1. Sleep well
Breathe
Eat well

2. The Exam: 2 hours 15mins (Section A&B) 15 minutes reading time
Section A: 1 hour
Q1 8 marks (4+4)
12 minutes
Q2 8 marks
Q3 12 marks
18 minutes
Q4 12 marks
Section A: 1 hour
Q1 8 marks
12 minutes
Q2 8 marks
Q3 8 marks
Q4 16 marks
24 minutes
Section B: 1 hour
Q5: 16 marks
25 minutes
Q6: 24 marks
35 minutes
Section B: 1 hour
Q5: 16 marks
25 minutes
Q6: 24 marks
35 minutes
Writing
Reading

3. You should spend 6o minutes on this section
Reading
Worth 40 marks
You should spend 6o minutes on this section
Read the questions…
Section A: 1 hour
Q1 8 marks (4+4)
12 minutes
Q2 8 marks
Q3 12 marks
18 minutes
Q4 12 marks
Then the sources.

4. Question 1a Skill: Finding Information Key terms: Skimming
You need to find 4 pieces of information
Be clear
Don’t use unnecessarily lengthy sentences.
Use 4 different points
Key terms: Skimming
reading a text quickly to get an idea of what it is about

5. Question 1b Skill: Inference and Understanding Key term:
Be clear
Answer the question
Give a quote
Infer meaning (say what it shows in detail)
Key term:
When you infer, you find a meaning that isn’t directly given to you.

6. Q1 b Success = 3 4 2 2-3 1 1 Marks BAND
Clear evidence that the text is understood
Clear engagement with the text and makes inferences
Offers relevant and appropriate quotation
Makes developed reference to the question
Some evidence that the text is understood
Attempts to engagement with the text and make inference
Offers some relevant quotation to support what has been understood
Makes some reference to the question
Limited evidence that the text is understood
Limited engagement with the text
May offer limited quotation, textual detail or copying out
Limited reference to the question

7. Skill: Summarising and inference
Question 2
Skill: Summarising and inference
Be clear
Answer the question
Use quotes from the text
Explain what you found out in your own words by summarising and joining information together
Key skills: The ability to pick out important points and explain meaning in reference to a particular focus.

8. Q2 Success = 3 6-8 2 3-5 1 1-2 Marks BAND
Clear evidence that the text is understood
Clear engagement with the text and makes inferences
Offers relevant and appropriate quotation
Makes developed reference to the question
Some evidence that the text is understood
Attempts to engagement with the text and make inference
Offers some relevant quotation to support what has been understood
Makes some reference to the question
Limited evidence that the text is understood
Limited engagement with the text
May offer limited quotation, textual detail or copying out
Limited reference to the question

9. Key terms: Language Analysis
Question 3
Skill: analysing language
Be clear
Answer the question
Use quotes from the text
Identify techniques and explain the effect that they have on the reader.
Key terms: Language Analysis
Picking out detail and explaining how a writer creates a certain effect on the reader

10. What does Q3 expect? Typical example Q3: It expects you to…
~Engage with the text
~Show detailed understanding by referring to quotes
~Use the PEE structure
~Analyse words and techniques
~Make consistent links back to the text
~Consider the effectiveness of language used for purpose
~Refer to purpose and audience when linking back.
Typical example Q3:
Explain does the writer uses language to inform the reader about Sport Relief and the many people it helps to support.
12 minutes (8marks)

11. Language Toolkit! T O N E Formal or informal? 1st or 3rd?
Pronouns (we, you, us, your)
Figurative language (similes, metaphors, personification)
Imperative Verbs (Command – Sponsor a girl)
Short sentences for effect
Adjectives (Describing words – The red bus)
Rhetorical questions (Questions that don’t require an answer) T O N E
Verbs (Doing words – He was running)
Humour (even if you don’t think it’s funny!)
Emotive language (words that make you FEEL something)
Opinions (A person’s point of view)
Facts/Statistics (Something that can be proved to be true)
Formal or informal?

12. The author / language in the text…
Connective
The author / language in the text…
The reader…
(or ‘we’…)
Firstly
Secondly
Thirdly
As well as this
Furthermore
Moreover
Finally
Lastly
Likewise
Similarly
Builds
Connotes
Contrasts
Conveys
Creates
Demonstrates
Describes
Depicts
Emphasises
Evokes
Exaggerates
Expresses
Gives the impression
Gives a sense
Highlights
Informs
Implies
Indicates
Narrates
Realises
Recognises
Refers to
Reflects
Reveals
Signifies
Suggests
Shows
Tells
Is made aware
Is informed
Is told
Learns
Discovers
Students should ONLY use words / phrases they’re comfortable with. There’s no time to experiment!
Column 1: Useful connectives to organise a response (and ensure enough distinct points are being made).
Column 2: Active verbs that may be used to explain / analyse.
Column 3: Passive, and then active, sentence constructions that may be used when referring to the reader or audience.
USEFUL WORDS & PHRASES

13. Q3 Success = 3 6-8 2 3-5 1 1-2 Marks BAND
Shows clear evidence that chosen language and its effects , are understood.
makes clear and appropriate links between the language and the effect on the reader
Offers a clear explanation in organised structure
Employs relevant quotations or references
Shows some evidence that the language techniques and their effects, are understood.
makes some links between the text and its effect on a reader
Offers an explanation in a structured way
Uses quotations or references
Shows limited evidence that the language techniques and their effects, are understood.
limited comment on the effect of words/ phrases on a reader
Refers to language and uses examples from the text
Marks
6-8
3-5
1-2

14. Skill: analysing and comparing presentational features
Question 4
Skill: analysing and comparing presentational features
Remember to:
-write about the way the sources are presented
-explain the effect of the presentational features
-compare the way they look
refer to any two of the sources, selected by you. The question will test your ability to write about presentational features and to compare two texts. It is worth 12 marks

15. Presentational devices Toolkit!
Captions
Bullet points
Colour
Text boxes
What it
LOOKS
like
Italics/
underlining
Images/
pictures
Sub headings
Headings
Font
Logos/
slogans
Columns

16. Question 4:
Compare the different ways in which presentation is used for effect in the two texts.
18 minutes
TIPS:
Discuss presentational devices where possible.
Make links between the two texts.
Use sophisticated and technical language.
Show off- show depth of analysis and understanding.
whereas
In contrast
alternatively
however
Even so
Takes to 46 minutes
similarly
Unlike
Although
on the other hand
in the same way

17. Q 4
Choose two of the three sources and compare the way that both texts use presentational features for effect.
Clear evidence that texts are understood in relation to presentational features.
Clear analysis of the effect of the presentational features in both texts.
Relevant and appropriate examples to support ideas.
Some evidence that the texts are understood in relation to presentational features.
Some comment on the effect of presentational features in both texts.
Attempts to support response with usually appropriate examples.
Limited evidence that the texts are understood in relation to presentational features.
Simple comment on the effect of presentational features.
Few examples are given. B C D

18. Read through and check Reading Have you mentioned the effects?
Have you used capital letters and full stops?
Have you said what you meant to?
Do your sentences make sense?
Have you mentioned the effects?
Quotations?
Have you answered all the questions?

19. You should spend 6o minutes on this section
Writing
Worth 40 marks
You should spend 6o minutes on this section
Section B: 1 hour
Q5: 16 marks
25 minutes
Q6: 24 marks
35 minutes
Vocabulary
Paragraphing
Sentence structure

20. Remember it is important to consider the TAP of the text.
Text: What type of text is it asking you to create- how can you show what text type is it? What would make it clear it was a leaflet?
Audience: Who is your audience? What type of language might you use for this audience?
Purpose: What type of language features do you need to include to show you are answering the question?
Remember it is important to consider the TAP of the text.

21. Worth 16 marks Question 5 You should spend 25 minutes on this section
Do this question 2nd!
The question will ask you to inform, explain or describe.

22. Skill: writing to explain and describe
Question 5
Skill: writing to explain and describe
Key terms:
If you inform, the writing tends to stick to facts - things you know about and things that can be checked elsewhere.
If you explain, the writing tends to be about facts and reasons, so you'd write about why or how something happened.
If you describe, it's like taking a photo of something - you need information, but also lots of interesting details. You can include your own thoughts and feelings as well, because that helps convey information to your audience.

23. Remember it is important to consider the TAP of the text.
Writing to Inform
To inform is to give someone the facts. One example of writing to inform would be to inform someone about a job. When writing to inform it is important to:
Use straightforward language to present essential information, e.g. Key details about the job.
Give the reader more information, e.g. What is interesting about the job?
USEFUL TECHNIQUES
Facts
Present Tense
Short, clear sentences
Connectives
Technical terms
Address the reader with the personal pronoun ‘You’.
Remember it is important to consider the TAP of the text.
! ? ; …

24. Remember it is important to consider the TAP of the text.
Writing to Explain
To explain is to give factual information with added detail. To explain is to make clear, show the meaning or to account for. When writing to explain, you should always remember who you are writing to and why you are writing to them, e.g. ‘How to assemble a T.V. Unit’.
USEFUL TECHNIQUES
AFOREST.
Clear, factual information.
Personal pronouns, e.g. ‘You’ ‘Your’.
Balanced view.
Connectives of comparison.
Break down topics.
Evidence to support points.
Third/first person.
Remember it is important to consider the TAP of the text.
! ? ; …

25. Remember it is important to consider the TAP of the text.
Writing to Describe
To describe is to give a description of what something or someone is like. It is important to focus on thoughts and feelings when writing to describe. Some examples of descriptive writing are: diary entries, scene descriptions, travel guides and recount texts.
USEFUL TECHNIQUES
Sensory description (5 senses)
Interesting adjectives/adverbs
Similes/Metaphors
Personification
Proper nouns
Onomatopoeia
Complex sentences
Remember it is important to consider the TAP of the text.
! ? ; …

26. Q5 Success = 3 5-8 2 1-4 1 9-10 Band Marks
Shows clarity and communicates with success
Engages the reader with detailed explanations
Clearly communicates the purpose of the text, using the right sort of techniques.
Writes in a way appropriate for the audience
Uses effective vocabulary.
Uses Paragraphs. Uses a variety of structural features
Marks
9-10
5-8
1-4
Shows clarity and communicates with success
Engages the reader with detailed explanations
Clearly communicates the purpose of the text, using the right sort of techniques.
Writes in a way appropriate for the audience
Uses effective vocabulary.
Uses Paragraphs. Uses a variety of structural features

27. Writing to inform/explain: Text Types
Letter
Leaflet
Article
Don’t start with ‘I am writing to you…’
Use
‘It has recently come to my attention that…’ Or
Start with the subject matter of the letter
Remember
LAYOUT, information and facts
Most importantly remember
LAYOUT, presentational features and INFORMATION
This should be FACT based
Remember LAYOUT: columns, headline, subheading, image
This should be also FACT based with some opinions

28. Q5: Writing to Explain - TASK
Q5: ‘Extra Curricular, leisure and fun activities help improve social skills.’
Write a letter to your local councillor informing them of your opinions of this and why this is so important to you.
25 minutes
Q5: Writing to Explain - TASK
Q5: ‘Extra Curricular, leisure and fun activities help improve social skills.’
Write a leaflet of information for your local leisure centre informing them of ways to improve social skills.
Q5: Write an article for your local magazine with the headline: ‘Extra Curricular, leisure and fun activities help improve social skills.’ Explain in detail why you feel this is important.

29. Worth 24 marks Do this question 1st! Question 6
You should spend 35 minutes on this section
Do this question 1st!
The question will ask you to argue, persuade or advise.

30. Skill: writing to argue, persuade, advise
Question 6
Skill: writing to argue, persuade, advise

31. Remember it is important to consider the TAP of the text.
Writing to argue
Looking at different sides of an issue (usually both sides of the argument are reasonable)
Remember it is important to consider the TAP of the text.
USEFUL TECHNIQUES
Facts and opinions said as facts (assertions)
Formal language
Balanced sentences
Technical terms
Address the reader with the personal pronoun ‘You’.
Short sentences for impact
Examples to prove point (anecdote/stats)
Counter argue – whilst you may think…
Clear conclusion
! ? ; …
Remember when you write an argument you MUST consider the counter argument.

32. Remember it is important to consider the TAP of the text.
Writing to persuade
A means of convincing people to believe something or act a certain way, to agree with you, to do something, to spend their money in a certain way…
USEFUL TECHNIQUES
AFOREST!!
Present Tense – “do it now!”
Short sentences add drama!
Address the reader with the personal pronoun ‘You’.
Powerful opening and conclusion – sock it to ‘em!
Ham it up a bit 
! ? ; …
Remember it is important to consider the TAP of the text.

33. Remember it is important to consider the TAP of the text.
Writing to advise
Giving your reader a range of options in order to help them to reach a decision of their own.
You can’t rant about one option…even if this is YOUR favourite. Make SUGGESTIONS.
Create a balance!
USEFUL TECHNIQUES
Facts
Short, clear sentences
Connectives
Technical terms
Address the reader with the personal pronoun ‘You’
. Present Tense – conditional tense ‘you could’ ‘you might’ ‘should you wish’
Remember it is important to consider the TAP of the text.
! ? ; …

34. Read through and check Writing Have you used the techniques?
Have you used capital letters and full stops?
Have you said what you meant to?
Do your sentences make sense?
Have you used the techniques?
Paragraphs?
Have you answered both the questions?

35. Check everything! Exam Have you said what you meant to?
Do your sentences make sense?
Have you said what you meant to?
Have you used capital letters and full stops?
Have you answered all the questions?