The document provides information about the English Language exam, specifically the reading section (Section A). It explains that Section A is 2 hours 15 minutes long and divided into two parts. Questions 1-3 focus on a single source text and are worth 8 marks each, while Question 4 compares two source texts and is worth 16 marks. The questions test information retrieval, analysis of language features, and comparing texts. The document also provides examples of question types and gives guidance on answering questions, including using evidence from the texts.

1. English Language

2. SECTION A – Reading

3. What to expect
• The whole paper is 2 hours 15 minutes long.
• It is divided into 2 sections
• Section A is the reading section
• You will be given 3 sources in an extract book and
asked to answer 4 questions using the source material
• Questions 1-3 are worth 8 marks and focus on 1 f the
source texts.You should spend 12 minutes answering
each of these questions
• Question 4 is worth 16 marks and will ask you to
compare 2 of the source texts.You should spend 24
minutes answering this question

4. Types of questions
• The questions will usually test your ability to:
- Find information (Information retrieval) 8 marks
- Write about presentational features 8 marks
- Analyse what is being suggested or inferred 8 marks
- Compare how language is used in two texts 16 marks

5. Audience
Key aspects that would have been chosen to appeal to the target
market:
• Presentation: colour, pictures, diagrams, front style and size
• Language: level of difficulty, variety of vocabulary, sentence
structure
• Content and style
• Target audiences can be characterized by:
- Age
- Background
- Gender
- Interests
- Location
- Beliefs

6. Purposes
Purposes of texts include:
Inform
Explain
Describe
Argue
Entertains
Advise
Persuade
Review
By identifying the purpose and audience, it will be easier to understand
why certain language or presentational features have been used.

7. Lesson 1 – Question 1
Retrieve facts and
infer information
from a text.
Interpret‘Boy’ by
Roald Dahl.
So that I
can...
Learning Objective
TodayIwill:
Learning Outcome

8. Definitions
Retrieving
Facts
Inferring
Meaning
Right or wrong answers
Reading between the lines
Copying information
Using evidence to
inform our opinion
Using evidence to answer
the questionMore than one
possible answer

9. Definitions
Retrieving
Facts
Inferring
Meaning
Right or wrong answers
Reading between the lines
Copying information
Using evidence to inform our opinion
Using evidence to answer the question
More than one possible answer
• Which of these question types do you think is more
difficult?
• Why?

10. Selecting and using information
• To support points made in your answers, you need
to refer directly to the text
• Any ideas you put forward must come from the text
itself (interpret the meaning of the text)
• Avoid long quotes. Use short, snappy and
purposeful evidence.

11. AUDIENCE
GENRE
PURPOSE
Autobiography
People who like Roald
Dahl’s stories
To inform about Dahl’s
childhood and entertain
readers
About Roald Dahl,
written by Roald Dahl
Children, adults, both
sexes
Use of word‘tales’
shows that this will not
just be a list of facts

12. ‘Kindergarten’
• Read the first excerpt from‘Boy’.
• What do we learn about Dahl and
his family from this passage?
• Why do you think the author has
included extra boxes around the
page?

13. Questions
• You are going to answer the following questions
on the excerpt. Split them into the two
categories of questions that we have looked at so
far.
Retrieving
Facts
Inferring
Meaning
1.Which books did Roald Dahl dedicate to
his daughter, Olivia?
3.What was the name of the Dahl family’s
house in 1921 and what was the address?
4.Who ran the kindergarten in Llandaff?
5.Why did Dahl find his journeys to
kindergarten so exciting?
2. How did Roald Dahl’s father react to the
death ofAstri?

14. Retrieving Information
• These questions should have short answers.
• E.g.
• Q.When was Roald Dahl’s daughter Olivia born?
• A. 1955

15. Retrieving from ‘Boy’
• Now, try this with the three retrieval questions.
• Remember, you are looking for facts from the
text.
1. Which books did Roald Dahl dedicate to
his daughter, Olivia?
2. What was the name of the Dahl family’s house
in 1921 and what was the address?
3. Who ran the kindergarten in Llandaff?
3 minutes
End

16. Retrieving from ‘Boy’
• Which books did Roald Dahl dedicate to
his daughter, Olivia?
– James and the Giant Peach, Fantastic Mr. Fox,The
BFG
• What was the name of the Dahl family’s house
in 1921 and what was the address?
– Cumberland Lodge, 134 Cardiff Road, Llandaff
• Who ran the kindergarten in Llandaff?
– Mrs Cornfield and MissTucker.They were sisters.

17. Inferring Meaning
• These questions are a bit more tricky, and will
require a little more thought.
• Try to answer them using the PEE format:
The point that you are
making.
A quotation to back it
up.
How your quotation
answers the question.

18. Inferring Meaning
• Q.What is Roald Dahl’s impression of his mother?
• A. Roald Dahl believes that his mother
was a strong woman. She “had five
children to look after” on her own, and
he states that “a less courageous woman
would almost certainly have sold the
house.” As she chose to stay in Wales
rather than Norway, this shows us that
she was indeed a courageous woman
whom Dahl respected enormously.

19. Inferring Meaning from ‘Boy’
• Now, try this with our questions.
• Remember, you are trying to‘infer’ or
work out information from the text,
rather than just giving obvious facts.
1. How did Roald Dahl’s father react to
the death of Astri?
2. Why did Dahl find his journeys to
kindergarten so exciting?
10 minutes
End

20. Self Assessment
• Read through your work and give it a mark out of
three.
• You get one point each for including a Point (have you
answered the question?), Evidence (have you used a
quotation?) and an Explanation (have you explained
your quotation?)
• Underneath your work, write aWWW and EBI based
on these criteria.

21. Plenary
• In less than six words, define each of the
following question types on post-its, write your
name on them and stick them in the relevant box
on the board.
Retrieving
Facts
Inferring
Meaning

22. Lesson 2 – Question 1
Synthesise and
apply my
knowledge of
inference and
retrieval.
Produce a Band 4
answer to
Question 1 from
the exam.
So that I
can...
Learning Objective
TodayIwill:
Learning Outcome

23. The Exam
• Is split into 2 parts, READING andWRITING.
• Section A is READING and has 4 questions.
• Each of these questions needs to be answered in a
specific way.
• Currently, we are looking at Question 1, which
requires the use of INFERENCE and RETRIEVAL.

24. Starter
• As this is a READING question in a timed exam, we
need to be able to read and process information
quickly.
• 1.What is this text about?
• 2.Where might you find it?

25. Think of countries which don't have enough water and
your mind might fly to arid, largely desert nations in
the Middle East and NorthAfrica. But, you could also
consider somewhere closer to hand: the most
prosperous part of our green and pleasant land is
worse off than any of them.
That seems pretty improbable.After all, ours is a
notoriously soggy nation where it often seems that, as
Shakespeare put it, "the rain it raineth every day". But
it's true. South East England has less water per head
than the places above.

26. Recap: Inference
and Retrieval
• Read through the article.
• Devise two RETRIEVAL
and one INFERENCE
question based on this
article.
Q:Which playwright is credited with
writing “the rain it raineth every day”?
Q: Is the UK doing enough to cope with
the weather conditions outlined in the
article?
5 minutes
End

27. Recap: Inference
and Retrieval
• Swap your book with
another student.
• Now, answer their
questions in their book,
using the formulas
discussed last lesson.
5 minutes
End

28. Question 1 in the Exam
• The question in the January 2012 exam was:
• What are the keywords in the question?
• What is this asking you to do?
What do you learn from Geoffrey Lean’s
article about the issues of rainfall and
flooding in Britain?
Or, what does the article
tell you?
OR:What can you
RETRIEVE and INFER
from the article?
The examiner wants to know
about this topic in particular,
not what Shakespeare said about
rain!

29. The Mark Scheme
• In order to get a Band 4 (top band) answer, an
answer:
You must show that you have
read the entire article, and make
reference to the whole thing.
There are a maximum of 8
marks on offer – how many
points should you make?

30. The Mark Scheme
• In order to get a Band 4 (top band) answer, an
answer:
You need to answer this question
in detail – yes, it is easy, but it is
easy to miss out on marks.
Ordinarily, the answer booklet
will give you 3 pages to answer
this question. How much should
you aim to write?

31. The Mark Scheme
• In order to get a Band 4 (top band) answer, an
answer:
INFER! It is not enough to
simply restate facts from the
text.
Draw together separate points
from the text in order to make
assertions in your answer.

32. The Mark Scheme
• In order to get a Band 4 (top band) answer, an
answer:
Always remember to support
your points, and always embed
your quotations.
If possible, make your quotations
short – you do not get marks for
copying a paragraph from the
source.

33. My Example
This article reveals that some parts of the
UK now has less rainfall than some parts of
the world which we would normally associate
with having very little water.
The article goes on to suggest that the UK
is suffering from the lack of rainfall, and
that “things are only going to get worse” as
another “one and a half million” homes have
been planned in the South East, one of the
regions with the least rainfall in the country,
in the next ten years. The additional houses
will cause problems in the area as the lack of
rainfall will lead to a lack of drinking water
to be used in the area, potentially causing a
shortage.
Non-specific, lack of detail
No quotation to back up
the point.
1 sentence
paragraph,
lack of detail
Point Embedded
quotations
Explanation
Inference – facts that we can deduce from
reading between the lines of the text

34. Question 1
• Try the question.
• You have 12 minutes to complete this.
• You must:
• Make a range of points which summarise all parts of the text
(at least 8 different points)
• Synthesise the information and summarise it in your own
words
• Use PEE chains in order to present inferred information
• Look for subtleties such as contradictions and inconsistencies
What do you learn from
Geoffrey Lean’s article about
the issues of rainfall and
flooding in Britain?

35. Peer Assessment
• Swap your answer.
• Has your partner:
• Made at least 8 different points?
• Backed these up with quotations (which they have
embedded)?
• Shown inference – included information not explicitly
stated in the original text.
• Give them aWWW and EBI.

36. Homework
• Every day between now and our next lesson, read at
least one article from an online newspaper.
• Focus specifically on:
• www.guardian.co.uk
• www.telegraph.co.uk
• www.mirroronline.co.uk
• The topic of these is unimportant – the main idea is to
become familiar with their layout and format.

37. Review
• On your post-it, write:
• What skills are required during Question 1?
• How many marks are available?
• What is the key word contained within the actual
question?

38. Lesson 3 – Question 2
Identify and
evaluate the use of
presentational
devices in a text.
Evaluate the
effectiveness of
the headline, sub-
headline and
picture from an
article.
So that I
can...
Learning Objective
TodayIwill:
Learning Outcome

39. Starter
• (Quickly) read the text on the next slide.
• 1)What is this text about?
• 2)Where might you find this text?

40. • TWOYEARS ago, Philippe Croizon could barely
swim at all. Now the 42-year-old French quadruple
amputee has become the first limbless person to swim
the English Channel. "I did it. I'm so happy. I can't
believe it. It's crazy," he said after swimming the 21
miles from Folkestone to the French coast.
• Mr Croizon's legs and lower arms were amputated
after he suffered a calamitous electric shock while
removing a television aerial from a roof in 1994 when
it hit a power line.

41. Starter
• Now, try skimming the text.
• 1)Which body of water did Mr Croizon swim across?
• 2) How far did he travel?
• 3)Why did he need his legs and lower arms amputated?

42. • TWOYEARS ago, Philippe Croizon could barely
swim at all. Now the 42-year-old French quadruple
amputee has become the first limbless person to swim
the English Channel. "I did it. I'm so happy. I can't
believe it. It's crazy," he said after swimming the 21
miles from Folkestone to the French coast.
• Mr Croizon's legs and lower arms were amputated
after he suffered a calamitous electric shock while
removing a television aerial from a roof in 1994 when
it hit a power line.

43. More on the exam...
• The exam is marked out of a total of 80.
• You have 2 hours and 15 minutes, of which you should
spend 15 minutes reading.
• There will be 3 sources.
• Question 1 is always about Source 1.
• Question 2 is always about Source 2.
• Question 3 is always about Source 3.
• Question 4 is always comparing Source 3 and either
Source 1 or 2.

44. Question 2
• Always concerns PRESENTATIONAL DEVICES.
• The source will be a newspaper article, usually from
the web version of the paper in question.
• In your books, draw a quick sketch of what a
newspaper article online looks like, labelling the
different sections.
3 minutes
End

45. Reading between the lines
• You need to not only analyse the words on the page
but the:
- Use of colour, fonts and images
- Position or layout of particular features or
information
- Headlines, sub-headings, pull quotes

46. Presentational
Features
• Title, or masthead
• Menu bar
• Headline
• Sub-headline
• By-line (credit)
• Photograph
• Caption
• Body of text

47. Presentational
Features
• Title, or masthead
• Menu bar
• Headline
• Sub-headline
• Photograph
• Caption
• By-line (credit)
• Body of text
• Links to social networking

48. Analysing presentational features
• When commenting on presentational features, you need to explain how they work
with each other to create an overall effect, not just what effect they have
individually.
Headline The main heading in a newspaper story, designed to draw the reader’s attention
Strapline A second, introductory headline, below the main one, adds more information to the headline
Subheading Often used to summarise sections of the text or break it up into smaller sections, allowing the reader to
skim over the text and see the overall point
Font Style and colour can vary throughout a text. Often it us possible to draw conclusions from the choice of
colour-scheme or font style
Capitals Capitals are often used to stress and reinforce particular words or phrases
Caption The text under a photograph or diagram which explains it
Standfirst The introductory in an article or report, which could be in bold print or with the first word capitalised
Pull-quote A quotation which is lifted from the article and set apart, in larger or bold type
Bold, italics,
underline
Different ways of making certain words stand out
Slogan A memorable word or phrase, designed to create interest
Logo Emblem to represent a product or company
Photographs and
graphics
Used to add depth to the story or more information

49. Question 2
• Regardless of the source, the question will be:
• What are the key words in this question?
• What is it asking you to do?
Explain how the headline, sub-headline
and picture are effective and how they link
to the text.
The presentational devices
that you should focus on.
Why have this headline, this
sub-headline and picture
been chosen to accompany
this story?
This is asking us to use a
particular A/A* grade skill...
EVALUATE.
Or: Does it work, and why?

50. Pictures
• How important do you think pictures are in newspaper
articles, particularly online?
• When answering Question 2, you need to consider:
• What the picture shows
• What connotations it might have
• How the above might shape our understanding of the
accompanying story

51. • What does this picture show?
• What connotations does it have?
• What does this suggest about the story that it
accompanies?
– Think specifically about the article’s tone and formality
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52. • The picture shows Prince Andrew in formal naval uniform, greeting a
crowd.
• The photograph appears to be from an informal setting, with a light-
hearted tone, with all of the faces shown smiling.
• The picture suggests that the accompanying article will be about Prince
Andrew, will have a similar light-hearted tone, and is more likely to be
an amusing story than the announcement of a death in the royal family.

53. • What does this picture show?
• What do you think this news story is about?
• What connotations does it have?
• What does this suggest about the story that it accompanies?
– Think specifically about the article’s tone and formality
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54. • What does this picture show?
• What do you think this news story is about?
• What connotations does it have?
• What does this suggest about the story that it accompanies?
– Think specifically about the article’s tone and formality
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55. Headlines and Sub-headlines
• What is the function of a newspaper headline?
• What is the function of a sub-headline?
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56. Headline: Sums up the article.
Helps to set the tone.
Tries to hook the reader
into reading the article.
Sub-headline:Acts as a
continuation of the original
headline.
Includes the key facts.
The second stage of
trying to hook the reader
into the article.

57. Revealed: how US and UK spy agencies defeat
internet privacy and security
• How effectively does the headline accompany this image?
• How does it help to create a tone and level of formality
for the article?
End123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960

58. Revealed: how US and UK spy agencies
defeat internet privacy and security
Verb used alone gives the headline a sense of immediacy and
revelation; the reader believes that they are about to read
something which is important.
Connotations of secrecy and shady goings-on; complements
the sinister look of the accompanying picture.
Aggressive verb, has connotations of violence and war
When combined with‘defeat’, the reader feels
threatened by the reduction of their liberties, and the
shady‘spy agencies’ are made even more troubling.
Additionally, the use of consonance here
helps to draw in the reader’s attention.

59. Review
• Match the photograph to the headline and explain why.
1. High street stores should use plus-size
mannequins, says Equalities Minister
3. How to write a family history
2.TripAdvisor queried over erasing of hotel
reviews
A.
B.C.

60. What is the
news
story?
How do
we know?

61. Lesson 4 – Question 2
Evaluate how
presentational
devices link to
news articles.
Write a Band 4
answer to
Question 2 from
the exam paper.
So that I
can...
Learning Objective
TodayIwill:
Learning Outcome

62. Review Quiz (back of books)
1. What does GAP stand for?
2. What is the date of your exam?
3. What two skills do you need to succeed at Question 1?
4. Name one difference between these two skills.
5. Roughly how long should you spend on Question 1?
6. What is the main purpose of a newspaper headline?
7. What is the main purpose of a sub headline?
8. What is the main purpose of a photograph in a news
story?

63. Revealed: how US and UK spy agencies defeat
internet privacy and security
• How effectively does the headline accompany this image?
• How does it help to create a tone and level of formality
for the article?
End123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960

64. Writing it Up
• The article uses an image of a shady, eerily green lit pair of
hands typing away at a Mac Book with streams of binary code
emanating from screen.This is accompanied by a headline
which continues the menacing tone, making reference to‘spy
agencies [defeating] internet privacy and security.’The pair of
hands shown in the photograph are clearly supposed to belong
to one of these spies, covertly plotting to reduce the online
liberty of the unsuspecting reader. By beginning the headline
with‘Revealed’, separated from the rest of the sentence by a
colon, the author implies that they are lifting the lid on the
shady practices currently held by these secret agencies,
making the article appear to be a series of essential revelations
to the reader.

65. • How effectively have the headline, sub-headline and
picture been used in this article?End

66. Again, this must be in depth –
another 8 mark question.You must
comment specifically on the
headline and sub-headline and how
effective they are.
You need to discuss both the implicit
and explicit here – you will get marks
for describing the picture as well as
interpreting the connotations of it.
You need to make the examiner aware, as
with Q1, that you understand the article,
and can show how the presentational
devices help to support or add to the
main contents of the text.
Back up what you say in your response
either through quotations or by
referencing how the article looks on the
page.

67. The Source
• Read through the
source.
• Summarise the
contents of the article
in exactly 12 words.
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68. The Glaringly
Obvious
• When looking at the
source, what are the first
things that you notice?
• You will get marks for
stating what appears to be
really obvious things
about the text.
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69. The Headline and Sub-Headline
• How are these effective at getting the reader’s attention?
• How do they link to each other?
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70. A numbered list – building up to the most
important factor.
Rule of three.
Unusual, exciting
words, interest the
reader in the
remainder of the
story.
Another number continues
the style of the headline.
Alliteration – gives
rhythm and draws in
reader.
In general – summarises
the article, gives a little
more detail.

71. Links
• What links can we
draw between the
photograph, headline
and sub-headline, and
the main body of the
text?

72. Over to You.
• You now have 5 minutes to read and annotate an article which
was Source 2 from the June 2012 examination.
• The question (as always) was:
• Explain how the headline, sub-headline and picture are effective and how
they link to the text.
5 minutes
End

73. Explain how the headline, sub-
headline and picture are effective
and how they link to the text.Success Criteria:
• Interpret and evaluate the
effectiveness of the headline and
sub-headline.
• Describe and evaluate the
effectiveness of the picture.
• Link the use of presentational
devices to the main body of the
text.
• Use quotations and references in
order to back up your points.
End

74. Review
• Which of the two articles used presentational devices most
effectively?
• Write down two reasons on your post-it and stick it to the article
of your choice below.

75. Lesson 5
Infer feelings and
emotions from a
text.
Write a Band 4
answer to
Question 3 from
the exam paper.
So that I
can...
Learning Objective
TodayIwill:
Learning Outcome

76. Perspective
• Perspective means‘attitude’ or‘standpoint’.You can establish the
view point of a well-written text by reading the first and last
paragraphs and the topic sentence of each paragraph.
• They should guide the reader through their argument through the
careful structure of their writing.
What to look for:
- Emotive language
- Strong first sentence clearly portraying view point
- Sarcasm
- Criticism
- Presenting other view point (to disprove)
- Sentence structure/length for effect

77. Starter
• Read through the
source.
• What is the GAP for
this text?

78. Explain some of the thoughts and feelings
Parrado and Canessa have whilst
searching for rescue.
• What skill that we have already covered will you be
expected to use to answer this question?
• If you wanted to give a comprehensive,A* English
student answer to this question, how would you
structure your answer?End

79. How did you answer the question?
• What did you do in order to write your answer?
• What have you included in your response?
• Where have you come across questions like this in the past?
TheWoman in Black work
Of Mice and Men work
Poetry anthology work
LITERATURE

80. Question 3
• This question will always ask you about the thoughts
and feelings of an author or a character.
• It requires you to infer information from the author’s
description and language used.
• And that is it.

81. Assessment
• Read through the
previous exam answers.
• In each, highlight the
quotations taken from
the text.
• Give each a mark out of
8 and a reason why.

82. Assessment
• Example 1:
• 7/8.
• Focussed on task, perceptive interpretation and explanation.
• Example 2:
• 6/8.
• Clear understanding of thoughts and feelings. Clear
explanation, relevant quotations and beings to interpret.
• Example 3:
• 4/8.
• Some engagement with the text. Some comments to explain
thoughts and feelings.

83. Comparison
• What are the main differences between Examples 1
and 2?
• How does the candidate succeed in‘interpreting’
the text?
vs.

84. Peer Assessment
• Swap your work with another student.
• Highlight (or underline) their use of quotations.Tick any
of these that have been embedded.
• Annotate in the margin where they have analysed
language.
• Star any instances of sophisticated language in their work.
• Using the work we have looked at, and the mark scheme,
write them a target for their next answer.

85. Practice Question
• Using your target, answer this
question from the January 2012
paper:
• Explain some of the thoughts and
feelings Christopher Ondaatje has
about his experience of Lake
Victoria.
• You have 17 minutes to read,
annotate and answer the question.
End

86. Review
• What are three tips that you would give to another
student on how to answer Q3 from the exam?

87. Lesson 6
Compare the use
of language
devices in two
sources.
Plan an answer to
Q4 from the
examination.
So that I
can...
Learning Objective
TodayIwill:
Learning Outcome

88. Recap 1
• What isTHE RED RASP?
• Praise points available to those who can remember
the mostWITHOUT CHEATING.
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89. THE RED RASP
• Tricolon (The Rule ofThree)
• Hyperbole
• Emotive Language
• Repetition
• Empathy
• Discourse Markers
• Rhetorical Questions
• Argument and Counter-Argument
• Statements Dressed As Facts
• Personal Pronouns
For each, write a short
definition and give an
example, either in a
sentence or just a couple
of words.

90. Recap 2
• What is SOMP?
• Simile
• Onomatopoeia
• Metaphor
• Personification
Write an example for
each.

91. Question 4
• This is always the same.You will be asked to compare
Source 3 (ordinarily an excerpt from a memoir or
(auto)biography) with either Source 1 or 2.
Compare the different ways in which
language is used for effect in the two texts.
Give some examples and analyse the effects.
How do we know what
effect a text is
supposed to have?

92. WITHA PARTNER
• How many connectives can you think of to compare
and contrast ideas.
• List them in your books
Compare Contrast

93. GAP
• Read through both
sources.
• Determine the GAP
for both of them.
• For each, come up
with 3 reasons
relating to
language as to why
you chose that GAP.
E.g.This purpose of this article is to
entertain as it includes a lot of
imagery (SOMP).

94. Group Work
• In a group of four, divide the
two sources between
yourselves.
• Annotate your article for the
use ofTHE RED RASP and
SOMP.
• Link the use of the specific
language devices to the GAP
of your article.

95. Group Work
• Now, feed back, annotating
your other article
accordingly.
• Are some devices more
applicable to one GAP than
the other?

96. Planning for the Question
• Now, bring your ideas together.
• Draw up a table showing the similarities and
differences between the two sources and the
language used in each of them.

97. Review
• In what GAP would you expect to find the following
sentences:
• It is outrageous, time-consuming and repetitive.
• The magical fairy house sparkled in the forest like
pixie dust.
• When asked for comment, the man refused to
answer.

98. The Nitty Gritty Part of the Exam
• Make sure you have the correct exam paper
• I recommend reading through all the questions first
• Start with the question you feel most confident with
• Read all the sources, highlighting key features that link
to the question
• Write the time you begin each question at the top of
the page and stick to your time limit for each question
• Ensure you check your spelling, punctuation and
grammar for Section B

99. What to Look for When Analysing
Different Texts

100. Reports
• A report is usually written for a specific audience
• The purpose of a report is to pass on specific
information about a particular issue or investigation,
so that others may take action using the findings of
the report.
• A newspaper report gives information

101. Formal reports
• Formal reports follow a clear structure:
Introduction -> explanation of the research
undertaken-> summary of findings-> conclusions or
points for action
What to look for:
- Percentages used to emphasize strength of feelings
- Result summaries for readers
- Solutions

102. Newspaper reports
• Newspaper reports are normally written in an
impersonal style
• The writer will provide facts- opinions will often come
from‘sources’ or people whose words are being
reported through direct quotation
What to look for:
- Emotive language which engages the reader
- Quotes in headlines which can indicate bias
- Summing up in last paragraph
- Quotations from‘the other side’ to balance argument

103. Feature articles
• Feature articles provide more of a considered view
or interpretation of an event or issue
What to look for:
- Pronouns‘we’,‘our’
- Strong opening sentence- shows view
- Emotive language
- Concluding sentence

104. Advertisements
Structuring your answer
1. Links purpose to presentation
2. Analyse features and their effects
3. Explain effect of reader
4. Show connection between presentational features
and written text/ purpose

105. Diaries
• Personal diaries are written in the first person and are
informal in style.They include personal recollections.
• Diaries written for publication, record events of public
interest and can be more formal in style but are usually
in the first person.
What to look for:
- Purpose to the diary entry
- Opinions
- Emotive language
- Exaggeration

106. Blogs
• Unlike diaries, blogs can have more colloquial
language and the writer has a sense of the wider
audience and the content and tone of the blog
matches this, rather than being more personal and
private

107. Biographies and autobiographies
• A biography will be written in third person and an autobiography
will be written in first person and organisation is normally
chronological.
• Biographies contain events from the person’s past
• The purpose of biographical writing is usually a mixture of
entertaining and informing the reader.
What to look for
- Imagery
- Sentence structure/length for effect
- Dramatic language
- Language style (formal/informal)-Why e.g. colloquial language to
remind the reader that it is a childhood anecdote

108. Travel writing
• Travel writing can be factual but can also give individual
interpretations of the experience
• Travel writing entertains and informs the reader
• Although factual in content, there will be an element of bias in
travel writing
What to look for:
- Different language techniques that the travel writer uses to convey
information to the reader
- Be aware of the attitudes or feelings that the travel experience
causes in the writer.
- The first sentence- it usually sets the tone of the writing and can be
quite dramatic.

109. Reading reviews
• The first thing to look for in a reviews is at whether it is
biased or unbiased
• A review provides a description and an evaluation of an
event, an object or publication.
• The purpose of a review is to provide a clear overview
and an evaluative judgement or recommendation.
• They are written for a clear audience.
What to look at:
- Language and structure and how they are used to present
a particular point of view

110. Web Page
• A web page uses particular layout conventions and presentational
features to help you skim and scan the page for specific information
• A webpage has to be immediately appealing and accessible
otherwise the reader will just skip to another site
What to look for:
- Images
- Colours- bright colour used to highlight offers?
- Live links to help find information faster
- Contact details-Where are they placed, how are they presented?
- Logos
- Use of celebrities

111. Information texts
• Often use sub-headings or other organisational
features to guide the reader easily through the
material
• Its main purpose is to provide information.The
language is usually impersonal, quite direct and
clearly organised.
• They will have a target audience

112. Analysing presentational features
• When commenting on presentational features, you need to explain how they work
with each other to create an overall effect, not just what effect they have
individually.
Headline The main heading in a newspaper story, designed to draw the reader’s attention
Strapline A second, introductory headline, below the main one, adds more information to the headline
Subheading Often used to summarise sections of the text or break it up into smaller sections, allowing the reader to
skim over the text and see the overall point
Font Style and colour can vary throughout a text. Often it us possible to draw conclusions from the choice of
colour-scheme or font style
Capitals Capitals are often used to stress and reinforce particular words or phrases
Caption The text under a photograph or diagram which explains it
Standfirst The introductory in an article or report, which could be in bold print or with the first word capitalised
Pull-quote A quotation which is lifted from the article and set apart, in larger or bold type
Bold, italics,
underline
Different ways of making certain words stand out
Slogan A memorable word or phrase, designed to create interest
Logo Emblem to represent a product or company
Photographs and
graphics
Used to add depth to the story or more information

113. Inference
• There are a variety of ways in which language can be
used to infer meaning other than the surface
meaning. One technique to look for is IRONY.
Irony can be created through:
- Rhetorical techniques
- Exaggeration and understatement
- Quotations

114. Inference
• Another technique to look for is HUMOUR.
Ways to infer meaning:
- Language
- Structure and organisation of text
- Pictures and other presentational features.
• Pictures and the layout of text can imply meaning
the same way that language does

115. Analysing language- Key features
Language features to analyse
- Sentence and paragraph types
- Significant vocabulary
- Punctuation
- Imagery
- Imagery and other linguistic devices
- Style of language

116. Analysing language- Sentences
• Short sentences can suggest speed or excitement e.g.He ran
forward.The ball fell at his feet.He shot.
• They can also indicate surprise or despair e.g. Her inspiration
stopped.Her career ended.
• Long sentences can indicate calm e.g. The sergeant reported that
right along the river,teams of men and women were at last preparing
to return to their headquarters for a much needed break.
• Or they can build to a climax e.g. The crowds gasped as the top of
the mountain blew away,clouds of ash shot hundred of feet into the
sky and rivers of lava,terrifying in the early daw,shot upwards,then
cascaded down into the valley.

117. Analysing language- Paragraphs
• Very short paragraphs can be used to attract the
reader’s attention, to attract the reader’s attention,
to pick out the main details in an article or to offer a
‘punchy’ idea. Popular newspaper articles often have
short paragraphs so that they can be read more
easily.
• Longer paragraphs provide more detail and analysis.
Articles in more serious newspapers often have
longer paragraphs.

118. Analysing language- Significant
vocabulary
• The kind of vocabulary can tell you about the purpose of the text
- Imperative verbs such as‘follow’ and‘begin’ suggest instructional or
advisory writing
- Connectives like ‘since’ and ‘because’ are typical of explanatory
writing because these connectives link ideas together
- Connectives such as ‘however’,‘nevertheless’ and ‘indeed’ tend to
be used in persuasive or argumentative writing where are point of view is
being expressed
• The kind of vocabulary can also tell you about the audience for the text.
- More complex language indicates that the text is aimed at a more
intelligent readership
- A text containing specialist vocabulary will be aimed at those with a
special interest in that area
- Slang and colloquialisms could indicate a teenage target audience.

119. Punctuation
The inverted commas indicate it may not have happened, but
show that someone has offered that opinion
Ellipsis indicates that there are many things we could do.An
ellipsis can also end a sentence leaving the conclusion to our
imagination.
The double exclamation mark is to attract
attention and suggest excitement, humour or
even surprise.

120. Similes, metaphors, linguistic
techniques and style
• Look for similes, metaphors, alliteration and onomatopoeia.
• Text can have a formal or informal style
Stylistic techniques
- Rhetoric
- Emotive language
- Irony (subtle mockery)
- Exaggeration
- Contrast
- Colloquial language
- Ambiguity
- Examples, anecdotes or quotations
- Humour
- Lists

121. Comparing language
• When comparing language, consider:
- Levels of difficulty
- The different tones
- The different kinds of language features required for different
purposes
• Decide how the writer has used language to meet the needs of
the form, purpose and audience. Look at:
- Sentences and paragraphs
- Significant vocabulary
- Punctuation
- Imagery and linguistic features

122. Comparative response- paragraph
structure
Explain the effect of the reader in text 2
Analyse the use of the technique in text 2
Use of comparative connective
Explain the effect on the reader inText 1
Analyse the use of the technique inText 1
Identify a technique used in both texts
Compare the purposes (and audiences) of each text
-The conclusion should NOT be long and
should sum up your ideas whilst still focusing on
the question

123. Connectives
Comparative connectives
Cause, effect, emphasising and illustrating connectives
Similarly In contrast While the first text Just as
Whereas The second text Likewise On the other hand
When we turn to Also But In comparison
So However The second text, though Alternatively
Because So Therefore Thus
Consequently For example Such as For instance
As revealed by In the case of Above all In particular
Especially Significantly Indeed Notably

124. APPLE- General analysis of non-
fiction texts
audience- who is it for? How do you know
purpose-Why has is been created?What message(s) is given?
presentation- Features, images, layout. How do they
relate/ support the text?
language- Consider vocabulary, tone, stylistic devices,
phrasing used and structure of sentences.
effect on audience- Has the writing achieved its purpose
for the audience?

125. A FOREST- Language Devices to look
for:
alliteration
acts
pinions
repetition
exaggeration and Emotive language
statistics
triples

126. CODFISH- Presentational features to
look at:
colours
organisation
data/ diagrams
font/ Italics/ Bold
images/ Pictures
slogans/ catchphrases
headings/sub-headings

127. FIFAT- How reliable and authoritative
is the text
Very 1 2 3 4 5 6 7 Very
F
Factual Opinionated
I
Impersonal
(Unbiased)
Personal
(Biased)
F
Formal Informal
A
Authoritative Unreliable
T
Trustworthy Untrustworthy
Find non-fiction
texts such as
articles, adverts,
flyers, leaflets
etc. and practice
using this grid to
find how reliable
and authoritative
the text is.

128. SECTION B

129. What to expect
• You will be asked to complete 2 non-fiction writing
tasks; the first worth 16 marks and the second 24
marks
• Aim to spend 25 minutes on the shorter writing
task and 35 minutes on the longer task.
• A clear purpose, form and audience will be given in
each task, however if no audience is mentioned,
then use the examiner as your audience (formal
writing)

130. Structure and paragraphs
• Start each new paragraph with a topic sentence.
• The remaining sentences in the paragraph should develop the idea
in more detail
• Link your paragraphs using connectives to make the shift from one
idea to the next smoother
• Start by introducing what you intend to discuss in tour writing in a
way which engages the reader.
• Develop your response in the next 3 or 4 paragraphs, expanding
your ideas
• Sustain your view point
• Keep the same style throughout
• End by emphasising your view point.

131. Sentences
• Use a mixture of sentence structures; simple,
compound, complex, questions and exclamations
Simple sentences
- Can be used one after another to add excitement
- Can be used to build tension
- Can also relieve tension
- A simple sentence after a series of longer sentences can
pull the reader up short and make a quick but
powerful point

132. Compound sentences
Compound sentences
- A compound sentence is 2 simple sentences joined
together with either a semi-colon or a conjunction.
Each part of the sentence could stand on its own.
- The second part of a compound sentence is linked
to the first part by the subject matter as well. It is
used to add extra information about the first part of
the sentence.

133. Complex Sentences
Complex sentences
- A complex sentence has one main clause, which
contains the main point of the sentence, and at least
one subordinate clause.A subordinate clause links to
the main clause but cannot stand on its own as a
sentence. It often starts with‘who’ or‘which’
e.g.The boy, who was alone at last, walked across
the field that led to the farm.

134. Questions, commands and
exclamations
• Questions, commands and exclamations should be used
sparingly, so that they have an impact.
• They can be used very effectively in writing to argue,
persuade or advice.
• In a piece of writing to argue, persuade or advice, you
should try to open or end the piece with a rhetorical
question.
• Commands are a good way of addressing the reader
directly.
• Exclamations show strong emotional reactions

135. Punctuation
Commas
- Used to separate a list
- To add clauses or phrases
- To separate a phrase that adds extra information or
detail.
Speech marks
- Punctuation at the end of speech is placed before the
final speech mark
- There should be only one speaker for each paragraph

136. Punctuation
Apostrophes
- Used to show possession
- To show a contraction (can’t)
Colons
- Used to introduce a list
- Introduce an explanation e.g.“I’m sorry I didn’t show up: I
had a heavy cold and my head hurt.”
Semi colons
- Used to indicate a short pause between 2 clauses or simple
sentences that are equally important.
- To separate phrases in a complicated list

137. Punctuation
Ellipses
- Used to create an idea that a situation will continue
forever.
e.g. It seems that tis cycle of bullying will continue
forever…
-To allow the reader to decide what might fill the
space

138. Language to engage reader
• Select vocabulary that is appropriate to the form,
the purpose and the audience.
• Use a wide range of vocabulary
• Use a range of connectives
• Use adverbs to provide more information
• Try to avoid nouns and verbs that sound very
general

139. Using language creatively
Imagery
- Similes make a comparison using‘like’ or‘as’
- Metaphors state things that are not literally true, but the comparison has a
strong effect
- Personification is a particular type of metaphor, giving inanimate objects
‘life’, often human characteristics
Clichés
- Avoid clichés.A cliché is an over-used phrase and this makes them less
effective.
Stylistic techniques
- Onomatopoeia is a way of capturing sounds in words. It is the term we use
when a word sounds like the sound it is describing
- Alliteration is when words begin with the same letter or sound
Irony
- It can be used in a humorous way
- It can be used for serious effect

140. Evidence, statistics and quotations,
Rhetoric and humour
• Using material which seems factual and the result of
research really makes your writing sound powerful
Rhetoric and humour
- Using humour engages your reader and is very
effective in writing to argue and persuade as it helps to
‘break down’ any barriers between you and the reader
Rhetoric is used to engage and persuade.

141. Rhetorical devices
• Rhetorical questions
• Lists of 3(sometimes adjectives for powerful effect)
• Direct address with use of the inclusive pronoun‘we’
and‘us’
• Assuming your audience’s agreement
• Appearing to agree with, or flatter, your opposition to
help win them the round
• Repetition of key words or phrases
• Exaggeration to make your point more strongly

142. The opening and ending
• Try to open your writing with:
- A short piece of conversation
- An anecdote
- A description
- A rhetorical question
• Your final paragraph should always leave your reader
with a clear impression of your ideas and your point of
view. It should link back to the introduction to round
off your writing.

143. Writing letters
• Put your address at the top right hand side
• Put their address on the top left hand side
Signing off
- If you are writing to someone you don’t know, you
should use‘Dear Sir/Madam’ and end with‘yours
faithfully’
- If you are writing to a named person or someone you
know formally you should use Dear Mrs Jones or Dear
Customer Services Manager and end with yours
sincerely.

144. Writing reports
• A report is usually a mainly factual account of a
recent event or set of circumstances
• It should be a mixture of facts and opinions

145. Writing articles
• An article has a clear purpose: to discuss or express
ideas, usually from a particular point of view
• You should also consider layout and presentational
features such as a headline, strapline and subheading

146. Writing to argue
Introduction
• Where the
writer states
what their view
point is
Development
• Where
anecdotes or
experiences are
used as
evidence
Development
• Where
statistics and
‘expert’
witnesses are
used as
evidence
Counterargument
rebuttal
• Where the other side
of the argument is
mentioned, only to be
dismissed or
disproved
Conclusion
• Where the writer
ends the argument
with a‘punch’

147. Writing to persuade
• Use techniques such as:
- Effective structuring of ideas
- Emotive language
- Examples and anecdotes
- Rhetoric devices

148. Writing to persuade
Introduction
• Catch your readers attention straight away
• State why you are writing in an interesting and friendly way
• Involve the reader and make sure that what you say is relevant to them
• Show that you have the authority to write on this topic (sound reasonable and trustworthy)
• Uses rhetorical question
• Choose your vocab with precision and care
4/5 Body paragraphs
• Introduce each paragraph with a clear and interesting topic sentence
• Think of using one further rhetorical question but make it subtle
• Discuss only ONE point per paragraph
• In one paragraph use an anecdote
• Be personal
• Link your points and develop them fully
• Acknowledge the main opposing view but with care, subtlety and tact- counter it
• Add authority- quote an expert, a survey or something to prove it works
• Use vivid description
• Add power by adding a few rhetoric devices
Conclusion

149. Writing to persuade
Conclusion
• Re-emphasize the common ground and why
your review is worthy of consideration
• Make sure your reader knows precisely what
you would like to happen next
• Only if appropriate to your audience and for
your purpose, end with an emotional plea

150. Writing to inform
• You should concentrate on:
- Choosing information to suit your purpose
- Organising your ideas into clear
- Writing an effective opening and ending
- Including facts and opinions
- Creating the right tone for your audience and purpose
What is the examiner looking for?
- Have you provided your audience with what it needs, wants, or might like to know and
nothing more?
- Have you given relevant details that are clear, fair and balanced – whether as facts or
opinions?
- Are the details given in a straightforward and unambiguous manner? - Language that informs
should rely on its denotation for meaning, i.e. its literal meaning, rather than
- connotation, i.e. suggested meaning.
- Are the relevant '5W+H' questions being answered, i.e. who, what, why, where, when and
how?
- Is the writing engaging and interesting to its audience, i.e. is its style lively?
- Is the detail given sufficient (i.e. not too much or too little).

151. Writing to inform
• CREATEA STRONG OPENING
- Begin with humour to engage your audience
- Or an account from personal experience which
gives a context for your writing

152. Writing to explain
• Give reasons for what happened, or how you feel, or
why something is important.
• You need to use casual connectives such as:
Present a
situation
Explain the
cause
Explain the
effect it had.
As a result of this It might be
This meant that The reason could have been
This is because It may be that
As a consequence Perhaps
Therefore Possibly

153. Writing to review
First part
Explains the topic for review in a short summary or synopsis
Second part
Goes into more detail giving some examples that provide more
information about your topic and why you liked or didn’t like it.
You might also like to compare the topic with others
Final part
Give your overall recommendation- your view on whether or not
your reader will appreciate the item you are reviewing.

154. Writing to review
Positive General Negative
Irresistible Plot Bewildering
Hilarious Type Disappointing
Classic Form Superb
Hype Unbelievable Effects
Imitation Suspense Mood
Captivating Typical Clichéd
Impressive Scenes Excessive

155. Writing to advise
Present the
subject clearly
Offer advice
which is logical
and convincing
Demonstrate
benefits of
following your
advice
• Your tone needs to fit your purpose and audience.YOUARE ADDRESSING
YOUR READER DIRECTLY
Language Features you can use
- Commands e.g. Make sure you add… Don’t forget to visit…
- Verbs like must and should which encourage the reader to act
- Softer verbs like can and may or could and might which give suggestions
- If…. (then)… sentences shows what would happen if you follow the advice.

156. RHETORIC- Used to engage and persuade
Rhetorical questions
Hyperbole
Emotive Language
Triples
Opinion as fact
Repetition
Involve the audience
Comments from experts

157. A COAST MAP- Used for writing and
analysing a piece to describe
Alliteration
Colours
Onomatopoeia
Assonance
Similes
Triples
Metaphors
Adjectives
Personification