KS3 English: Exam revision booklet Summer 2018

KS3 English: Exam revision booklet Summer 2018
Name: Class: Reading targets: ________________________________________________________________________ Writing targets:

Paper One KS3 ENGLISH LANGUAGE Explorations in creative reading and writing Assessment criteria: Paper 1 The paper is 1 hour 45 minutes long. The paper is in two sections: Reading – (55 minutes) Writing - (50 minutes) You will be assessed on: Reading Skill A01 Fact finding A02 Language Structure A04 Writers' viewpoint Writing A05 Content A06 SPaG

Source A Bobby and his mother meet a man known only as McNulty as he performs circus and conjuring tricks in their market square. McNulty was a small, wild-eyed, bare-chested man. His skin was covered in scars and bruises. There were rough and faded tattoos of beasts and dragons. He had a little canvas sack on a long stick. His hair was black. He had pointed gold teeth at the front of his mouth and he wore tiny golden earrings. There were deep creases in his cheeks. Mum held me against her. ‘Reach into my pocket,’ she said. ‘Find him a coin.’ I reached down and took out some silver. When I looked up again his little sack was right before my eyes. ‘Into the sack with it, bonny1 lad,’ he said. I dropped the coin in. He held my eye with his. He grinned. ‘Good lad,’ he snarled. Mum pushed my shoulders, helping me forward. I squirmed through, right to the front of the crowd. ‘Bonny lad!’ he muttered when he saw me there. He flexed his muscles. A cartwheel lay on the cobbles2 beside him. He stood it on end, in front of him. It had heavy wooden spokes, a thick steel rim. It was as high as his chest. ‘Could McNulty lift this?’ he hissed. He took it in his hands, spread his legs, bent his knees and lifted it to his thighs and let it rest there. ‘Could he?’ he said through gritted teeth. There were tears of strain in his eyes. He groaned, lifted again, a sudden jerk that took the cartwheel high. We gasped. We backed away. He leaned his head back and rested the wheel on his brow so that it stood above him, with the sun and the bridge caught in its ring. He shuffled on the cobbles, balancing himself with his elbows wide and his hands gripping the rim of steel. He grunted and hissed. Then he lifted the cartwheel free and let it fall with a crash and the whole earth seemed to shake. He glared at us. He blinked, wiped his tears away. ‘See? See what a man can do?’ I reached behind me but Mam’s hand wasn’t there. I looked back through the crowd and saw her and she smiled and held up her hand, telling me to stay there. ‘What next?’ said McNulty. He fell silent as his eye met mine again. He leaned close. ‘Help me, bonny,’ he whispered. He reached for my hand. I turned to Mam. She waved again and smiled, as if to tell me everything was fine, she was still there, there was nothing to fear. He cupped my shoulder and drew me to him. ‘This is my assistant,’ he said. ‘His name is ….’ I couldn’t speak. He leaned close. He cupped his hand across his mouth, whispered into my ear. ‘R-Robert,’ I stammered. ‘R-Robert!’ he announced. He crouched in front of me. His skin glistened. I caught the smoky sweaty scent of him. I looked into the black centre of his eyes. ‘There is a box here, bonny,’ he told me. He slid a casket to my feet.

Source A continued. ‘Open it,’ he said. I did nothing.
‘Open it, Bobby,’ he whispered. With trembling fingers, I opened it. Inside were needles and pins and fish hooks and skewers3 and knives and scissors, some of them all rusted, some of them all bright. ‘Take out the thing that you think should make the most pain’, he said. I stared into his eyes, so deep and dark. ‘Do it, Bobby,’ he said. I took out a silver skewer, as long as my forearm. The point was needle-sharp. He shuddered. ‘Well chosen, Bobby.’ He stood up. He held the skewer between his index fingers for the crowd to see. ‘Who would dare?’ he said. I looked up at him. I just wanted to escape, but the bodies were packed before me. The faces were all smiles. Mam had her hand across her mouth. She widened her eyes, she raised her shoulders, she tried to go on smiling. I turned to him. He drew me to his side. He spoke to me as if no one else existed, as if there were just the two of us there beside the river on that brightening autumn day. ‘Help me, son,’ he said. Glossary: bonny1 - a term of affection cobbles2 - rounded paving stones skewers3 - long thin metal pins or

Q1: Fact finding and inference (A01)
a) Read again the first part of the Source from lines 1 to 4. List four things about McNulty from this part of the Source. [4 Marks] Extension revision. b) Read lines 20-25, find 4 verbs c) Read lines 45-50,find 4 things inside the box. d) Read lines 55-65, find an adjective, verb, question and pronoun. a) b) c) d)

Q2: Language (A02) How does it make the reader think, feel imagine…
Q2: Language (A02) How does it make the reader think, feel imagine…? Remember all the things which make writing interesting: interesting vocabulary adjectives adverbs Similes personification metaphor alliteration sentence structure Look at the examples highlighted. Can you label what has been identified? What is the effect on the reader? Paragraph structure: F- feature E- evidence E - explain

Q2: Language (A02) How does it make the reader think, feel imagine…
Q2: Language (A02) How does it make the reader think, feel imagine…? Now try to write an answer using the FEE formula to answer the question. The challenge is to find three quotations to discuss. Look at the sample answer. It is worth 6 marks. The reader is told that he ‘groaned’ to lift the wheel. The verb ‘groaned’ suggests how much of an effort it is to lift the wheel and implies he is moaning through the pain. This is reinforced with the sentence, ‘There were tears of strain in his eyes’ as if he was literally crying with the effort needed. The rhetorical question McNulty asks of himself, ‘Could he?’ pulls the crowd into his effort and builds up a sense of drama. It is not certain whether he will be strong enough or not and this adds to the tension of the moment. When the crowd ‘gasped’, the writer’s use of onomatopoeia recreates the sound that the crowd made. It makes it seem like a great achievement because the crowd all reacted in the same way. What makes this a good answer? How does his compare to your own? Extension tasks: Write an answer to the question using a different section: Lines: 40-50 Lines: 50-64

Q3: Structure (A02) Thinking about how a writer draws the reader in
Q3: Structure (A02) Thinking about how a writer draws the reader in. Think about the order of paragraphs Think about the beginning, middle and end Choose one of these sections to focus on. How does the writer make it interesting for the reader? Tip: Why does the reader become interested? What is the main focus of the extract? How does the focus change?

Q3: Structure (A02) Look at what a good one looks like.
Look at this sample answer, it is worth 2 marks: The text is structured to tell us about McNulty and the way in which Bobby reacts to him. It first of all describes McNulty and then moves on to his performance in lifting the cartwheel. Then the writer shows how Bobby feels about helping him with his act. It helps the reader to think about the meeting and if it might be important to the rest of the novel. Now look at the answer below (highlight). What are the differences between the two? How is it worth 6 marks? The text is structured so that, after the description of the fearsome McNulty, we follow Bobby’s thoughts and actions. He is pushed forward through the crowd of on–lookers so that he is ‘right to the front of the crowd’. The central focus is on McNulty’s feat of strength and the wider view of its effect on the whole crowd, including Bobby - ‘We gasped’, ‘We backed away. Then the focus of the text changes to Bobby, who is now separated from his Mum and closer to McNulty. The text is further structured through dialogue between Bobby and McNulty. The focus, of the reader and the crowd, is now on Bobby: ‘This is my assistant’ with McNulty giving Bobby instructions ‘Open it’ and ‘Take out the thing that should give most pain’. This structural feature makes the reader concentrate on the relationship between Bobby and McNulty. We are then taken back into Bobby’s thoughts which become more and more fearful – ‘With trembling fingers’. In the end, Bobby feels trapped – ‘I just wanted to escape, but the bodies were packed before me’. It leaves the reader with the unanswered question: Why has Bobby been picked out by McNulty? Now rewrite your answer to see how many more marks you can gain.

Q4: Writers viewpoints (A04) Everybody, including you, has an opinion!
Focus this part of your answer on the second half of the Source from line 28 to the end. One student wrote: “This end part of the text where Bobby helps McNulty with his act reveals his fear and fascination of him”. To what extent do you agree? In your response, you could: consider your own impressions of where Bobby helps McNulty with his act evaluate how the writer reveals Bobby’s fear and fascination of him support your response with references to the text. Look at this sample answer worth 5-10 marks: I agree that Bobby sees McNulty as a frightening figure but I’m not sure that he is really fascinated, even though, with the crowd, he ‘gasped’ and ‘backed away’. The verb ‘gasped’ tells us that the crowd caught its breath and moved back from McNulty. He is even more afraid because he can’t reach out for his ‘Mam’s hand’. Bobby tells us, ‘He cupped my shoulder and drew me to him’. This suggests that he is being forced to help McNulty with his act and the whole thing is terrifying for him. Look at what the writer has included.

Q4: Writers viewpoints (A04) Everybody, including you, has an opinion!
Now look at this example, highlight what gives this marks. I understand what the student means here. The writer shows how Bobby is fearful of McNulty when Bobby tells us ‘he cupped my shoulder and drew me to him’. One method that the writer uses to emphasise the way that Bobby feels is through his choice of language. For example, the verb ‘drew’ implies that McNulty entices Bobby to help, although Bobby seems unsure about this. It suggests McNulty has power and control. Later, Bobby notices how his eyes are ‘so deep and dark’. These adjectives could imply that Bobby thinks that McNulty has a hidden and evil character; he is curious and wants to find out more about him. Another method that the writer uses is to describe McNulty as a reptile through references to ‘his skin glistened’ and the way he ‘crouched’ down. It’s like he is about to pounce. Look at how the writer has included: Methods used Inference ‘implies’ and ‘suggests’ What Bobby’s perspective is Challenge: Can you rewrite your answer with some of these ideas included?

Writing (A05/6): A05 – content (24 marks) A06 SPaG (16 marks)
This is where you write a creative response to either the picture, or the sentence. Top Tips: Create a mind map of your ideas (5 minutes) Write a criteria for things you need to include: adjectives, adverbs, figurative language, alliteration, onomatopoeia (5 minutes) Think about: your openers. Ask yourself ‘what would make the reader to want to read my work?’ Remember: if engaging you are likely to get a higher mark for entertaining your reader. Tick off you criteria whist writing. Remember VCOPP Remember to proof read your work – does it make sense? Add any detail you think might be missing. DO NOT WRITE ‘I can see…’

Writing (A05/6): A05 – content (24 marks) A06 SPaG (16 marks)
Look at the examples below. Which is the most successful? Why? Highlight what makes them successful. The crowd was really busy. People were everywhere. I was really excited to see the street performers. I really wanted to see the fire eaters. The crowd was extremely busy with people shoving me all over. The square was littered with people. Excitedly, I moved closer to the front; I really wanted to watch the fire eaters with their enormous sticks of fire blazing like beacons before they pushed them down their throats. Hoards of people littered the busy market square. Bodies filed around, buzzing excitedly around the tremendous brave fire eaters. Eagerly, I pushed closer, trying to gain a glimpse of the mighty fire breathing dragons. Burning beacons raised high above our heads whilst we waited, breath baited, eyes anxiously fixed on the oncoming spectacle. Ask yourself how you can make your reader interested in the opening sentences.

Writing (A05/6): A05 – content (24 marks) A06 – SPaG (16 marks)
Examples of figurative language: He is a closed book - metaphor The sand was like hot coals under the souls of my feet. - simile The flowers danced in the summer breeze - personification Now look at the picture overleaf, how many of the following can you include? Simile Metaphor Personification Interesting adjective Adverbs Alliteration Onomatopoeia Oxymoron

Writing (A05/6): A05 – content (24 marks) A06 – SPaG (16 marks)
Sample question: Extension questions: Write a description of your favourite place Write a description of a time you were excited.

Paper 2 KS3 ENGLISH LANGUAGE. Writers’ viewpoints and perspectives
Paper 2 KS3 ENGLISH LANGUAGE Writers’ viewpoints and perspectives Assessment criteria: Paper 2 This paper is 1 hour 45 minutes long. It contains two sources: one modern and one 19th century. It contains two sections: Reading (55 minutes) Writing (50 minutes) Reading A01 True/false Identifying information A02 Language A03 Compare/contrast tone and views Writing A05 Content A06 SPaG

The Cheapest Gig in town…
Source A Charlotte Higgins writes an article for ‘The Guardian’ newspaper in which she reports on the growing popularity of street performances by musicians. It was printed in 1999 The Cheapest Gig in town… It’s midday on a weekday in Sydney Street, Cambridge. Christmas shopping is just beginning to warm up; lunchtime browsers are trickling out of offices. Outside Boots there's a curious scene: a string quartet1, thoroughly wrapped up against the knife-sharp wind, is striking up a well-known classical music favourite. The playing is not refined, but if you listen hard enough you can tell that you are hearing something pretty good. Across the street is a woman in a bright yellow puffer jacket. At some private signal, the quartet start walking towards her, still playing, then sink to their knees and serenade2 her, gazing soulfully into her eyes. The woman is laughing with embarrassment but she's charmed, and a few moments later there's the satisfying clunk of pound coins being tossed into the cello case.

Source A One of the musicians arrived from Australia in March, having graduated from Sydney Conservatoire3. “I walked into Covent Garden4, violin in hand,” he says, “and Kai Choi (who has organised the busking5 group) gave me a go. I’ve made a lot of contacts through busking. I’m not planning to do this for very long, you know.” One of the best places in London to hear good buskers is in Covent Garden market, where sets by string players, flautists and singers are organised by a strict booking system, run by the property company that manages the shopping centre. Here I meet a violin graduate from Trinity College of Music. His quartet has been allotted two half-hour sets. After splitting the proceeds six ways he has made £35. Not bad for an hour’s work, perhaps. But it’s hardly untold riches if it’s your entire earnings for the day. “I do a range of things,” he says. “Not just busking, but gigs and teaching; I play on cruises and in restaurants too. Busking is a financial necessity for me, but I do enjoy it. I’m not ashamed of busking. It’s true that too much busking can ruin your playing - but the right amount can improve your confidence. If people think that it’s rubbish, then they obviously don’t know how hard it is to do it well.” Doing it well means using a range of tactics to charm, entreat and embarrass the audience into parting with cash. “We started off playing from music,” he says. “Then we realised that it was better if you could play from memory. We also noticed that we got a better response if we could talk to the crowd, even if we simply introduced the pieces we were playing. But the largest factors are beyond our control - the weather and the time of year. Obviously, if it rains, or it’s too cold, we can’t go out at all. The most lucrative times are the summer, and just before Christmas, when people are out and in the mood to spend money. But as soon as the credit card bills come in in January, that’s it. It goes absolutely dead, right through February.”

Source A Performing before them at the Covent Garden pitch were a tenor and baritone who take it in turns to sing. They can, they say, make £50 each per half-hour set (out of an allowed eight sets per week) singing popular songs from operas such as Carmen, the Marriage of Figaro and Turandot. But the singers feel strongly about the value of busking. “We like it,” one of them says. “You’d be amazed at the directness of the connection we make with the crowd. You have to smile and make eye contact, and the audience are incredibly close to you.” How unlike the other operatic activity occurring round the corner. It’s not as exalted, and won’t ever set the musical world alight. But it sure beats shopping-centre muzak. Glossary: quartet - a group of four musicians playing stringed instruments serenade - play a piece of music or sing for a particular person Sydney Conservatoire - a well-known music college in Australia Covent Garden - famous tourist attraction in London busking - performing music on the street

Source B Street Musicians, from London Labour and the London Poor, by Henry Mayhew (1851) The writer Henry Mayhew wanted to keep a record of the people who lived in London during Victorian times, so he interviewed and wrote about people who lived and worked on the streets. The street musicians are of two kinds, the skilful and the blind. The former obtain their money by the quality of their performance, and the latter, in pity for their blindness rather than admiration of their music. The blind street musicians, it must be confessed, belong generally to the worst class of performers. Music is not used by them as a means of pleasing, but rather as a way of getting attention. Such individuals are known in the ‘profession’ by the name of ‘pensioners’; they have their regular rounds to make, and particular houses at which to call on certain days of the week, and from which they generally obtain a ‘small trifle1.’ They are mostly well-known characters, and many of them have been performing in the streets of London for many years. One of the most deserving and peculiar of the street musicians was an old lady called Sarah who played upon the hurdy-gurdy2. She had been about the streets of London for more than forty years, and being blind, had had during that period four guides, and worn out three instruments. Her cheerfulness, considering her privation3 and precarious mode of life, was extraordinary. Her love of truth, and the extreme simplicity of her nature, were almost childlike. Like the generality of blind people, she had a deep sense of religion, and her charity for a woman in her station of life was something marvellous. The following is the history of Sarah’s life, as she herself related it, answering to the variety of questions put to her on the subject:

Source B ‘I was born the 4th April, 1786 at a small shop, Drury Lane. Father was a hatter, and mother an artificial-flower maker and feather finisher4. When I was but a day old, the nurse took me out of the warm bed and carried me to the window, to show some people how like I was to father. The cold flew to my eyes and I caught infection in them. My eyes were then very bad. From that time I never see afterwards. When my mother died I was just sixteen years old. My father died too, and left me, seven weeks after mother. When they was both gone, I felt I had lost my only friends, and that I was all alone in the world and blind. But, take it altogether, the world has been very good to me, and I have much to thank God for. I’ve my reg’lar rounds, and I’ve kept to ‘em for near upon fifty year. All the children like to hear me coming along, for I always plays my cymbal5 as I goes. At Kentish-town they calls me Mrs Tuesday and at Kensington I’m Mrs Friday, and so on. At some places they likes polkas, but at one house I plays at in Kensington they always ask me for “Haste to the Wedding.” Many ladies as has known me since they was children allows me a trifle. One maiden lady near Brunswick Square has given me sixpence a week for many a year, and another allows me eighteenpence a fortnight; so that, one way and another, I am very comfortable, and I’ve much to be thankful for.’ Glossary: a small trifle – a small amount of money hurdy-gurdy – a stringed instrument privation – poverty, lack of money, food, water feather finisher – person who prepared feathers to be put into hats cymbal – a percussion instrument

Q1: True or false (A01) Read the statements carefully – you might need your inference skills
Read again Source A, from lines 1 to 22. Choose four statements below which are TRUE. .Choose the four which are FALSE/ Choose a maximum of four statements. [4 marks]

What are the two texts about?
Question 2: AO1 Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts What are the two texts about? You need to refer to Source A and Source B for this question. Performing music at Covent Garden today and in London streets in the nineteenth century is different. [8 marks] How to answer: Explain source A Explain source B Sum up why they are different. Handy Hint: use these sentence starters to help you: At Covent Garden, music is… However, music was performed differently in the nineteenth century because… This makes me realise… Now write your answer using all the above information. AO1 content may include ideas such as: differences between the relatively temporary nature of the work of modern buskers compared to Sarah’s permanent situation differences between Sarah’s audiences which were fixed and modern buskers’ audiences which are always changing differences between modern buskers playing to audiences of shoppers and nineteenth century musicians playing for individuals differences between modern regulation of busking and a more relaxed attitude to street musicians in Victorian times

Q2: (A01) What are the two texts about. How are they different
Q2: (A01) What are the two texts about? How are they different? Look at the answers below. Highlight what is successful. How many marks do you think you gained? Covent Garden is ‘one of the best places in London to hear good buskers have to book a slot to play and it is run by a ‘property company’. One busker earned £35 and another says they can make ‘£50 each per half hour set’. On the other hand, musicians in the nineteenth century such as Sarah just played on the street in front of rich people’s houses. This suggests to me that playing music at Covent Garden is better paid. 4 marks Covent Garden is ‘one of the best places in London to hear good buskers’ but the musicians have to abide by rules. It is ‘organised by a strict booking system run by the property company’ which suggests that they can regulate the number and quality of the players. However in the nineteenth century there doesn’t seem to be anyone to organise bookings for the players. Street musicians like Sarah had houses that she played in front of on a regular basis when she says ‘I’ve my reg’lar rounds and I’ve kept to ‘em for near upon fifty year’. This helps us to realise that she is loyal to her customers to earn a ‘trifle’ to live, unlike modern musicians who just play in front of passing shoppers and can make more money: ‘They can, they say, make £50 each per half-hour set 6 marks

Q3: Language (AO2) Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views Question: You now need to refer only to Source B from lines 20 to 34. How does Sarah, the old blind lady, use language to tell you about her life story? [12 marks] Start by looking at the text and highlight: Interesting vocabulary Technical vocabulary Figurative language Phrases Sentence forms Think about the connotations of words – what is the tone? ‘I was born the 4th April, 1786 at a small shop, Drury Lane. Father was a hatter, and mother an artificial-flower maker and feather finisher4. When I was but a day old, the nurse took me out of the warm bed and carried me to the window, to show some people how like I was to father. The cold flew to my eyes and I caught infection in them. My eyes were then very bad. From that time I never see afterwards. When my mother died I was just sixteen years old. My father died too, and left me, seven weeks after mother. When they was both gone, I felt I had lost my only friends, and that I was all alone in the world and blind. But, take it altogether, the world has been very good to me, and I have much to thank God for. I’ve my reg’lar rounds, and I’ve kept to ‘em for near upon fifty year. All the children like to hear me coming along, for I always plays my cymbal5 as I goes. At Kentish-town they calls me Mrs Tuesday and at Kensington I’m Mrs Friday, and so on. At some places they likes polkas, but at one house I plays at in Kensington they always ask me for “Haste to the Wedding.” Many ladies as has known me since they was children allows me a trifle. One maiden lady near Brunswick Square has given me sixpence a week for many a year, and another allows me eighteenpence a fortnight; so that, one way and another, I am very comfortable, and I’ve much to be thankful for.’ Now try to write an answer using embedded quotations to answer the question. The challenge is to find three quotations to discuss. Remember to respond using FEE

Q3: Language (AO2) Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views Read this sample answer. Look what makes it successful. How many marks do you think you gained? Sarah’s use of language helps the reader to relate to her as a real person. She begins with some straightforward facts: ‘I was born the 4th April, 1786 at a small shop, Drury Lane.’ The date ‘1786’ puts a clear distance between today’s reader and the events described in the text. Sarah mentions her ‘warm bed’, and the adjective makes it seem that she was safe, cosy and protected as a child. This contrasts with the death of her mother when she was ‘just’ sixteen years old. The word ‘just’ implies that sixteen was a young age to be left alone and leaves us feeling sorry for her. There are also some phrases that seem to capture her way of speaking, when she 9 marks

Question 4: Compare and contrast (A03) Points of view: How are they similar? How are they different? For this question, you need to refer to the whole of Source A, together with the whole of Source B. Compare how the writers convey their different views of musicians and their performances. In your answer, you could: - compare their different views - compare the methods they use to convey their views support your ideas with references to both texts. [16 marks] Plan your answer Bullet point the different views under subheadings: source a, source b. Now write your answer with reference to the text and quotations. Sentence starters to help you: The writer of Source A is (positive/negative) about modern day street musicians and the quality of their performances…

Question 4: Compare and contrast (A03) Compare how the writers convey their different views of musicians and their performances. Compare the two answers below. In Source A, the writer quite likes the music that she hears when she says ‘if you listen hard enough you can tell that you are hearing something pretty good’. The word ‘good’ tells us she likes it. On the other hand, in Source B Sarah is blind and does it to earn money. She isn’t very good and people give her money out of ‘pity’. 4 marks Source A has a positive view of busking showing how it is very modern and well organised with graduates from music colleges doing it to help improve their confidence. She says ‘the playing is not refined, but if you listen hard enough you can tell that you are hearing something pretty good’. The adjective ‘pretty’ reveals her view that she finds the music pleasing, and surprisingly good despite it being played outside. The writer of Source B, on the other hand, is less positive about the quality of the music produced by the blind street musicians when he says that they get money ‘in pity for their blindness rather than admiration of their music ’. He does however seem to think that one old lady called Sarah is worth helping when he says that she is ‘one of the most deserving’. One method he uses to develop this is to interview her and let her tell us about herself in her own words. This use of Sarah’s voice gives the text a sense of history and makes us feel like she is more of a real person so, unlike the buskers in Source A, we feel sorry for Sarah , especially when she says ‘I felt I had lost my only friends and that I was alone in the world and blind. 12 marks Can you highlight: Different views Methods (ways the writers have put forward their views) Textual reference and quotations. How many marks do you think your answer is worth?

Writing Section B Writing for purpose: (A05/6) A05: content [24 marks] A06: SPaG [16 marks]
Read through the question Look at the PURPOSE of the text. Is it asking you to: Explain Persuade Argue persuade argue explain Alliteration Repetition Exaggeration Direct address Fact Opinion Rhetorical question Emotive language Statistics Triplets Imperative verbs Pronouns Facts Counter argument Explain

What type of LANGUAGE should you include? On your paper:
Writing Section B Writing for purpose: (A05/6) A05: content [24 marks] A06: SPaG [16 marks] Question: ‘Performing music on the street should not be allowed. It is far too noisy. It causes disturbances and is just a form of begging.’ Write a letter to the editor of your local newspaper in which you argue for or against the opinion expressed in this statement. What is the PURPOSE? Who is the AUDIENCE? What type of LANGUAGE should you include? On your paper: Mind map your ideas. Write a criteria you need to apply to make your writing fit for purpose. Now write your answer Each new point requires a new paragraph. Remember to link with connectives. When you have written your answer PROOF READ to check your SPaG!

Read through the following examples. What purpose has the writer written for? Use the criteria grid to help you. Sample 1: First of all I would like to bring up the current state of the canteen. It is quite simply discussing. There is litter, graffiti and even drinks spilt all over the floor! Would you like to be responsible for a child slipping on a wet floor? We need to make changes quickly. The solution to this problem would be very simple. The school needs to have a cleaner that is dedicated to just cleaning the canteen, this would prevent any accidents. It was only last week that I slipped on the canteen floor. Sample 2: Why should you do the marathon? Well you would be helping the best scientist in the world find new cures for cancer patients in the United Kingdom. This charity really couldn’t be any closer to home for all of you that are reading this. The fact that ________died of a severe case of cancer which shocked the whole nation. The truth is we need your help now more than ever! Sample 3: Thirdly, this is stereotypical! Does this mean that adults or senior citizens don’t waste time watching TV and playing computer games? My grandma does nothing but watch TV! Because she has so much spare time on her hands. Between eating, sleeping, school and revising for ridiculously hard tests young people have very little space time when you really think about it. So if we use some of that time to watch our favourite programme or try out that new video game is that really so bad? Some would argue that working adults have less luxury time to be watching TV and thus do not waste time on it like young people apparently do. But they do not have the stress of revising for tests that are likely to determine their entire future! Underline devices identified.

Extension questions: 1. Write a letter to your headteacher explaining how to improve your school or college. Remember to: Write a letter Explain the things that would make your college or school better. 2. Write the text for a leaflet to persuade young people in your area to take part in a sponsored event for charity. The leaflet should be about: The sponsored event of your choice Which charity the event is for Why young people should support the charity Write a leaflet Use language and techniques to persuade 3. “Young people waste too much time watching TV and playing computer games.” Write an article for a magazine of your choice arguing for or against this statement. Write an article Use language to argue

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