understanding
  • 8. Example Q1Note: it doesn‟t tell you you need to include a direct reference but you must.
  • 9. Q2 - 8 marksQuestion 2 refers to the second of the sources, called Item 2, and will test candidates‟ ability to understand and interpret presentational features such as headline, sub-headline, pictures and captions from the source text. (AO2iii)
  • 10. Q2 - 8 marksWhen thinking about the uses of presentational and linguistic devices, you should have in mind the following:- the need to make a direct reference or quotation to illustrate the device- the need to explain why they think the writer has used the device (purpose)- the need to explain or analyse the effect that the use of the device has on the reader (audience) PEE+
  • 11. Q2What the examiners say:“Q2 is about linking presentational aspects to the texts so do some work on pictures and headlines and captions”Reading Skill 2 Understand and interpret (PEE+)
  • 12. Example Q2Note: it doesn‟t tell you you need to include a direct reference but you must.
  • 13. Q3 – 8 marksQuestion 3 refers to the third source, called Item 3, and will test the candidates‟ ability to understand and interpret meaning in the source text.
  • 14. Q3What the examiners say you‟ll be asked about:“Thought/feelings usually linked to literary non-fiction text”Reading Skill 2 Understand and interpret (PEE+)
  • 15. Q3 Example USE QUOTES!
  • 16. Q4 – 16 marksQuestion 4 refers to the third source together with one of the other sources chosen by the candidate. This tests the candidates‟ ability to compare the effectiveness of language used by the writers in the source texts.
  • 17. Q4What the examiners say:“Q4 is the comparative element and here the comparison is between the language features of two of the sources”Reading Skill 3 Understand, interpret and compare
  • 18. Q4 Example
  • 19. Q4 - 16 marks (like Q2)When thinking about the uses of presentational and linguistic devices, you should have in mind the following:- the need to make a direct reference or quotation to illustrate the device- the need to explain why they think the writer has used the device (purpose)- the need to explain or analyse the effect that the use of the device has on the reader (audience)
  • 20. The Essentials...• read the entire question paper through once• read each source text a second time before attempting to write an answer• note the allocation of marks – some questions carry more marks than others• allocate time; rushed or unfinished answers will lose marks• focus your response on the question which is actually being asked• present your own comments, explanations and analysis about the texts in your answers• support all of their ideas with appropriate quotations from the text, making sure they quote in full.
  • 21. Mark SchemeBand 1, 1-2 marks, key word: Limited.Candidates whose answer falls within this band will have shown limited engagement with the texts, limited ability to interpret meaning and will have been unable to support their views with helpful quotations.Band 2, 3-4 marks, key words: Some, Attempts.In this mark band candidates will have shown some evidence that the texts are understood and will have attempted to support their views with references and quotations. They will have attempted to interpret meaning, explain ideas and words and made some comparisons between the texts for question 4.
  • 22. Band 3, 5-6 marks, key words: Clear, Relevant.Candidates whose performance falls within this band will have shown that they clearly understand the texts and will have chosen relevant quotations to support their views. They will have made some clear interpretation and comments about the text and shown a clear appreciation of the way language is used, comparatively, for effect, in question 4.Band 4, 7-8 marks, key words Perceptive, Detailed.In this mark band candidates will have written a full and detailed response to the question. They will have presented some perceptive interpretations and insights into the meaning of the texts and supported their views with appropriate references and quotations. For question 4 they will have made interesting and telling comparisons about the way the writers use language in the texts
  • 23. Writing Section B 1 hour Two Questions Q1 – 25 minutes Q2 – 35 minutes
  • 24. How the Paper is structured• the first writing question is focused on writing to inform, explain or describe (not a choice) 16 Marks• the second writing question is focused on writing to persuade or to argue a point of view 24 Marks
  • 25. You are marked on• Content – what you‟ve got in it• Organisation – how you‟ve structured it• Accuracy – range of sentences correctly punctuated
  • 26. WritingFor each writing question two thirds of marks available are allocated for Content and Organisation.The remaining one third of marks is allocated for Accuracy.
  • 27. The Assessment Objectives are:I. Communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways which engage the readerII. Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherenceIII. Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling
  • 28. The Assessment Objectives are:I. Communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways which engage the readerII. Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherenceIII. Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling
  • 29. Q1 in Section B: an example
  • 30. Q2 in Section B: an example
  • 31. Essential information: • read both questions through carefully and understand what is being asked • Consider who is the audience or reader • note that Question 1 earns a possible 16 marks, Question 2 earns 24 so allocate time carefully between the questions, including time for planning • remember that there are three ways to get marks; content, organisation, accuracy • decide on the voice, register, tone of the writing and keep it going, this might be different for each question • make a plan for each piece of writing, paragraph by paragraph, including a conclusion.

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