This document provides guidance on how to answer different types of exam questions. It begins by explaining the importance of identifying the genre, audience, and purpose of any text. It then provides tips for questions that require retrieving information, making inferences, comparing presentational features, and explaining, describing, persuading or arguing. The document emphasizes planning, using evidence from the text, making links to the question, and crafting well-structured writing. It advises treating the examiner's time seriously and crafting responses to engage and sustain their interest.

1. Mind the GAP SKILL: RETRIEVE (1a)
Genre – what type of text is it?
Audience – who has it been
written for?
Purpose – why has it been B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
written? question (the task/skill)
U – Underline all the key words (what the task is about)
G – Glance/read it 3 times AT LEAST
You need to mind the GAP for every
text you read!
YOU ALSO HAVE
15 MINS
READING TIME
4 mins
reading & 4 MARKS = 6 MINUTES
underlining
WRITING TIME
You will always be asked to list 4 things about what you learn from the article.
1) Use your own words.
2) Write in clear sentences. For example: Rachel Latham is a swimmer – clear
Swimmer – not clear
What the examiner said about Question 1a in January:
Students need to write in clear sentences.
Lengthy responses supported by quotations are not required for 1a – the
space supplied on the examination paper for this question is an indication of
the length of response required.

2. Mind the GAP SKILL: INFER (1b)
Genre – what type of text is it?
Audience – who has it been
written for?
Purpose – why has it been
written? B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
question (the task/skill)
U – Underline all the key words (what the task is about)
You need to mind the GAP for every G – Glance/read it 3 times AT LEAST
text you read!
4 MARKS = 6 MINUTES
WRITING TIME
3 paragraphs each focusing on a different point made up of the following:
POINT = Focus closely on the key words from the question and use these when making your
point.
QUOTE = Relevant and concise quotation which supports your point. YOU MUST USE
QUOTATION MARKS!
INFER = What you can read between the lines about your chosen quotation (link it back to
the question).
For example:
QUOTE
Rachel feels very seriously about her swimming career and
POINT
feels that it ‘comes above everything else’. This means that
she is very passionate and dedicated towards her
swimming career and may have had to sacrifice other
aspects of her life to be successful.
INFER
What the examiner said about Question 1b in January:
You must use quotations.
You must focus closely on the key words of the question.
Do not analyse any language techniques on this question as this is not the skill you
are being asked to demonstrate!

3. Mind the GAP SKILL: RETRIEVE AND
Genre – what type of text is it?
Audience – who has it been INFER (Q2)
written for?
Purpose – why has it been B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
written? question (the task/skill)
U – Underline all the key words (what the task is about)
G – Glance/read it 3 times AT LEAST
You need to mind the GAP for every
text you read!
8 MARKS = 12 MINUTES
WRITING TIME
4 mins
reading &
annotating
4 paragraphs each focusing on a different point made up of the following:
POINT = Focus closely on the key words from the question and use these when
making your point.
QUOTE = Relevant and concise quotation which supports your point. YOU MUST
USE QUOTATION MARKS!
INFER = What you can read between the lines about your chosen quotation (link
it back to the question).
Phrases for inference:
This means that….
This suggests that…
The use of the word ‘….’ implies that…
This indicates that…
REMEMBER TO LEAVE A LINE BETWEEN EACH PARAGRAPH!
What the examiner said about Q2 in the January exam:
Problems occurred when candidates copied out the text, paraphrased
the text and ignored the key word in the question. Problems were
caused when candidates failed to mention the key word in their
answer at all.

4. Mind the GAP SKILL: LANGUAGE
Genre – what type of text is it?
Audience – who has it been ANALYSIS (Q3)
written for?
Purpose – why has it been B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
written? question (the task/skill)
U – Underline all the key words (what the task is about)
G – Glance/read it 3 times AT LEAST
You need to mind the GAP for every
text you read!
4 mins
reading &
THESE BULLET annotating
POINTS ALWAYS
REMIND YOU
ABOUT THE
PURPOSE OF THE
TEXT
12 MARKS = 18
MINUTES WRITING
You need to pick out 6 language features in total. This means 6 paragraphs!
When thinking about the techniques used in the text, you should always focus on the
following places in the text:
The first sentence used in the text (1 feature)
The final sentence used in the text (1 feature)
Everything else in between (4 features)
Each of your paragraphs need to be made up of the following:
POINT: The writer uses a ………… (name the language feature) at the start/middle/end of the
………. (source type: article, website etc) to help the text to .......... (name one of the purposes
from the question) when he says........
QUOTE: ‘example of the technique used’
ANALYSIS: They use …….…….(language feature) because they want the reader to
feel………………………........... They use this to suggest/imply/convey ………………………………………………
and this links to the purpose of the text which is to inform/explain/describe/persuade/
argue. (If possible, make links to the rest of the text here).
REMEMBER TO LEAVE A LINE BETWEEN EACH PARAGRAPH!
You need to use sequential connectives to link your paragraphs together: Firstly, secondly, in
addition, lastly, finally…etc.
What the examiner has said about Q3 in January:
Candidates MUST focus on language features. Those who don’t will receive very
little marks for their answer.

5. Mind the GAP SKILL: PRESENTATIONAL
Genre – what type of text is it?
Audience – who has it been
written for? FEATURES COMPARISON
Purpose – why has it been (Q4) B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
written? question (the task/skill)
U – Underline all the key words (what the task is about)
G – Glance/read it 3 times AT LEAST
You need to mind the GAP for every
text you read!
12 MARKS = 16
4 mins
planning MINUTES WRITING
TIME
You need to pick out 3 - 4 presentational features to compare in total.
Each comparative paragraph should be made up of the following:
1) Point of comparison (this needs to be a presentational feature)
st
2) Example of presentational feature from 1 text – why has it been used? What is the
effect (multiple interpretations + effect on the reader + effectiveness)
nd
3) Example of presentational feature for 2 text – why has it been used? What is the
effect (multiple interpretations + effect on the reader + effectiveness
What the examiner said about Q4 in January:
Do not use the phrased ‘it drags you in’ or ‘it stands out’ as this will only
get you a Band 1 mark.
Candidates are advised to write a lot about a little.

6. Mind the GAP Q5: INFORM/EXPLAIN OR
Genre – what type of text is it?
Audience – who has it been DESCRIBE
written for?
Purpose – why has it been B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
written? question (the task/skill)
U – Underline all the key words (what the task is about)
G – Glance/read it 3 times AT LEAST
You need to mind the GAP for every
text you read!
Rule 1: PLAN Rule 2: CRAFT Rule 3: CHECK
Techniques:
Craft your
• writing
•
•
like I craft
• my food
•
•
•
•
•
•
•
•
Punctuation: . , : ; - ( ) “ ” ... ! ?
5 MINS PLANNING 15 MINS CRAFTING 5 MINS CHECKING
YOU MUST KNOW THE DIFFERENT WRITING STYLES TECHNIQUES!
You need to aim for 3-4 paragraphs for Q5 plus an introduction
and conclusion.
Don’t forget that markers are paid by the paper and they won’t spend hours on yours.
They will decide within the first few lines what kind of grade they could be looking at...
eg. you want them to be thinking... ‘this is good... they could be an A*.... and then if it’s
not sustained... it’s an A... not…’this is dull’...!
YOU MUST CRAFT YOUR WRITING AND MAKE EVERY WORD
COUNT!

7. Mind the GAP Q6: PERSUADE OR
Genre – what type of text is it?
Audience – who has it been ARGUE
written for?
Purpose – why has it been B – Box the words that tell you what the examiners want you to
show them eg. A WHAT question is different to an HOW or EXPLAIN
written? question (the task/skill)
U – Underline all the key words (what the task is about)
G – Glance/read it 3 times AT LEAST
You need to mind the GAP for every
text you read!
Rule 1: PLAN Rule 2: CRAFT Rule 3: CHECK
Techniques:
Craft your
• writing
•
•
like I craft
• my food
•
•
•
•
•
•
•
•
Punctuation: . , : ; - ( ) “ ” ... ! ?
5 MINS PLANNING 25 MINS CRAFTING 5 MINS CHECKING
YOU MUST KNOW THE DIFFERENT WRITING STYLES TECHNIQUES!
You need to aim for 4-5 paragraphs for Q6 plus an introduction
and conclusion.
Don’t forget that markers are paid by the paper and they won’t spend hours on yours.
They will decide within the first few lines what kind of grade they could be looking at...
eg. you want them to be thinking... ‘this is good... they could be an A*.... and then if it’s
not sustained... it’s an A... not…’this is dull’...!
YOU MUST CRAFT YOUR WRITING AND MAKE EVERY WORD
COUNT!