Presentation on theme: "Unit 1: English Language Media non-fiction. Unit 1 We are learning to:We are learning by: Evaluate the key requirements for Unit 1 of the English Language."— Presentation transcript:
Unit 1 We are learning to:We are learning by: Evaluate the key requirements for Unit 1 of the English Language GCSE. Revising the exam structure and assessing our previous work on this unit.
The Unit 1 Assessment Objectives (AO2) are: II. Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross- references as appropriate. 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. AO3 Writing The Assessment Objectives are: I. Communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways which engage the reader II. 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 coherence III. Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling..
Unit 1: Understanding and producing non-fiction texts - External examination 40% of the total GCSE marks 2 hours 15 minutes 80 marks Section A: Reading 40 marks Section B: Writing 40 marks
Section A You should spend roughly half your time on this section. This section is made up of four questions, based on three texts. It tests how well you can read non-fiction texts.
Question 1. This question asks you to summarise the ideas of a whole text. Step 1: Read the question then read the text. Highlight or underline the parts of the text where the answers are and make notes on the text. Step 2: Re-read the question then answer it using the annotations you have made.
Question 2. This question always focusses on PRESENTATIONAL DEVICES. You will be looking at pictures, fonts, the layout of the page and considering the significance of the writers choices. Again you need to consider connotations and deeper meanings.
Question 3. This question asks you to look a bit deeper. It tests your ability to understand and interpret meaning in the source text. This question addresses. This question is asking you to absorb and assimilate the writers attitudes thoughts or feelings. This is where you can comment on connotations and the deeper meanings behind the writers comments.
Question 4 (16 marks) This question asks you to COMPARE LANGUAGE use in two of the three texts. This is the biggest portion of the marks in Section A and so you should spend about 18 minutes on this question.
Question 4 (16 Marks) Use this planning grid to compare the two texts Text AText B Purpose Audience Register Style: Word choice Style: Sentencing/syntax Structure Overall effect
Section B: Writing Two questions. Question 2 is worth more marks. Spend 25 minutes on question 1. Spend 30 minutes on question 2. Spend the last 5 minutes reading through your section B answers and check everything makes sense. Check your spelling punctuation and grammar. You are not marked down for crossing out and correcting so this is a good opportunity to improve your responses.
Question 1 (16 Marks) This is the shorter of the two tasks. It is likely to have you informing, explaining or advising. You need to revise the main features for this type of writing.
Question 2 (24 Marks) This is the longer of the two tasks. For both tasks you need to spend time planning your response.
Key skills the examiner will want to see: Detailed writing with a range of ideas, lots of information and a variety of reasons. Consideration of GAP – Written in the correct form for the genre, with the audience in mind and a clear sense of purpose. Clear structure, a beginning, middle and end. Correct use of paragraphs or sections. Interesting words, showing a wide vocabulary. Correct punctuation and spelling.