GCSE English Examination The examination is worth 60

GCSE English Examination • • The examination is worth 60% of your GCSE 1 paper: 2 hours 15 minutes Reading and Writing skills are tested Section A 1 hour: Reading [4 tasks] Section B: 1 hour Writing [2 tasks: 1 long, 1 short] 40 marks for each section Timing guides are provided 15 minutes - reading the texts

READING

Question 1 – Locate information T S LI Q 1—Locate and list relevant information from a source text [usually 4 marks] Sample questions: LIST four things you learn about Tinie Tempah from the article LIST eight things you understand about the Amazon tribe LIST: Create specific factual statements from the source material. Use clear sentences. There is no need to explain in a ‘list’ question. Q 1—Locate and list relevant information from a source text [usually 4 marks] Sample question: June 2013 List four things you learn about Matthew’s bionic hand from the article. SAMPLE RESPONSE—full marks • • The cost of the hand was/is £ 35. 000. The hand is very versatile. The hand allows Matthew to grip a pen/tie shoelaces/catch a ball. The hand plugs in to Matthew’s arm. [4 clear statements in sentences]

Question 1 b – Locate and show understanding Q 1 b—Locate and show understanding of relevant information from a source text. [4 marks] Recycle words from the question and share clear idea. NT/ I O P T MEN E T STA Find evidence from the text to support idea. NC E D I Sample questions: What do you understand about Tinie Tempah’s feelings towards food? What do you understand/learn about the way that the housing development will affect the nature around it? “…” What do you learn about Jamie Oliver’s reaction to the research about his school dinners? . Share a point/statement AN T RS. Share evidence to support point/statement E D. Share an inference about the evidence UN E- EV e. Reach a conclusion c n re from the evidence. Infe G N DI on Reacti gs Feelin de Attitu

Recycle words from the question and share clear idea. Find evidence from the text to support idea. “…” What do you understand about the ways the bionic hand will change Matthew’s life? SAMPLE RESPONSE—full marks We understand the hand will change Matthew’s life because of its many abilities. “The hand is so versatile. . . catch a “…” ball. ” This suggests it will enable Matthew to do many things that those born with a left hand take for granted. We also learn that the hand will change the way Matthew can do “…” schoolwork. “I used to struggle with lab experiments. ” This implies that Matthew will now be able to take a fuller part in his lessons. Reach a conclusion from the evidence. suggests implies This… highlights… The writer… indicates… He… demonstrates… She… conveys… emphasises…

Q 2—Locate and show understanding of relevant information from a source text. [usually 8 marks] Sample questions: What you learn about Explain Steve’s childhood home. What you learn about Explain feeding children. n ai pl Ex Explain: Give reasons for how or why something happens; you need to give examples. Q 2—Locate and show understanding of relevant information from a source text. [usually 8 marks] Sample question: June 2013 What do you understand about Amy Winehouse’s school days from the extract? SAMPLE RESPONSE—full marks The reader learns that Amy was quite naughty at school. “Her mum and I were called to the school for meetings about her behaviour on numerous occasions. ” this suggests that this was a recurring problem which was perhaps getting worse as she got older.

Q 3 – Comment on how the writer uses language features? CO T N E LANGUAGE FEATURES—the various techniques used by the writer to have a particular effect/impact on the reader ON MM Use SQI (not SQUID!): S: Make a statement identifying the language feature Q: Quotation as evidence I: Impact—what is the effect of the feature? (Make sure you link the effect to the text) e ur t a e e f Id t en i th fy t o qu n io at t on en ct m m effe o C he t Simile Rhetorical question Repetition Lists Alliteration Adjectives Patterns of 3 Emotive words Interesting vocabulary Direct address Colloquial language r he t no t a d ec ad eff

Full marks sample answer for 1 paragraph. You need 4 paragraphs in total o qu t ion t a n o t n e ct m m effe o C he t r e th o an ect d ad eff

Q 4. Now look again at all three sources. Choose two of the sources and compare the presentational features. Write about the way they are presented, explain the effect and compare the way they look. Q 4— Select key presentational features from two sources, analyse the effects of examples and compare them. [usually 12 marks] Presentational features: Images, Font, Headlines, Subheadings, Captions, Charts, Graphs, Colour, Paragraphs, Columns, Bullet Points, Numbers, Logo, etc Or CLIF (Colour/layout/image(s)/Font) 1. Identify & describe the presentational feature. 2. Effect of feature Explain the effect of the presentational features on the reader 3. Compare: Identify similarities and differences between the sources You need to write 4 paragraphs [CLIF] DON’T COMMENT ON LANGUAGE! SAMPLE RESPONSE – identify examples, explain the examples, compare the examples [I&D] Source 3 uses bright colours such as blue, white, yellow and red in the background. [E] These are used to show the reader it is a relaxed atmosphere. [I] Source 2 uses dark and dull colours. [E] The darker colours emphasise the mystery about the product. [C] The two sources use different colours which highlights their different messages. The darker colours are not as relaxed as Source 1 and therefore not as successful in reaching the reader.

WRITING

Section B: Writing 1 hour (40 marks in total) Writing Answer both questions in this section. Q 5 /16 You are advised to spend approximately 25 minutes on this question. Write approximately 1 page of writing. Q 6 /24 You are advised to spend approximately 35 minutes on this question. Write approximately 2 pages of writing. /10 /16 for communicating clearly, effectively and imaginatively, using forms and selecting vocabulary appropriate to task and purpose in ways which engage the reader and for organising information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. /6 /8 for using a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

Aiming for a Grade C in writing AO 3 i, ii Skills Mark Band 3 ‘clarity’ ‘success’ Communication � shows clarity of thought and communicates with success � engages the reader with more detailed explanation � clearly communicates the purpose � writes in a register which is clearly appropriate for audience � uses linguistic features appropriate to purpose � uses vocabulary effectively including discursive markers Organisation of Ideas � uses paragraphs effectively in the whole text � begins to use a variety of structural features

Question 5 Write a short piece of travel writing explaining how you coped with a terrible day out. • Remember to: • write a short piece of travel writing • use language to explain. Try to write approximately one page. [16 marks]

Question 6 “Nearly one in 4 children can’t ride a bike – and it’s their parents’ fault, ” says Chris Hoy, Olympic Cyclist. Write a magazine article persuading parents of the importance of teaching children to ride a bike. Remember to: • write a magazine article • use language to persuade. Try to write approximately two pages. [24 marks]

PERSUADES

Before you start: Plan Opening paragraph (anecdote) Conclusion Topic sentence: E Key point 1 Topic sentence: n i a l Exp Travel writing n i a xpl Key point 2 Topic sentence: n i a l Exp

Explaining writing To show you can explain include: • Because • Since • Therefore • Due to • Consequently

Top Tips 1. Read the questions through first. See what the writing tasks are. 2. Keep your eyes on the time – ensure you have enough time to complete the higher mark questions (Q 3 and 4 of Reading and 6 of Writing) 3. In the writing section – plan your answers (spider-gram/list )and consider starting with the longer writing task (Q 6) as this is worth more marks (24) 4. Look through your writing responses and make 4 improvements to show the examiner you have re-read your work. This could be: spellings/vocabulary/ punctuation or capital letter check. 5. Include 4 different punctuation marks to show your skills.

Common spelling mistakes highlighted by Learn these spellings argument disappear beginning definitely conscience believe rhythm difficult embarrassing recommend separately experience weird decision disappoint possession occasionally conscious independence business grateful Don’t be the one who spells them incorrectly in your exam!!!