How to Win!
YEAR 11 REVISION GUIDE- ENGLISH LANGUAGE
Unit 1H
2 hours 15 minutes
Tuesday 4th June a.m.
Remember – success in the exams is about –
o identifying key words in the questions
o planning and organising your answer
o using your time wisely
o checking your work carefully
Remember to come into the exams properly equipped. You should bring:
o transparent pencil case or bag
o ruler
o several black or blue pens or biros
o two pencils (sharpened!)
o rubber
o highlighters
Check out these websites for English help:
www.gcse.com/english
www.homeworkhigh.com
www.universalteacher.org.uk
www.podcastrevision.co.uk
www.bbc.co.uk/schools/gcsebitesize/english
www.englishbiz.co.uk
www.revisioncentre.co.uk/gcse/english/index.html
www.S-cool.co.uk/gcse/english.html
Summary of time allocation and questions
First 15 mins – READ THE PAPER AND MAKE NOTES – you may write on
the paper and the insert
Section A – Reading – 1 hour
Three unseen reading sources (texts) – non-fiction
Four questions – all have to be answered
Question 1 – refers to Source 1 – retrieve information and ideas
Question 2 – Source 2 – explore links between key ideas and the presentational
features and headline
Question 3 – Source 3 – understand and interpret meaning, infer more subtle meanings
Question 4 – Source 3 and EITHER Source 1 OR Source 2 – COMPARE how language is
used for effect – give examples and analyse them
Section B – Writing – 1 hour
Two questions – both have to be answered
Question 1 – Writing to Inform OR explain OR describe (shorter task)
Question 2 – Writing to Persuade OR argue (longer task)
Detail – what will you be asked to do?
SECTION A - 1hour – READING
Analyse non fiction and media texts (some with images) that you have not seen before.
Could include:
newspaper articles
magazine articles
leaflets
websites
travel guides
reviews etc.
Three texts.
Assessed on how well you:
understand the facts
identify the key ideas in a text
can summarise the key points of a text
can analyse the language used and explain the effect on the reader
can infer and deduce the more subtle meanings and explain how language is used
to convey them
the impact of visual images, graphics and layout – and how they work with the
ideas in the text
compare the impact of language effects in two texts and explore how this is
done
You will need to compare two of the texts.
Before you start:
Write down PALL – Purpose, Audience, Language, Layout; this helps you read the
texts intelligently.
Write down PEE – Point, Evidence, Explanation; this helps you write about texts
in detail.
Organise your time in the exam:
Read the QUESTIONS and underline KEY WORDS 3 mins
Read the TEXTS, underlining or highlighting: 15 mins
key points, found in the TOPIC SENTENCES (usually the first) of each
paragraph
emotive language
quotations from experts
facts/opinions
WORDS
rhetorical questions
lists
interesting nouns, verbs or adjectives
slang and colloquial language
formal language
repetition
dialogue (direct speech) or quotation
statistics or numbers
first/second person (I/we or you)
technical words
Write your answers 45-50 mins
Remember to use quotations in all your answers and refer closely to the
text.
Be clear how many marks the question is worth. If the question asks you
to ‘choose reasons’ why… and ‘explain’ why you chose them, you must
answer both parts of the question.
When you are asked about the use of language, be sure to write several
PEE chains or even PEEEE chains. Always explain the effect on
the reader.
Question 2 will ask you to explain why a headline and image are
effective and how they link to the text. This means you need to look
at:
subheadings
titles
captions
pictures
use of bold
style of font
use of colour
whether the text is tightly packed or whether there is a lot
of white space
text boxes
images
logos
use of LANGUAGE in the headline
etc. etc. – and relate these to the context, purpose and key ideas in the
text, explaining their effect on the target audience.
When comparing 2 texts, use these words as glue
to stick your ideas together: equally, similarly, in the same way, likewise, in contrast, unlike, whereas, however …
CHECK your answers: 10 mins
Have you answered the KEY WORDS in the questions?
Have you referred to the text or quoted where necessary?
Have you explained the EFFECT on the READER?
Have you used YOUR OWN WORDS where necessary?
Is your meaning clear?
Always remember PALL –
PURPOSE - why has this been written? What is the writer trying to achieve?
AUDIENCE - who is the writing aimed at?
LANGUAGE – what specially-chosen language features can you find? What is
the effect on the reader?
LAYOUT – how is the text organised? What does it look like on the page? Why
is this?
Make sure you give your own opinion. Do you think the extracts have worked? How could they
have been improved?
10 easy steps to revise for Section A
1. Pick up and read a range of non-fiction texts: newspapers, magazines, websites,
autobiography, travel writing, biography, political cartoons, press advertisements …
2. Always consider PALL
3. Always consider PURPOSE and AUDIENCE for everything you read – why is s/he writing
this piece, who and what is it for, how does the writer achieve this?
4. Identify as many LANGUAGE FEATURES as you can
5. For each of them, try to explain their intended effect on the audience
6. Look out for LAYOUT – presentational features (layout, pictures, bullet points, font …)
7. For each feature, work out what EFFECT it has on you, the reader
8. Make sure you can COMPARE texts. Ask yourself, do the writers have a similar audience
and/or purpose, how do they contrast or differ, do they make you feel differently about
an issue, how and why do they use presentational features to make you feel differently?
9. Use spider diagrams to explore features of different text types e.g. women’s magazine,
information leaflet, tabloid news report, internet web page …
10. Pick a text, use one highlighter pen to pick out key language features, and another
colour to pick out presentational features
Useful Media Terms
bullet points – a good way to organise a text
captions – can help readers understand a picture
colour – there are lots of connections and links – colours reinforce messages:
blue=crisp/cold/clean; red=passion/danger/sex/roses; green=nature/eco-friendly/calm …
columns – a way of organising text and helping in to be clear to the reader
fonts – classic/formal/old-fashioned/modern … Chosen to impact on different audiences and
to grab attention
graphs/charts/diagrams – help make complicated information easy to grasp and locate
headings – an important way to organise text
images – pictures in media texts reinforce the message, or can provide a contrast to it
italics/bold print/underlining – used to emphasise information
logos – a symbol of a company or organisation, carefully designed to represent what it stands
for
maps – helpful way of giving information about location
paragraphs – THE most important way of organising text into chunks: can be short (easier to
read, and to pick up the essential ideas) or longer and more detailed
REMEMBER - the most powerful part of any text is the opening and the end. WHY
IS THIS?
Useful Language Terms – (you probably won’t need them all, but some might be useful)
Noun – the name of something: could be an object (e.g. table), or a proper noun (name of a
person or place)
Verb – a doing (to hit), happening (to begin) or being (to be) word. Verbs can be very active
or they can form a list to give the impression of lots of activity e.g. The boy whistled,
clapped and jumped down the road.
Adjective – a describing word eg The affectionate, old brown dog. These are very useful in
creating a description and can appeal to the senses in order to bring a text to life for the
reader.
Preposition – specifies the position of something e.g. through, up, over, beyond, under,
across
Sentence – a group of words containing a verb and making complete sense on its own. Can be
simple with only one verb (The cat sat on the mat), compound with two simple sentences
joined by a connective (The cat sat on the mat and purred) or complex with a subordinate
clause to add extra meaning and information (While sitting on the mat, the cat purred
loudly. Sitting happily on the mat, the cat purred happily. The cat purred loudly while it
was sitting on the mat.)
SECTION B -1 hour – WRITING
a) Writing to INFORM/EXPLAIN/DESCRIBE – 20 MINS 16 marks
b) Writing to ARGUE/PERSUADE – 30 MINS 24 marks
10 mins to CHECK
There will be 2 questions and
NO CHOICE. You must answer
both questions!!!
Include a plan which could be -
a list
a spider diagram
a flow chart.
These questions are worth 40 marks in total.
You will be assessed on
spelling
sentence structure
punctuation
paragraph use
If you forget about all these things you can go back and add paragraphs by marking
QUESTIONs!
your text with // to show the examiner you want a new paragraph there.
Try to use a variety of punctuation ( :, ;?...!) as this automatically gives
you more marks. Jot down a variety at the top of your answer and cross them off as
you use them. Remember commas to mark off subordinate clauses.
Use a variety of sentence structures for effect. Use long descriptive sentences
followed by short snappy ones.
Expand your vocabulary. Use words you do not normally use. It doesn’t matter if
you’re not completely sure how to spell them. You get points for trying.
Avoid repetition unless you are doing it on purpose.
Use standard English and avoid slang.
Avoid writing conversation – it’s difficult to punctuate correctly and very BORING to
read!
Remember the basics, capital letter for names and places, apostrophes for belonging.
Make sure you engage your reader. Use any trick you can to guarantee your reader is
interested and continues to read.
One of the biggest problems which means students drop marks is that they simply
don’t write enough. Aim for 2 sides of A4 on this question.
Remember to highlight the key words of the question.
Always remember to manipulate your reader!
Consider PALL:
1. What do they want your writing to do? Purpose
2. Who do they want you to write it for? Audience
3. How will you use language to achieve this? Language
4. How do they want you to present it? (magazine article, letter, diary – make sure
you set it out the right way but DON’T waste time writing articles in columns –
they just want to see a letter laid out right, or that an article has a headline
and maybe sub-headings.) Layout and form
WRITING TO INFORM
Remember who your target audience is – ensure you include appropriate information
Include lots of facts
Use straightforward language
Organise your information carefully into paragraphs or sections
Writing to inform should be easy to follow, clear and logical
WRITING TO EXPLAIN
Should answer the questions HOW? Or WHY?
Organise carefully into sections
Verbs in the present tense e.g. it is, they have
Technical vocabulary or words chosen to link with subject-matter
Enough detail to put ideas across clearly and simply
Can use connectives as appropriate to reflect:
chronology e.g. firstly, next, eventually, overall cause and effect e.g. because, therefore, so, thus, consequently
emphasising e.g. above all, especially, obviously, clearly illustrating e.g. for example, such as, for instance, as shown by
WRITING TO DESCRIBE
Needs to come to life for the reader – they need to believe they are there with you
Appeal to all the senses as appropriate:
sight – colour, shape, size, movement
touch – texture, temperature, movement
smell
sound
taste
Use imaginative words – stretch the limits of the English language – show what a
WORDSMITH you are!
Avoid boring words like NICE!!!
Paragraph your work – new paragraph for a change of TIME, TOPIC, TALK (in direct
speech)
Avoid conversation
WRITING TO ARGUE
Balance both sides of an argument and then give your own opinion.
Acknowledge the opposing argument and then try to counter argue with your point of
view.
Start with a statement that you may not agree with - ‘Some people believe that ……….however, I believe……..’
Use useful linking phrases - ‘However’, ‘Therefore’, ‘Nevertheless’ Assert your own opinion - ‘I believe that….’ Use the texts from Section A to help you. You can quote from these for extra marks.
Use facts and figures to back up your point. (If you don’t know any, make them up but
make sure they are believable)
Use rhetorical questions
Use emotive language.
WRITING TO PERSUADE
Imagine you are a used car salesman.
You must convince the reader that you are absolutely right!
You are trying to persuade someone to do or think something so use all your
persuasive powers.
Use logical connectives (because, consequently, as a result, nevertheless, however …) Exaggerate and stress points.
Use ‘we’ and ‘us’ when you can. This makes the reader feel more people are on the side
of your opinion.
Remember the rule of 3. Say your point 3 times to make the message more effective.
For example, ‘These people are helpless, vulnerable and destitute’ Use repetition
Use emotive language
Direct your points personally at the audience, ‘Surely you would agree?’ Use rhetorical questions. ‘Is this really what you want?’ Use connectives to move from one point to another (firstly … secondly … next …
finally/in conclusion …) Finish on a strong point, ‘Think about it!’
Formal Letter Layout
62 Church Street Lower Kington
Dorset BN6 7EF
21st January 2011
Mr E J Brown Multimix Building Supplies Ltd Matrix Industrial Park Birmingham B64 8ZE Dear Sir,
I am writing to you to complain about some bricks I received from you recently. The bricks caused huge problems for me and my family. Firstly, when I tried to remove the wrappers from the bricks, they … Secondly, … In addition, … Lastly, … I am sure you will agree that this is unacceptable. I am expecting you to provide me with compensation, as well as replace the bricks free of charge. I look forward to your speedy reply. Yours faithfully, W M Smith William Smith
your address on right hand side
postcode – letters in capitals – no punctuation
line space under
address
date – in full
name and address of recipient – complete with postcode – no punctuation
needed
line space below address
greeting – the word ‘dear’ starts with a capital letter
line space between greeting and letter body
introductory
paragraph
line space between paragraphs
concluding paragraph, summing up points and handing over to recipient for reply
sign off as
appropriate
signature
print name below
connectives at start of paragraphs to link them
through whole letter
connectives at start of paragraphs to link them
through whole letter
connectives at start of paragraphs to link them
throughout whole letter
formal language – no
abbreviations
line space between paragraphs
HOW CAN YOU REVISE FOR THIS SECTION?
Try to plan or answer some of the questions below:
1. Write an article for an educational magazine in which you argue for or
against compulsory work experience.
2. Write a leaflet for younger children in which you explain how to
play safely around their neighbourhood and inform them of local facilities.
3. Write a magazine article for teenagers which persuades them to
improve their health and describes the steps they need to take to do so.
4. Write a letter to your Headteacher in which you try to persuade him that school
uniform should be abolished.
5. Your school wants to ban Saturday jobs for students. Write a letter
to your Headteacher in which you argue for or against the idea of
Saturday jobs
6. Write an article for a careers magazine in which you inform students on
what to look out for when applying for a job and explain how to succeed in interviews.
7. Write a letter to the school kitchen where you persuade them of the need to
improve school meals.
8. Write an article for the school website in which you describe a fantastic
life-changing experience.
9. Write a letter to your local MP in which you argue for or against
lowering the driving age to 16
10. Write an article for your school newspaper in which you inform students
how to cope with bullying and explain what to do if they are aware it is going on.
11. Write the text of a webpage in which you explain to teenagers how to revise
for their GCSEs
12. Write the text of a leaflet in which you persuade people to be more
environmentally friendly in their homes.
13. Write an article in which you argue for or against the use of computer
games as an educational tool.
14. Think of something you would like to change at your school. Write a
speech to give to students in which you try to persuade them to agree
with your opinion.
15. Write a magazine article for teenagers in which you describe to them ‘how
to be cool’.
Good luck!