AO3

Read and understand texts, selecting material appropriate to purpose, collating from

different sources and making comparisons and cross-references as appropriate. Develop and sustain interpretations of writers’ ideas and perspectives. Explain and evaluate how writers use linguistic, grammatical, structural and

presentational features to achieve effects and engage and influence the reader. Understand texts in their social, cultural and historical contexts.

Introduction to English Language

Studying Written Language

• Unit 1 focuses on reading non-fiction texts, which includes texts such as:

diaries

advertisements reports

articles letters

fact-sheets

leaflets

autobiographies WebPages

brochures

• This unit is assessed by an exam that lasts for one hour.

• The exam paper will include two non-fiction texts and you will be expected to answer four

questions on them.

Some of the questions will ask you to look at the first non-fiction text, some will ask you to look at the second text

and at least one of the questions will ask you to compare and contrast both texts.

Assessment Objective

• For this exam, you will be assessed according to the following Assessment Objective:

Non-Fiction Texts ?

• The non-fiction texts that you will see in the exam, will always include visual elements such as:

• Images

• Diagrams

• Layout features.

• This means that you should think about how these elements work with the main content to convey

a particular meaning or create specific effects.

What will I need to do in the exam?

Comment on

particular words Read the texts

carefully

Use short quotations Use close reading skills

– track the text

Explore persuasive techniques such as:

rhetorical questions, repetition, appeals to

the reader, counter argument, emotive

language, humour (sarcasm or irony),

hyperbole, etc

Explore how a writer has used

language to create the effect they

require – how have they

persuaded or influenced you, etc.

How to write about non-fiction

1. Technique spotting

1. Quoting

2. Explaining why the writer chose these words, in your

opinion

3. Explaining the effect they have on you

Audience, Purpose & Form

The exam will focus on;

• Locating and selecting detail (Q.1)

• Writers’ ideas and perspectives (Q.2/3)

• Look carefully at the following texts.

– Who are they aimed at?

– What are they trying to do? You would need to identify both the audience and purpose

for each example and explain your answer.

Example 1 • Comment on the meaning of the headline in the article

about Namibia, and how it connects with the content below

it.

• The words/phrases are intended to make Namibia seem

attractive. Pick out 2 or 3 that help to create a favourable

mood and atmosphere.

Example 2

The sentence describing the park is very dense. If

you have to explain it in plain English, what would

you say? Finish the sentence: ‘It is trying to say that

Rhondda Heritage Park…’

Response

Another advertisement, this time with the aim of

persuading people to visit Rhondda Heritage Park;

again, the complexity of the language suggests that

the advert is aimed at adults. The reference to ‘all

ages’ might suggest that the advert is trying to

appeal to families, although the image and design

of the text is arguably less family-friendly. The

design perhaps helps to support the ‘educational’

angle a little more than the ‘entertaining’ angle.

Question 1

• This question will tend to ask you to locate information. They will expect you to locate textual references (quotations) in order for you to answer the question.

• You must include these (quotations) in your answer. • ALWAYS WRITE IN A PARAGRAPH – NOT A LIST

REFER BACK TO THE QUESTION THROUGHOUT

REMEMBER: 10 Points = 10 Marks

Locating and Selecting detail

• The simplest type of exam question asks you to pick out particular information from a text.

Examiners call these ‘locating and selecting detail’ questions.

• These kind of questions test the skills of reading and understanding texts, and selecting material

appropriate to purpose.

Here are some tips on how to answer them well.

Locating Information

Read the following text carefully

At the age of 46, I was fed up of London. I sold my house and rented a cottage in the idyllic Scottish

town where I grew up. After just a few weeks, I knew I’d made the right decision: Melrose, with its

friendly people and stunning scenery, is where my heart is and it’s a wonderful place to live.

It is terribly pretty, with the kind of charming, local shops that are rapidly being replaced by supermarket

giants elsewhere. For such a tiny place, it is buzzing with life. There’s a theatre, museum and literary

society. The sporting facilities are fantastic, with an excellent rugby pitch.

Q1. According to Betty Munro, why is the town of Melrose a wonderful place to live?

You must use the text to support your answer.

• After you’ve read the question look back through the text.

• As you read, underline information that answers the question.

Focused Answer

• All the points you make should be based on the text and help to answer the question.

• Avoid copying out long quotes. If your quote is long, then copy out the first few and last few words,

but use three dots (… = ellipsis) in between to indicate there is a gap and therefore more to the

quotation.

– For example, ‘A fearful man … with a great iron on his leg’.

Good answer The writer says Melrose is “terribly pretty” and

has “charming” shops. She is also enthusiastic

about the sporting facilities, for example the

“excellent” rugby field.

Bad answer The writer says that at the age of 46, she was

fed up of London. She must have been bored

of cities. She seems to think Melrose is much

better than London, probably because it’s rural.

Student Response

1. What can people do to help Accrington Stanley Football Club in their current difficulties,

according to the website? [10]

Student response Question 1

Donate and raise money. The club need £308,000 to pay off their

tax bill so they are asking people to help them. On the website

they give lots of ways fans and others can help raise money.

They ask people to come to the games and bring friends along,

hopefully paying for tickets in advance; this will help get the

money in faster. People can buy this historic club’s merchandise

either online or when at the club.

There is a sponsorship form available to download for those who

want to raise money through events. One little girl ‘Hannah’ who

is a fan has emptied her piggybank and given the money to the

club, so they are saying it all helps. Businesses can donate money

and get involved in fundraising activities, as well as coming to the

games with customers or advertising their business at the club.

A good start;

answer deals

directly with the

question

points are clearly

presented

effective use of

paragraphing to

structure the

response

writing is

technically

accurate

A good start to the set of answers, and a good start to this

particular answer – the club has no money, so it needs some!

It’s a fairly efficient response all the way through, and I counted

11 points which are well organised.

Question Types 2

• One question will ask you to think about how the

writer of one of the texts achieves a particular effect.

The effect will be stated in the question. For

example, it could be:

REFER BACK TO THE QUESTION

USE QUOTATIONS THROUGHOUT YOUR ANSWER

Persuasion

• What is persuasion?

– …a form of influence. It is the process of guiding oneself toward the adoption of

an idea, attitude, or action by rational and symbolic means.

Rhetorical Question An emotive and hard-hitting question creates a

dramatic impact, as an audience is forced to consider

the issue.

• Examples • How can you help?

• Can we continue to sit back and allow this to happen?

Emotive Language Powerful language that plays on our emotions,

designed and chosen to sway our responses.

• Example

• Meat is Murder

Appeals To The Reader Using ‘you’ enables writers to appeal directly to the

reader, provoking a personal response of fear, guilt,

pleasure, sadness etc

• Example

• You can help to save whales and dolphins

Facts and Statistics People generally trust statistics and facts. They

may surprise us, impress us, anger us, appal us,

scare us etc

• Examples

• “Lies, damned lies and statistics” - Mark Twain

• Every second another child dies

Expert Opinion We tend to believe what an ‘expert’ in their field tells

us, we bow to authority

• Examples

• Scientists have calculated that in the next decade we will suffer major power shortages, as

fossil fuels run out?

Oppositions Often offer a ‘before’ and ‘after’ view, to show how a

change can be made. May use connectives to

structure ideas, such as ‘on the one hand … on the

other hand … however …’

• Examples

• On the one hand it could give unemployed people jobs in factories, on the other hand it

could pollute the local area.

Pattern of Three Closely linked to the idea of repetition, this

technique is used to emphasise a point strongly

• Examples

• Hunting is evil, cruel and out-dated.

Humour, Sarcasm or Irony Pokes fun at the ideas of other people, sometimes

through exaggeration (hyperbole)

• Examples

• Britain's biggest dog (until it died recently) was called Tiny.

Counter Argument

A view or argument opposite to the it, it addresses

our potential concerns, makes us think that the

speaker has considered all sides so we trust them.

one the writer or speaker is making. Included in

order to challenge

• Examples

• It could be said that one person turning off their light will not save the world ...

Pun Play on words.

• Examples

• Michael Vaughan (ex-England cricket captain): My pride of Lions.

Sentence Variety Long, complex sentences convey a lot of information and give the text a serious tone. Short sentences are used for emphasis.

• Examples

• A man who had been soaked in water, and smothered in mud, and lamed by stones, and

cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared

and growled; and whose teeth chattered in his head as he seized me by the chin.

• ‘Hold your noise!’

Example Answers

The following answers discuss the use of a rhetorical question in the text.

What do you think about them?

In the Computer Aid advert there is an

example of a rhetorical question, where

it says: ‘But what about the developing

world, poor countries where clean

water, nutritious food, a safe home and

access to health care are luxuries that

most people can only dream of?’ This

is a rhetorical question that does not

expect an answer and really makes you

think.

In paragraph two, the writer uses a

rhetorical question to show that he

knows what it means to live in a

developing country, to make readers

think about what priorities might be in

these circumstances. He uses it to

make readers think about whether

computers haven’t become just as

important to a good standard of living

as other necessities.

Which of these do you think the examiner disliked? Why?

The student has correctly identified a rhetorical question and quoted it. They obviously understand how it

works, but they have not shown this by explaining why this question is effective in this text. The comment

that ‘it does not expect an answer and really makes you think’ could be about any rhetorical question.

Mock Exam Paper

Student Response

2. How does the Save Our Stanley campaign appeal to a range of people to help Accrington

Stanley Football Club? [10]

Student response Question 2

The campaign clearly outlines how everyone can be

involved in helping Accrington Stanley Football Club

raise the money it needs. It appeals not just to the

football fans and followers of the club, but businesses

and individuals, both adults and children. The website

makes it easy to donate money by showing that it

accepts all payments on card, cash, PayPal and even

shows that emptied piggybanks are acceptable and

gratefully received.

The campaign is honest and shows why they need the

money to pay a tax bill, not anything else. It asks

businesses to get involved with ‘hospitality visits, match

day tickets, sponsorships and advertising’. It lists very

clearly 4 ‘SOS’ ways to help. Fans can bring friends to

games and buy tickets in advance, buy merchandise

which is open to everyone. Accrington Stanley is

described as a ‘historic football club’, which is well-

worded.

a good start; but this

would benefit from more

focus on persuasive

techniques

would be better to

consider how the writer

tries to persuade different

types of people

answer discusses the

strengths soundly but

misses an opportunity to

talk about how the text

works

Question Types 3

• All questions will test your ability to read for understanding and

meaning.

• Some questions will ask you to read one of the source texts and pick out

specific information. These questions may be worded as follows:

• What is the writer’s opinion of...

• According to the writer of this text, why / what / who / when...

REFER TO THE QUESTION

USE QUOTATIONS THROUGHOUT

Locating Fact and Opinions

• Facts are definitely true. There is evidence to back it up.

– Fact: Liverpool FC won the UEFA Champions League in May 2005.

– Fact: Water boils at 100 degrees Celsius.

– Fact: Tony Blair was the UK Prime Minister after John Major.

• Opinions are someone’s beliefs. They are likely to be someone’s interpretation of events or

details.

– Opinion: I think that animal testing for cosmetics should be banned.

– Opinion: China and India will be very powerful in the 21

st

Century.

Student Response

3. What is the writer’s attitude to the money being spent by Manchester City Football Club?

[10]

Student response Question 3

The title of the article immediately shows how the writer

feels when it says ‘Manchester City is making a mockery

of the game’. The writer is clearly unimpressed and goes

on to say very strongly that ‘their wild excess in the

transfer market won’t buy them any friends or win them

any respect’. The writer is critical about some clubs’ ability

to buy any footballer without much thought to what is

happening in the economy of the rest of the country.

Whilst ‘employers are all having to scale right back’ this

club continues to spend ridiculous money ‘rocketing

through the £200 million barrier since Hughes took over’.

The writer thinks ‘mega-rich’ City is leading football to

sign players for whatever it takes money wise and it is not

realistic. It is also not acceptable to think this way when

the rest of the country suffers.

answer focuses on the question

straight-away

a shorter quotation would be

more effective here, just ‘wild

excess’ would be adequate

this answer would benefit from

more comment on the longer

quotations

more confidence in focusing the

argument would take answer

into the next grade band

Another good answer, which clearly picks up to some extent on the writer’s strength of feeling. Sometimes

writes are very subtle in their attitudes to the subject they are writing about. But here the journalist is upset

by the amount of money that goes to waste and the answer needs to reflect that. Some of the quotations

here are a little too long; a short phrase like ‘wild excess’ could be used to illustrate irresponsibility.

Alternatively, some comment should have been made on the longer quotation, as it stands. A little more

confidence in focusing the argument would take this answer into the highest grade band.

Question Types 4

• Finally, one of the questions will ask you to

compare both source texts.

• This question might be worded as follows:

• Compare and contrast what... and... say

about...

• Both of these texts are about... Compare and

contrast the texts.

Comparison

Both writers believe that dog owners should be responsible. True False

The second writer suggests that dog owners are irresponsible, but the first suggests that most are not.

Both extracts suggest that dog owners favour their dogs over people.

The first writer believes specifically that owners who let their dogs off

the lead are a nuisance; the second writer avoids specific criticism.

The first text is written in an impersonal style and is therefore more formal than the second

text.

The second text uses short sentences to add impact to the writer’s point of view. The first opens

with a long sentence to fully explain the problems caused by dog owners.

Both texts consider the impact that dog owners have on children.

The first text includes an instruction in the headline, demanding that action is taken. The second

text gives a statement in the headline, affirming a particular point of view.

Question 4

• Read through Question 4.

– What do you think the keywords are in this question?

• Highlight them.

Student Response

4. The images of Manchester City Football Club and Accrington Stanley Football Club in these texts

are very different. In what ways are they different? [10]

Student response Question 4

Manchester City and Accrington Stanley Football clubs could

not be more different. Clearly one has far too much money

and the other needs money to stay alive. Whilst Manchester

City spends ‘£200 million’, Accrington Stanley is trying

everything possible to raise £308,000 to pay a tax bill.

Accrington Stanley is calling on the help of loyal fans to the

club and football fans everywhere to help them, by being

honest and straightforward in its appeal on the website.

Accrington Stanley’s appeal also highlights how much fans

think of the club when ‘Hannah Holland has emptied her

piggybank to help save’ the club and how grateful the club

are to her by giving her a seat in the directors‘ box as a thank

you.

Manchester City are not thinking of normal people or fans at

all, when they continue to spend, spend, spend ‘while many

fans struggle to rake together enough cash to be able to afford

tickets’. The club are proving how ‘they are completely out

of step with the rest of us’ when they pay £25 million for one

player and then immediately pay it out again for another.

these opening sentences

are sharp and focused

this section strays away from

the question slightly and does

not really focus on ‘different’

and ‘images’

the student makes points

clearly with a lively tone

although this is a good

commentary, sharper analysis

is needed to get top marks

The answer completes a very good set of response from our candidate. It’s a clear,

coherent response, giving the reader every chance to tick points made. But does it

truly focus on ‘different’ and ’images’? Although it is a good commentary,

sharper analysis is needed for top marks.

Mock Exam Paper

Point, Evidence, Explanation

• When you answer questions, especially one which is based on a text, the PEE model of

writing is a simple and effective way of making sure you are keeping on track.

• Point – the idea you want to put across; the idea you are making – this is done briefly.

• Evidence – this is where you back your point up using a quote or referring back to the

text.

• Explanation - this is where you fully explain your point, usually referring to something

in the text – link it to how it would affect the audience.

Everyone might have similar or even the same points and evidence. The real difference

comes in the explanation section – this is your main opportunity to show how well you

have understood the text and the question.

All Answers Should include;

Unsupported assertions and simple comments with occasional references to the text?

Appropriate references to the text with simple comments/inferences?

Valid comments based on appropriate detail from the text, which begin to address the issue of ‘how’, but with some ‘spotting and listing’ of key words or quotations?

Valid comments/inferences, which combine specific detail with overview and are fully engaged with analysis of techniques?

Headline

What do I look for when analysing the headline of a text?

• Analyse the headline by;

– Looking at language and tone

– Thinking what is purpose and effect

– Looking at position on the page

Pictures

What do I look for when analysing pictures within a text?

• Analyse a picture as you would words.

– What message does it contain? (denotation / connotation)

– What feel or atmosphere does it create?

– Is it meant to shock/entertain/arouse our curiosity?

Layout

What do I look for when analysing the layout of a text?

• Think about the way everything is put together on the page.

– Are the pictures related to the text they are near?

– Do the pictures break up the text?

– Think about the length of paragraphs.

– Think about any sections which stand out for any reason.

Reading with Insight

• Reading with insight is what the examiners call a ‘higher order’ reading skill. This means

you’ve got to show you can do it to get the higher grades.

1. You can show insight if you work

out what a writer’s attitude is. There is a strong sense that the writer feels

angry about the changes

2. You could show you understand

what the writer wants the reader

to think about. The article makes the reader question

whether schools are a good thing.

3. You could comment on how the

writer tries to make the readers

feel.

The writer seems to want to make readers

feel guilty.

4. You might write about why you

think a piece was written.

Perhaps the writer felt he needed to make

sure the memory of his friend was kept

alive

Your Opinion

• You can get marks for giving a thoughtful personal response. Make sure you focus on the text

though – examiners don’t want to know your general opinions on various unrelated issues.

I think the article would

remind older people of

happier times because it

includes so many

descriptive details.

I think old people are

quite boring.

The short sentences

could give an impression

of anxiety and tension, or

they could suggest to

some readers that the

writer has an arrogant

attitude.

This would be good This would be bad

• Examiners love alternative

interpretations

• If you give more than one

possible way of looking at a

text, the examiner will be

extremely impressed.

This

shows that

you’ve got

plenty of

ideas.