Higher Revision Guide GCSE English ExamPresentation Transcript
Exam DateWednesday 7 November 2012REVISION GUIDEUnderstanding and Producing Non-Fiction Texts (Higher)You will need theHigher insert toaccompany thisguide.
Section A: ReadingExam Tip:• Read question 1, then read source 1 and then answer question 1.Read question 2, then read source 2 and then answer question 2.Read question 3, then read source 3 and then answer question 3.Read question 4, skim read both texts and the answer question 4.• Underline/annotate the texts as you read them.You will...•Read 3 non-fiction texts (sources 1, 2, and 3)•Answer 4 Questions.•Spend up to 1 hour and 10 minutes reading thetexts and answering the questions.
Question 1• This question will always require you to respond to Source 1 only.• It is worth 8 marks. You should spend 10-12 minutes answering thisquestion.• Aim to write about 5-8 different bits of information.• You must find and summarise information in your ownwords, using short quotations as evidence.This is not a language question, therefore you donot need to analyse the language.Complete the taskson the next page...
Read Source 1, the online travel article called Rafting on the GrandCanyon by Elisabeth Hyde.1. What do you learn from Elisabeth Hyde’s article about where shehas been and what she has been doing? (8 marks)In this article, we learn that Elisabeth Hyde and her family spentalmost two weeks rafting down the “Colorado River through the GrandCanyon” in North America. Every day, she spent “five to eight” hours inthe water in a 6m raft and when she wasn’t rafting down the river, shewas “eating, sleeping or bathing” in the area surrounding the river. Wealso learn that she enjoyed being there as she described it as “one ofthe most spectacular environments on earth”.Additionally, we learn that Hyde and her family, were not there alone...3. Continue and complete this response by adding an additional 4-6 points. Remember to...Use mostly you own words.Include short relevant quotations.Write about where Elisabeth Hyde has been and what she has been doing.Interpret meaning from the words Elisabeth Hyde has used.ShortembeddedquotationWhere shehas beenWhat shehas beendoingStudent’sown wordsInterpretsmeaningBegins by using the wording in the exam question1. Read source 1 of the insert.2. Read the student’s response and comments to the question below.Addingconnective
Question 2• This question will always require you to respond to Source 2 only.• It is worth 8 marks. You should spend 10-12 minutes answeringthis question.• This question requires you to analyse and comment on thepresentation features mentioned in the question (usually thesewill be the headline, sub-headline and images) and how they linkto the main text (the rest of the article).• You should aim to make 2-3 comments for each presentationdevice.• Presentation features includes the language used in the headlinesand sub-headlines.Useful phrasesThe headline says “...” which suggests...The phrase “...” in the sub-headline implies...The size and colour of the .... in the image may make readers feel...This links to the idea in the main text that....Look out for...•Individual words/phrases•Colour•Juxtaposition•Size•Number of image(s)•Detail within the image(s)Complete the taskson the next page...
Now read Source 2, the article and the picture which goes with it calledFearsome Tyrannosaurus rex Sue may have died of a sore throat by IanSample.2. Explain how the headline, sub-headline and picture are effective andhow they link with the text. (8 marks)Firstly, the headline is effective as the big bold letters will immediatelydraw in readers’ attention, however when they begin to read theheadline, the contrast of the words “fearsome” and “died from a sorethroat”, may intrigue the reader as the idea that such a “fearsome”dinosaur could have been killed by something as minor as a sorethroat, may seem puzzling. Readers’ curiosity will be satisfied whenthey read the whole text and learn that the T-rex’s death was caused bya “common parasite that infects the mouth and throat” causingstarvation.Another effective presentation feature of this article is the sub-headline...3. Continue and complete this response by adding an additional 4-6 points. Remember to...Keep your response structured.Focus on the effect of individual words in the sub-headline.Make 2-3 comments on the sub-headline and 2-3 comments on the image.Explain how the sub-headline and the image links to the main text.Focuses onindividualwordswithin theheadlineCommentson thepresentationof theheadline.Links theheadline tothe maintext.Structuredresponse1. Read source 2 of the insert.2. Read the student’s response and comments to the question below.Effect onthe reader
Question 3• This question will always require you to respond to Source 3 only.• This text will be literary non-fiction (eg. A biography extract)• It is worth 8 marks. You should spend 10-12 minutes answering this question.• You should aim to write 4-5 PEE paragraphs.• You must comment on the use of language to present ideas within the text.• Avoid vague responses. This is when you do not explain how or why. For example:“This makes the reader want to read on.”Complete the taskson the next page...Useful phrases for PEE paragraphs:Point: One of the ways...Evidence: The is shown by the words “...”Explanation: This suggests... Readers may feel...
Now read Source 3, Everest The Hard Way, which is an extract from a non-fiction book.3. Explain which parts of Pete Boardman’s story of the return to Camp 6you find tense and exciting. (8 marks)On of the parts the story which is particularly tense is when Pete iswaiting for his companion, Mick to arrive. Pete says that they will wait“ten minutes more” which enables him to “shift some of the responsibilityto the watch”. This suggests that they are getting impatient of waiting(probably for fear of their own safety) and rather than making thedecision themselves to leave Mick behind, they make time decide forthem. This is a tense moment for readers as they may begin to wonderwhere Mick is? Will he return to the camp on time and, significantly, is hestill alive?Another tense part of the story...3. Continue and complete this response by adding an additional 4-6 points. Remember to...Keep your response structured (sequencing/adding connectives).Use Point, Evidence and Explanation.Interpret meaning behind the language.Short, relevantquotationto supportpointExplains howtension iscreated.Structuredresponse.Inferences/ interpretations of the language1. Read source 2 of the insert.2. Read the student’s response and comments to the question below.Effect onthe reader
Question 4• This question will always require you torespond to two out of the three texts.• It is worth 16 marks. You should spend20-22 minutes answering this question.• You must compare two texts byanalysing the effects of the writer’s useof language.Key Language DevicesFacts and statisticsOpinionsEmotiveAnecdoteRhetorical questionsPersonal pronouns (you/we)Rule of threeImagery (similes etc)Formal/informal/slangTechnical jargonPunctuation for effectSentence structureComplete the tasks onthe next page...ConnectivesSimilarities: Similar to... Similarly... Just like... Equally...Differences: In contrast... However... Unlike.... On the other hand...
Now you need to refer to Source 3, Everest The Hard Way and either Source 1 orSource 2.Compare the different ways in which language is used for effect in the two texts.Give some examples and analyse what the effects are. (16 marks)Both sources 1 and 2 immediately engage their readers attention by starting with ashort simple sentence. In source 1, “Just two rules!” leads readers to be intriguedto know what these rules are. The word “just” highlights the fact that there areonly two rules , when readers would expect there to be many more rules as raftingis a dangerous activity, this implies that these two rules must be important. This isfurther emphasised by the exclamation mark which highlights the importance ofthese rules. The short sentence “A decision was needed” at the start of Source 3has a similar effect of creating intrigue for the reader as they will want to knowwhat decision will be made and why. Again emphasis is used here, but this time, bythe word “needed” which suggests desperation.Both texts use language to create a sense of excitement about their experience...4. Continue and complete this response by adding an additional 4-6 similarities/differences. Rememberto...Keep your response structured (sequencing/adding connectives).Use Point, Evidence and Explanation.Develop and analyse the effect of the language.Identify similarities and differences between both texts.Short, relevantquotationto supportpointDevelopedanalysis.1. Read source 2 of the insert.2. Read the student’s response and comments to the question below.Effect onthe readerPoint made islinked to thequestionUsescomparisonconnectives tosignalcomparison.
Section B: WritingExam Tip:• Complete the long writing task first! If you run out of time, you will havegained more marks on this task than the short writing task.You will...•Respond to 2 Questions.1. Short writing task (16 marks)2. Long writing task (24 marks)•Spend up to 1 hour and 5 minutes planning, writing and checking yourresponses.•25 minutes on the short task.•35 minutes on the long task.
Persuade&ArgueEmotive language(Appealing toreaders’ emotionseg. guilt)Anecdote(A brief account ofthe writer’s personalexperience)Facts & statistics(True statements/percentages etc)Opinions(A personal belief,often stated asfact)Rule of threeAddressing readersdirectly (2nd personpronoun) (you, your)Hyperbole(Deliberateexaggeration foreffect)Superlatives(Stating thatsomething is the‘greatest’ or the‘worst’ etc.)ImperativesInstructions ordemands eg.‘stand up’ ‘go tothe...’AlliterationEg. ‘Sea, surfand sun’Flattery Repetition(Words or phrasesrepeatedRhetoricalquestionsQuotationsfrom expertsExplanationFacts & statistics(True statements/percentages etc)6 Ws (who, what,where, when, why,how)RhetoricalquestionsOpinions(A personal belief)Anecdote(A brief accountof the writer’spersonalexperience)Descriptions(adjectives,adverbs, smilesetc).You will gain marks for your ability to engage your reader in a way that suits the purpose.Informal or formal? Humorous or serious?This will depend on who you are writing for (audience).
You will gain marks for organisation and structureTopic Sentence(Possibly with an adding connective)In addition... Another point is... As wellas...Supporting Evidence(Possibly with anillustrating connective)Evidence•Facts•Opinion(s)•Examples•AnecdoteConnectivesFor example...This is shown by...Such as...Explanation(Possibly with anillustratingconnective)ConnectivesThis means that...Significantly...Therefore...Consequently...As a result ofthis...Explanation•Give reasons•Describe•Explain theimpact of yourevidence.CloseLinks back to the main idea in the topic sentence.
Use all of these types of sentences• Minor sentence (1-2 wordssentence)• Complex sentence(remember to usecomma(s))• A sentence containing a list• Compound sentence• Simple sentence• Question;Semicolon:Colon-The Dash‘b’InvertedCommas...Ellipsis?Question Mark!Exclamation Mark( )BracketsA*ABCDTIP: Use an illustrating, emphasising or qualifying connective inevery full paragraph. This will help you to develop and extendyour paragraphs. (see p. 118 of your contact book)You will gain marks for using a range of sentences and punctuation
Section B: Writing1. Primary purpose of Writing to Explain5. Write a brief article for a website of your choice telling your readers about aninteresting or unusual journey or travel experience you have had. Explain whyit was memorable.(16 marks)This main purpose of this task is to explain. However, to makethis writing lively and interesting to read, you will also need todescribe the journey (the people involved and place(s) youvisited) and possibly entertain your reader.Practice these skills by answering the writing question above.• Aim to write about 3 paragraphs.•Spend no longer than 25 minutes.•Plan before your write.
Section B: Writing2. Primary purpose of Writing to Argue (but could be persuade)6. Your school or College is inviting entries for a writing competition. The topic is“Dangerous sports, activities and pastimes are selfish, often put others at riskand should be discouraged.”Write your entry arguing for or against this view.(24 marks)Practice these skills by answering the writing question above.• Aim to write about 4-5 paragraphs.•Spend no longer than 35 minutes.•Plan before your write.
Spend 5 minutes...• Checking your writing (spellingand punctuation).• Make any necessary changes.