The document provides information about the structure and scoring of the English Language Paper 1 exam. It is divided into two sections - Reading and Writing. Section A focuses on reading comprehension of 3 non-fiction source texts and comprises 1 hour and 15 minutes. Section B involves two writing tasks to inform, explain, describe, argue or persuade and takes 1 hour to complete. The document provides guidance on answering the different question types in Section A, including focusing on key details, using evidence from the texts and understanding implicit meanings.

1. ENGLISH LANGUAGE PAPER 1
Reading and Writing Non- Fiction Texts 2 ¼ hours.

2. ENGLISH LANGUAGE EXAM
Section A: Reading
3 non-fiction source texts
1 hour, 15 minutes to complete
40 marks
Section B: Writing
 1hour to complete 2 tasks
 Writing to inform, explain and/or describe
Writing to argue and/or persuade
40 marks

3. SECTION A: READING
(UNDERSTANDING NON-FICTION TEXTS)
 Usually there are four questions; you will have to go through the
answer booklet to find them.
 You are also given three „sources‟ – texts that you use to answer the
questions.
 It doesn‟t matter what order you answer the questions in.
 In all of the most recent examinations, the four questions have
focused on:
 Question 1 – comprehension (what is the article about?)
 Question 2 – headlines, pictures, captions, subheadings
 Question 3 – comprehension with a focus
 Question 4 – looking closely at/comparing language in two of the three
sources.

4.  In all five of the recent examinations, the first question has been a
straight-forward comprehension question. The examiners want to
know that you are able to understand what the article in question is
about. This means that you will need to summarise the article‟s main
points.
 Highlight/circle key words in the question. What are they asking you
to look for? What source text are you focusing on?
 Make sure that you support your response with appropriate
quotations. Highlight/underline significant sections of the text.
Past questions:
What do you learn from Jan Moir‟s newspaper article about where Bruce
Parry has been and what he has been doing.
What do you learn from Elisabeth Hyde‟s article about where she has been
and what she has been doing?
What do you learn from Steven Hicks article about the issues and concerns
regarding mobile phone use?
QUESTION ONE – WHAT IS THE ARTICLE
ABOUT?

5. QUESTION 1 8 MARKS = 12 MIN
 This will refer to the first text and will ask you to
RETRIEVE information and ideas.
 AO2, i Read and understand texts, selecting
material appropriate to purpose, collating from
different sources and making comparisons and
cross references as appropriate.
 Questions might include: “According to the author,
what can be done about…”; or “What are the
audiences for, and purposes of, this text…”; or
“What is the writer‟s argument/ view…”
Quote or use
some language
from the text.
Audience?
Purpose?
Compare
within the text

6. INFERENCE AND RETRIEVAL
 Whilst watching the clip on the next slide, answer
the following questions on a whiteboard:
1. What is the name of the contestant?
2. Who does he compare himself to?
3. What is he wearing?
4. What does the contestant say that he can do
during karaoke?

8. MORE QUESTIONS...
 Now, watch the clip again, but answer
the following questions:
1. What are Simon‟s first impressions of Onkar when
he first enters the room?
2. What is Simon‟s opinion of Onkar‟s performance?
3. What is Sharon‟s opinion of Onkar‟s
performance?
4. How does Onkar think that his performance has
gone?

10. THE QUESTIONS
 What was the difference between the two sets of
questions?
What is the
name of the
contestant?
Who does he
compare
himself to?
What is he
wearing?
What does the
contestant say
that he can do
during
karaoke?
What are
Simon‟s first
impressions of
Onkar when
he first enters
the room?
What is
Simon‟s
opinion of
Onkar‟s
performance?
What is
Sharon‟s
opinion of
Onkar‟s
performance?
How does
Onkar think
that his
performance
has gone?

11. RETRIEVING INFORMATION
What is the
name of the
contestant?
Who does he
compare
himself to?
What is he
wearing?
What does the
contestant say
that he can do
during
karaoke?
 How did you work out the
answers to these
questions?
 Were they easy, or
difficult?
 Was there more than
one answer to them?

12. INFERRING MEANING
 How did you work out the
answers to these
questions?
 Were they easier or
more difficult than the
other questions?
 Could there be more
than one right answer to
them?
What are
Simon‟s first
impressions of
Onkar when
he first enters
the room?
What is
Simon‟s
opinion of
Onkar‟s
performance?
What is
Sharon‟s
opinion of
Onkar‟s
performance?
How does
Onkar think
that his
performance
has gone?

13. 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

14. 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?

15. SKIMMING

16. WHAT IS THIS TEXT ABOUT?
WHERE MIGHT YOU FIND IT?

17. The climate of the Earth is always
changing. In the past it has altered as
a result of natural causes. Nowadays,
however, the term climate change is
generally used when referring to
changes in our climate which have been
identified since the early part of the
1900's . The changes we've seen over
recent years and those which are
predicted over the next 80 years are
thought to be mainly as a result of
human behaviour rather than due to
natural changes in the atmosphere.

18. The best treatment for
mouth ulcers. Gargle with salt
water. You should find that it
works a treat. Salt is cheap
and easy to get hold of and we
all have it at home, so no need
to splash out and spend lots of
money on expensive mouth
ulcer creams.

19. QUESTION ONE: „RAFTING ON THE GRAND
CANYON‟
 Read the text you have been given.
 Working in pairs, answer the following comprehension
question:
What do we learn from Hyde article about where she
has been and what she has been doing?
 Highlight relevant questions before you start your written
answer.

20. QUESTION ONE: „RAFTING ON THE GRAND
CANYON‟
From the article, written by Elizabeth Hyde, we learn that she went
rafting on a ‟13 day, 225-mile trip down the Colorado River through the
Grand Canyon.‟ In addition to this, she describes the trip as a
„Disneyland‟ like experience, emphasizing how she found it scary, yet
„exhilarating‟. On the trip, she was not only joined by her husband and
three children, but 17 other strangers, who would be packed onto „6m
rafts‟ and squished in with „masses of gear‟. Hyde describes how the
group is eclectic, ranging from her teenage daughters to „a couple in
their mid-70s‟. We can infer from this that the trip would appeal to all
ages, but only those looking for a once in a lifetime, „whit-knuckle‟
experience.
The fact she was with these strangers meant that she couldn‟t be shy
as they would be „eating, sleeping and bathing together‟, thus a lack of
privacy was one thing the group had to get used to. Despite this, the
fact that they were on the water for „five to eight hours a day‟ in „one of
the most spectacular environments on earth‟, we can infer that the
group would share a range of fantastic memories „screaming with the
thrill of the rafting experience‟.

21. QUESTION 2 8 MARKS = 12 MIN
 This will refer to the second source and will test your
ability to understand and interpret presentational
devices.
 AO2, 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.
 Questions might include: “How do the writers of this text
use presentational features to engage the reader?”; or
“How effective are the presentational devices in
communicating what is being conveyed in the text?”; or
“How do the presentational features add to the
effectiveness of the text?”
Paragraphs,
sections, bullet
points, boxes,
discourse markers..
Fonts, titles,
subtitles, colours,
pictures…
Describe what
you can see in
detail
Give an opinion

22.  What is the GENRE of these two texts?

23. GAP
 When we are looking at a new text for the first
time, we always need to work out the GAP:
AUDIENCE
GENRE
PURPOSE
What type of text is
it?
Who was it written
for?
Why was it written?

24. 1 minute
End
 Choose one of these two texts (magazines) and
decide who the AUDIENCE is and what the
PURPOSE is.

25. A: WHY?
Title is another name for young girls,
spelt with „z‟s to be more informal
Pink fonts and boxes,
traditionally a girls‟
colour
Stories about
„fashion‟
„Cool‟ and „fab‟
make reader
think of
younger people
„Hotties‟ is a word
used by teenage
girls
Zac Efron
appeals to
younger
readers
Says that it‟s a
„girls‟ mag‟!

26. P: WHY?
INFORM: Learn
something about
other people‟s
lives
INFORM:
Find out
more about
fashion and
Zac Efron
ENTERTAIN:
Uses words like
„hotties‟ and
„cool‟, so is
probably not
going to be an
encyclopaedia

27. QUESTION 2 -„FEARSOME TYRANNOSAURUS REX
SUE MAY HAVE DIED OF A SORE THROAT‟
 Working in pairs, answer the following question:
Explain how the headline, sub-headline and picture are
effective and how they link with the text?
 Write some quick notes before you begin, giving you some
ideas to get going with.
 Talk first about the headline, then the picture.
 Use the Sentence Starters to help you start your
sentences.
 You have 12 minutes to complete the task.

29. This newspaper article aims to inform and entertain the more educated
reader about the surprising new evidence that may explain the plight of
Sue, the „prehistoric predator‟. The headline and sub-headline are
effective because they inform the reader that the violent and petrifying
Tyrannosaurus rex may have died of a measly „sore throat‟, which will
both fascinate and intrigue the reader. The reader‟s disbelief will attract
them to read the article due to the juxtaposition between the „fearsome‟
skeleton of the large dinosaur which dwarfs its onlookers, and the fact
that it may have starved to death due to being unable to swallow
properly. The fact that the headline names her as „Sue‟ is effective
because it‟s both humorous and unexpected for the reader, who would
probably not think of such a violent and threatening dinosaur as female or
called by the friendly name of Sue. The word „fearsome‟ connects with
the picture which shows T Rex as immense, aggressive and terrifying;
and also links to the main article where it also describes the „violent
skirmishes‟ she had, that she weighed a formidable „seven tonne‟ and
was a whopping 13 metres long.
QUESTION 2 -„FEARSOME TYRANNOSAURUS REX
SUE MAY HAVE DIED OF A SORE THROAT‟

30. QUESTION 3 8 MARKS = 12 MIN
 This question will refer to the third text and ask you
to understand and interpret meaning.
 AO2, i Read and understand texts, selecting
material appropriate to purpose, collating from
different sources and making comparisons and
cross references as appropriate.
 Questions might include: “How does the writer use
language and grammar to shape the reader‟s
response?; or “How does the writer reveal her
language and attitudes in this text?”; or “What are
the writer‟s thoughts and feelings?”
QUOTE!!
Audience?
Purpose?
Compare
within the text

31. ANSWERING QUESTION THREE
 Question 3 is based on source 3. It is a difficult question in
that it appears to be quite vague. It will ask you to explain
– to make clear and understandable, something you have
read about in the source. The question is, once again,
worth 8 marks. It will often, but not always, be based on a
non-fiction text such as a journal or autobiography piece.
 Like question 2, this question will be testing your ability to
understand and interpret meaning, this time in source
three. Again, it is not a language analysis question,
and language should only be analysed if it specifically
answers the question. You should not write about the
effect on the reader in this question (that comes in
question 4).
 As with question 1, you should aim to make a range of
points which cover all parts of the text. Comment on how
the text begins, what it is saying in the middle and how it
ends.

32. IDENTIFY THE BASIC LANGUAGE FEATURES:
What language devices show the
thoughts and feelings of the writer?
 Adjectives
 Adverbs
 Comparatives and Superlatives
 Sentence structure and length
 Punctuation for effect
 NOT THE RED RASP and SOMP (unless it
directly links to the question)

33.  Now read Source 3, Everest The Hard Way, which is
an extract from a non-fiction book.
Explain which parts of Pete Boardman’s story of the
return to Camp 6 you find tense and exciting. (8
marks)
 Underline the parts which are tense and exciting
 Annotate the basic language devices used to create
this
 Write in clear, PEE paragraphs, explaining how the
language shows the situation to be tense and exciting.
ANSWERING QUESTION THREE

34. The fact that a „decision‟ had to be made and there was a time limit of
„ten more minutes‟ suggests that they were in a precarious position
and builds tension and excitement, ending in the declarative statement
that „time was up‟. Furthermore, the part where they are going the
wrong way, that there was a blizzard, that night was coming on and
they had to consider their own lives shows that they were up against
nature and the elements and in an extreme situation. That „there was
no sign of Mick‟ suggests that something terrible had happened.
Boardman used short sentences when describing getting down the
mountain when Pertemba was „not used to moving without fixed ropes‟
and is slow, and the fact that Boardman thought he was lost, is exciting
and adds to the sense of risk and danger. The avalanche, the
dependency on the rope and the ice axe shows the life or death
hazards they endured and is exciting. The „miracle‟ of finding the rope
in the dark and the fact that Pertemba seemed to be struggling, and
Boardman‟s „tumble‟ adds excitement to the end of the journey. The
fact that Boardman, the strong, experienced conqueror of Everest
„burst into tears‟ shows just how tense the experience had been and
that he knows Mick is not coming back.
ANSWERING QUESTION THREE

35. QUESTION 4 16 MARKS = 24 MIN
 You will be asked to compare the third text with one other text.
You will be tested on your ability to compare the effectiveness
of language used by the writers.
 AO2, i Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
 AO2, 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.
 Questions might include: “Compare how choices of language are
used for effect in ..”; or “Compare how content and language link
to purpose and audience…”; or “Compare how writers present
attitudes to…”
Connectives of comparison,
contrast and balance will be
essential here
Quote!!!

36. ANSWERING QUESTION 4
 This is the trickiest question in section A, in that it will
require you to choose which sources you will write
about. You will be asked to compare the language use in
two texts – one is set and the other is to be chosen by
you. This question is worth 16 marks and requires a very
detailed answer.
 A lot of students struggle with this question, particularly
with the idea of analysing „language‟ which seems like
such a vague term. AQA have stated in their examiners‟
reports that many students struggle with this question
because they do not have a tool-kit to analyse language.
 Well, I have got a toolkit for you, and it‟s called THE
RED RASP and SOMP.

37. THE RED RASP
 By now, you should know the techniques in THE
RED RASP, but do you know their effect?
 Have a go at analysing the effect in pairs:
Technique The effect on the reader
Direct address Engages the reader to read on as they feel that, by being addressed directly, the
text is relevant to them.
Alliteration Makes the text catchy – it sticks in the reader‟s head
Fact Make the text seem authoritative, accurate and therefore believable.
Opinion Sway the reader towards the writer‟s viewpoint.
Rhetorical question Engages the reader to read on as they feel that, by being addressed directly, the
text is relevant to them.
Emotive language Makes the topic of the text seem overly good or bad, depending on the purpose
of the text
Statistics Make the text seem authoritative, accurate and therefore believable.
Tricolon (rule of three) Makes the text catchy – it sticks in the reader‟s head.

38. Now you need to refer to Source 3, Everest The Hard Way and either
Source 1 or Source 2.
You are going to compare the two texts, one of which you have
chosen. 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)
 Choose your second source carefully – the easiest thing to do is
choose the one which contains most of the THE RED RASP
techniques.
 Read both sources, highlighting the techniques as you find them.
You may not find them all, but there should always be at least five of
them.
 Turn each one into a separate PEE paragraph, using the formulaic
answers from the previous table.
 Look for more sophisticated points if you are aiming for A and A*
grades.
 Remember to compare – write about similarities and differences.
 Use comparative connectives to gain easy marks
ANSWERING QUESTION 4

39. Techniques and Quote in
S3
Effect caused Techniques and Quote in
S1
Effect caused
Short sentence:
„A decision was needed‟
Evoking a sense of
determination
Active verbs: „sucked
down…spun around…spat
up‟, „scared‟, „exhilarated‟
with the punchy short
sentences.
Leaves the reader short of
breath, just like the writer
ANSWERING QUESTION 4

40. SECTION B WRITING
 You will be asked to answer 2 questions
 AO3 i Communicate clearly, effectively and imaginatively,
using and adapting forms and selecting vocabulary
appropriate to task and purpose which engage the reader.
 AO3 ii Organise information and ideas into structured and
sequences sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesions and overall coherence.
 AO3 iii Use a range of sentence structures for clarity,
purpose and effect, with accurate punctuation and spelling.
 Two thirds of the marks are for content and organisation,
one third is for accuracy.
Think of
interesting
words
Use features of the
writing type specified
in the question
Allow time for
planning the
whole text
and each
paragraph.
Use discourse
markers and
subheading as
appropriate.
Allow time to
check your
work over.
There are no marks for writing something really long. Keep it
tight and make it pack a punch.

41. WRITING SECTION
Marks are awarded for
Structure
Paragraphs
Sentences
Words

42. STRUCTURE
 Have a clear beginning and end. If possible, link
them.
 Have a logical flow through your writing by creating
clear links between paragraphs. Use discourse
markers, bullet points and headings IF appropriate.
 Bullet points and headings might be appropriate in
information texts and possibly in newspaper
articles.

43. PARAGRAPHS
 Use topic sentences to introduce your paragraph.
 Plan your paragraphs.
 Link one paragraph to the next.
 Use short paragraphs for effect.

44. SENTENCES
 Use a variety of compound, complex and simple
sentences.
 Use a variety of punctuation.
 Vary your sentences by using discourse markers,
starting with subordinate clauses, starting with
adverbs etc.

45. WORDS
 Use ambitious vocabulary.
 Be precise in your choice of words: rather than
“walked” try “strolled” or “hurried”.
 Be accurate: eradicate unnecessary errors i.e.
they’re, their and there and I is ALWAYS
capitalised.

46. QUESTION 5 16 MARKS = 24 MIN
 Writing to inform, explain or describe.
 5 to 8 min planning + 4 min checking = 12 to 15 min
writing.

47. INFORM, EXPLAIN
 What happens?
 Structure
 Clear introduction.
 Present tense.
 Formal/ technical
language.
 Logical organisation.
 End with an unusual
detail.
 How or why did
something happen?
 Structure
 Strong personal
statement to open.
 Range of points
expanded and linked.
 Specific examples to
support how or why.
 End linking back to your
opening.
Inform Explain

48. DESCRIBE: MAKING A PICTURE WITH WORDS
 Close attention to detail.
 Appealing to the senses (touch, taste, smell,
hearing and sight).
 Use of figurative language: metaphors, similes and
personification.
 Strong adjectives and adverbs.
 Unusual vocabulary.
 Personal writing.

49. ANSWERING QUESTION FIVE
Write a brief article for a website of your choice
telling your readers about an interesting or
unusual journey or travel experience you have
had. Explain why it was memorable. (16 marks)

50. QUESTION 6 24 MARKS = 36 MIN
 Writing to argue or persuade.
 8 to 10 min planning + 6 min checking = 20 to 22
min writing.

51. WRITING TO ARGUE OR PERSUADE
 THE RED RASP
 Structure =
1. Strong opening
statement
2. logical points
(strongest first)
3. some anticipation and
annihilation of
counter-argument
4. strong closing
statement.
 THE RED RASP
 Structure =
1. Strong opening
statement
2. lots of opinion as fact
points (strongest first)
and emotive language
3. acknowledgement of the
counter-argument
4. strong closing
statement.
Argue Persuade

52. SATIRE AND IRONY
 If you are trying to hit the A / A* grades in your exam then it is important
to use satire or humour in your writing. Satire is the use of humour to
attack injustice. On TV, the best example is the show „Have I Got News
For You‟. In writing, the Irish satirist Jonathan Swift (1667 – 1745) wrote
some very popular satire. In his essay „A Modest Proposal‟ he
suggested that poor Irish people should sell their children as food to
rich Americans. Of course he wasn‟t serious, but he laid his essay out
in a very formal way. The point was to mock heartless attitudes towards
the poor.
 Let me show you an example of how you can use satire in your own
writing. Imagine the following question:
Write a letter to your fellow school students in which you inform
them of the benefits of school uniform.

53. SATIRE AND IRONY
 Now consider the following response:
‘The current school uniform gives us a sense of community and belonging. Because we
wear the same clothes there is no room for bullying over appearance; we all look the same,
so we all treat each other the same.’
 This is a very acceptable paragraph, but it fails to jump off the page and grab the reader‟s
attention. The next two examples use humour to engage the reader. See what you think:
‘By wearing the shirt, tie and blazer, we are preparing ourselves for the world of work and
our future careers. Dressing up for school today shows you how to dress up for McDonalds
tomorrow or, maybe for the lucky few of us, even Primark.
It is a well known fact that imposing a school uniform results in improved behaviour from
students. Indeed, since introducing the blazer last year, we have been able to completely
dispose of the behaviour system completely. One Year 7 student even told me "wearing a tie
makes me want to be a better boy". Other have said that just slipping on school shoes stops
them from swearing.
Indeed, school uniform makes us behave so well, I suggest we start wearing it at home too.
The magical effect will mean we never back chat our parents again!’
 As you can see, the use of tongue in cheek humour makes the piece far more engaging.
If you are naturally a funny person, then attempt to use some of that humour in section B
of the exam.

54. ANSWERING QUESTION SIX
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 risk and should be
discouraged.”
Write your entry arguing for or against this view.
(24 marks)
 Plan your argument and list examples of techniques
 Think of anecdotes/irony/satire/humour to make it
interesting
 Don‟t forget SOMP and adjectives to make it
descriptive and argumentative

55. DO
NOT
LEAVE
ANY
QUESTIONS
UNANSWERED

56. REMEMBER…
If it all goes out of your
head…
 Breathe
 Relax
 Write
 Follow your instincts
 Check your work