2What does the paper look like? 2 hours long; 1 hour for each sectionSection A: ReadingStudents read ONE non-fiction prose passage and answer 3-5 questions on it using PEE/PQASection BStudents answer ONE question from a choice of 3
3Where can I get past papers from? Class teacherAQA website:Central Resource Library at School (print off at school or take a USB stick into school):Start/Computer/Central Resource Library/English/000Past Papers for GCSE
5Top Tips for the Reading Section Read the questions firstUse a highlighter (these will be provided) to highlight key wordsEnsure you always link back to the question in your answerPractise reading articles and summarising them using quotes. There are extracts and questions in the booklet all pupils have received from their class teachersPractise past papers (available from AQA online or from class teachers) in order to ensure timing is accurate
6Mark Scheme for the Reading Section Use PEE/PQAUse short quotesEnsure you infer meaning from the quotes and develop your explanation or analysis of the quoteAim for between 2-4 paragraphs depending on the number of marks awarded for the question (normally between 4-10 marks)Foundation paper: sometimes it asks you to list for question 1 and this is fine without using PEE.
12Sample Question (Summer 2012) Text: Among the Thugs by Bill BufordQuestion 5:Refer to the whole passage (lines 1 – 37). What impression of football supporters does the writer give? Select evidence from the whole passage (lines 1 – 37) to support your ideas.
20Writing OptionsStoryDescriptionWriting to argue/writing an argument
21Top Tips for the Writing Section Centres should be aware that candidates who offer very brief responses (3 paragraphs or less as a rough guide) are inevitably limiting their potential achievement.The Mark Scheme is divided into bands with each band containing four bullet points. The first of these is focused on content, the second on structure, the third on sentence structure and variation, and the fourth on technical accuracy. Centres should be aware that each of these four elements is given equal weight in the assessment of writing.It was noted that comma splicing was a frequent and detrimental feature of some candidates’ work, whilst the achievement of others was hampered by an inability to use commas accurately within sentences.Spend 5-10 minutes planning a good response – the examiners are looking for a ‘consciously crafted’ piece of work.Remember to ensure that you are writing for a specific audience and purposeSpend 5 minutes at the end checking your workYou could create a plan that looks like this:Idea/part of the storyTechnique
22Mark Scheme for the Writing Section It is divided EQUALLY into 4 sections:ContentStructureSentence structure and variationTechnical accuracy (SPAG)
23Content: what are they looking for? Clear ideas and communicationConscious decisions made about writing to suit AUDIENCE and PURPOSE; evidence of crafting for a purpose and audienceSelection of vocabulary for effectUse of discourse markers
24Structure – what are they looking for? ParagraphsRepetition or a cohesive deviceTimelineMore than one narrative strandConnectives (if applicable)3rd person, 1st personRange of appropriate and sophisticated vocabularyRange of writing techniques used, e.g. similesTop End: use of a narrative structure and/or genre such as stream of consciousness, epistolary, Martian perspective, Todorov, tragedy, thriller, gothic and so on.
25What are they looking for - Sentence Structure and Variation? Simple – short sentence normally with a subject, verb and object.Compound – 2 or more simple sentences using a connective such as: and, but, or, although etc.Complex – use of a subordinate clauseVary your use of these sentence types for impact.
26What are they looking for – Technical Accuracy? Spelling of common words MUST be correct. This includes homophones (their/they’re/there) as well as words that are commonly misspelt such as successful, necessary, beautiful, beginning and so on. See here:Punctuation must be correct – misuse of commas was a common complaint by the exam board. Students should be using a range of punctuation accurately.
36What do I do with this?Use it as an exemplary piece of writing and it’s only 3 ½ sides long.It achieved 25/25 despite 1 or 2 glaringly obvious mistakesYou could use the mark scheme on slides and highlight evidence of how they achieve this mark, using a different highlighter colour for each strand of the mark scheme
37Foundation: Section BExample Question and Answer
38Sample QuestionDescribe a frightening place. (25 marks)
42What do I do with this?Use it as an exemplary piece of writing and it’s only 2 ½ sides long.It achieved 25/25 despite 1 or 2 glaringly obvious mistakesYou could use the mark scheme on slides and highlight evidence of how they achieve this mark, using a different highlighter colour for each strand of the mark scheme
44If you only have 10-15 minutes… Print out a past paperRead the questions for Section ARead the extract, making brief notes in margin as you go to ensure you understand what you’re readingRe-read/skim read the extract, highlighting quotes in response to the questionsTry to do this in 15 minutes – be strict with yourself and use a timer.When you have more time, write the answers up using PEE/PQA
45Use the detail in the extract to explore the writer. Are they witty?Do you get a sense of their attitude?What have we learnt about them?How would you identify their style?What’s their purpose?What tone does the writer convey?Are they likeable?Can you relate to them?
46What techniques does the writer employ? Paragraph structure.Sentence types.Imagery.RepetitionRhetorical questioningEmotive languageEmphatic LanguageSense of humour
47What techniques does the writer employ? Formal styleColloquial languagePersonal pronounPunctuationRule of threeSimileMetaphorSound bites (catchy phrases)Involve the audienceAnalogyConvictionAlliterationEmpathy
48What techniques does the writer employ? Involve the audienceAnalogyConvictionAlliterationEmpathyContrastsElaborate languageVerbs – adjectives - adverbs
49The writer creates a sense of… The passage succeeds in…The author’s use of…The passage is written in …The author’s method of…Structurally, the piece…There are clear tensions in the writing…
52Writing to ArgueThe purpose of this style of writing is to present a case for or against a point of view to convince the reader.Use the present tense and moralityYou need to…Use a formal toneMake your writing impersonal. Don’t direct accusations at anyoneWrite about counter arguments and say why they are wrongClearly state your point of view in the introduction
53Writing to Argue Continued… Develop your paragraphs logically You also need to…Use connectives to link paragraphs and within paragraphsConclude by restating your opinionUse modal verbs to show optionsRemember to use PEE – make a point, give the evidence and expand upon your ideasGo through A FOREST!
54Go through A FOREST:A: ANECDOTES - A personal experience & story as proof.F: FACTS – Don’t know any? Then borrow some from Section A of the exam or invent them!O: OPINION - Strong words, such as, ‘It is outrageous that…’R: RHETORICAL QUESTIONS - Express yourself powerfully with questions that don’t need an answer, but remember to add question marks.E: EXAMPLES & EXPERTS - Give examples as support. Invent an expert and quote from them: for example, ‘Professor Jane Morris of Oxford University says that…’S: STATISTICS – Invent them! Eg “In a recent survey conducted by York University, 73%…”T: TRIPLES - Lists of three –maybe with alliteration? For example, “It is cruel, callous and criminal to…”