A680 Information and Ideas Exam 2 Hours – 40% of GCSE Tuesday 29th May 9am
Reading a text You should spend 1 hour 10 minutes on this section of the paper (45-50 minutes on the writing section)• Read the first text – answer the first two questions on this text. Then read the second text and answer Question 3. This will ensure you don‟t get muddled with the texts and give your hand a rest!• After you have read the text, you need to unpack the text. Which means deciding on what the purpose of the text is, who it was written for and what tone the writing has.• DON‟T start the reading questions until you are confident that you have:- Read the passage to the end Formed a view of what it is about Considered some of the ways the writer has tried to communicate his/her point of view And remember: Underline and annotate the text to help you plan your answers the questions.
The Higher Paper - ReadingThere are TWO Reading Passages but THREE questions:questions 1 & 2 on the first passage and question 3 on thesecond passage.Question 1 will ask you to respond to WHAT the passage isabout: it carries (about) 10 marks out of 40 (that meansspend about 15 minutes on it)Questions 2 & 3 will ask you to respond to HOW thepassages have been written: each carry (about) 15 marksout of 40 (that means spend about 22 minutes on each) Don‟t forget this when you are planning your time management in the examination
So when reading the extracts for the first time, you should identify…• Tone (friendly, argumentative, sad, shocking, excited etc.)• Purpose (persuade, argue, advise, inform, entertain etc.)• Audience (age, gender, interests, education...)• Form (e.g. letter, broadsheet article, tabloid article, leaflet etc.)
Question 1: Outline = SummaryIn Question 1 you will be asked to outlinetwo or three elements of the text. This isnot asking you to explore or explain whatthe writer has written, just „WHAT‟ the textsays about the points in the question. Imagine it like this: you are an editor and have been asked to rewrite the text without all the excess.
Question 1: What the examiners are looking for• Understanding of TASK and TEXT• An OVERVIEW of the material• A clear focus on each separate, relevant point you make without overlap into other points• Confident use of “own words” with NO copying/lifting from the text• A range of (but not necessarily all of the) points
Question 2 and 3Questions 2 and 3 ask you to explore ‘HOW’ the writer hasachieved the effect and tone of their piece.Both question will be about the presentation of the text.Question 2 will ask you about the first text (which you willknow well from answering the outline question) and Question3 will ask you about a second text. One text will be anaccount and the other a media texts with extra features oflayout you can also explore.Examine how the passage has been written and produced:make points about structure, information and language whichare supported with examples from the text.These questions are looking for you to explore HOW thewriter has achieved their tone and purpose and you willhave to use evidence to support your answers.
Question 2 and 3 – What are you looking for as evidence? Persuasive techniques: list of 3, emotive, The writer’s repetition... DescriptiveStructural Balance of fact devices: language imagery, and opinion features onomatopoeia, choices speech... Informative How does the techniques: writer support imperatives, their points? Language facts... and Presentation How is the How the piece reader begins, develo addressed? Is ps and ends. it friendly, aggressive.... Headlines, sub Pictures,Non-written headings etc layout etc features
Question 2 and 3 – TOP TIPsYou should always structure your answeraround the effect/tone/mood the text has andthen use the language, structure and non-written features to support your point. Avoidmaking the language/structure feature yourpoint.E.g. The tone of the text is sarcastic. The writerachieves this by insert evidence Or: The purpose of thetext is to shock the reader, the headline intensifies thiswith its use of insert evidence.Instead of: There is imagery in the piece and this... The best way to ensure you do this is to PLAN
What the Examiners are looking for: Questions 2 & 3• A range of relevant points (about information, language and structure as appropriate)• Effective supporting reference to the text with a clear attempt at analysis of what is referred to• A good understanding of the TASK and the TEXT
The Higher Paper- WritingYou will be asked to do ONE writing task from a choiceof TWO. In both Foundation and Higher Tiers this taskwill be worth a total of 40 marks.At least a third of the marks will be awarded for thetechnical aspects of your writing, which includesspelling and punctuation.You are advised to spend about 45 minutes on SectionB and write between a side and a side and a half.Do ensure you have time to PLAN your responsebefore you begin to write.
The Higher Paper- WritingIn Section B of the written examination you will beassessed on Assessment Objective 4: write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways to engage the readerThis requires you to develop your own ideas, andpresent them clearly using an engaging choice ofvocabulary, tone and structure to keep your readerinterested.
The Higher Paper- Writing 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 coherenceYou must organise your writing in a logical, helpful way so thatthe reader can follow your ideas easily. A strong beginning isessential and an effective ending. Careful planning isessential to achieve this. use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.Using a variety of sentence structures helps keep your writinginteresting by varying the pace. It is important that you checkyour spelling and punctuation carefully.
Writing – Top Tips• DO plan your work carefully! Take five minutes at least to work out WHAT you are going to say and HOW you are going to say it.• DON‟T write too much! If you are going onto more than three sides ask yourself why!• Remember that QUALITY is all important and that QUANTITY need only be enough to show what you can do at your best.• Accurate spelling, punctuation and sentence structure matter.
What the Examiners are looking for:- (Grade A)• Full control of the material: effective use of linguistic devices.• Confident understanding of what you have set yourself to do and consistent relevance to it. Clear sense of audience where there is one.• Use imaginative but appropriate vocabulary: show subtlety and ambition.• Develop a clear structure to the work: it must have an opening, central development and a clear conclusion.• Use of paragraphs and coherent links between them.• Use of a range of sentence structures to create effects.• Secure and generally accurate spelling.• Use ambitious and mainly secure punctuation.