Revision resources: - PowerPoint Presentation

Slide1

Revision resources:

Section AQ1 4 factual sentencesQ2 SQI – identify and explore language terms x3Q3 SQI – identify and explore structure terms x3Q4 Unpick student’s statement Decide if you Agree/Disagree, Find 3 points then SQI x3 (language/structure)Section BQ5 Choose 4/5 parts to describeOrWrite part of a story using who, what, where, when, how and why.

PAPER 1 SECTION A /40

Q1 List four things ( /4)

(AO1)

Q2 How does the writer’s use of

(AO2)

language ...? ( /8)

Q3 How does the writer structure ...?

(AO2)

( /8)

Q4 To what extent do you agree?

(AO4)

( /20)

SECTION B /40

Q5 Write a description/narrative (AO5&6) (story or part of)

Content and Organisation /24

Technical Accuracy /16Slide2

LIST

: Pick out 4 specific facts from the text.

Write in

full sentences. No quotations needed.

LIST

Q1 – AO1

List

four

things that….

( /4

marks)

1 ............................................................................

2 ............................................................................

3 ............................................................................

4 ............................................................................Slide3

How does the writer use

language….?Q2 – AO2Slide4

S

QI

Recycle words

from the question including the *

terminology you will explore.

Use a quotation to support your statement.

Comment on the effect of the terminologyRe-quoting the specific part you are unpickingThe writer begins by using ...[terminology e.g. facts](Writer’s name) includes...(Writer’s name) then uses/ includes...

for example '...'such as '...': "..."- The use of the (terminology

"...." suggests

...

-

The (

terminology

) "..."

creates the impression that

...

- The (

terminology

) "..."

implies that

...

- By

using

the (terminology)"..." the writer emphasises/ suggests/ implies...

How does the writer use language….?

Q2 – AO2

*Terminology – language feature/deviceSlide5

How does the writer use

language to build tension?Slide6

L1

   The writer says, “The wind came in gusts at times shaking the coach.” The word “gusts” emphasises that sometimes the wind was strong and was making the coach shake.L2

The writer says, “The wind came in gusts at times shaking the coach.” The word “gusts” emphasises that sometimes the wind blew stronger than others and was making the coach shake or shudder. The phrase, “shaking the coach” has the effect of making us feel frightened for the passengers because you shake when you’re afraid.

L3The

writer opens with a long complex sentence and

so gives the effect of a never-ending storm. The nouns like “gusts” and “force” are used to show the reader how unpredictable and strong the wind was. The effect of the wind on the coach is built up by the writer’s use of verbs “shaking” then “trembled” making it sound as if the coach is almost frightened of the weather too.

L4The opening paragraph consists of a single, complex sentence perhaps reflecting onward movement of the coach. The adjective “exposed” and the noun “force” evoke the idea of vulnerability, danger and how little control man has over the power of nature. The verb “rocking” progresses the cumulative effect of the list of verbs, “shaking, trembled, swayed” leading to the simile, “rocking between the high wheels like a drunken man” suggesting the coach is lurching haphazardly as its movements are out of control. Slide7

Q3 How does the writer structure…?Slide8

S

QI

Use a

quotation to support your statement.

Comment

on the effect of the structural feature- The

writer begins by using ...- (Writer’s name) includes...- (Writer’s name) then uses/ includes...for example '...'such as '...': "..."How does the writer structure….?

Q3 – AO2

- This

is effective because it

creates

the impression that

...

- This

is effective as it makes the reader think/

question

- This

is effective because it reminds the reader that/

of…

- This

is effective because the writer emphasises/ suggests/ implies

...

- This links to … making the ideas effective because …

Recycle words from the question including the terminology you will explore.Slide9

L1

   The text is written in paragraphs which makes it easy to read. It tells us about the weather first which sets the scene and then moves on to tell us about the coach.L2

The

writer writes about the weather in the first paragraph which makes the reader feel they were there in the cold and rain. It then shifts the focus to being on some individuals: the driver then the people on the coach. This makes the reader feel more comfortable but still feeling the drips of rain, so overall, the writer uses a shift from outside to inside. L3

The main structure of the story, which begins with the weather, shifts from the outside with the rain and wind that came ‘in gusts’ and which includes the driver and horses, to the inside of the coach and the individual characters who are the passengers. This is effective because the reader is able to understand the extremity of the weather and then shift inside to the relative calm and meet the passengers.

L4

There is also a constant reminder of the weather which permeates each part – the ‘little drips of rain’ that came through the roof and, later, ‘the rain oozed through the crack in the roof’ onto Mary’s shoulder – so the reader is constantly made wet and uncomfortable, just like the passengers. This shifts when the outside and the inside are made to coincide when the old man opens the window – this also moves the focus of the reader to the inside of the coach with possible narrow focus on the individuals.Slide10

To what extent do you agree ...?

(the one where you agree/disagree with a student’s comment).Q4 – AO4Slide11

S

QI

Recycle words from the task to make a

clear statement- a clear answer to the question.

Use a

quotation to support your statement.Comment on the

effect of the language or structural used.- The writer begins by using ...- (Writer’s name) includes...- (Writer’s name) then uses/ includes...for example '...'such as '...': "..."

To what extent do you agree ...?Q4 – AO4

- This

is effective because it

creates

the impression that

...

-

“ “

“ “ it

reminds the reader that/

of…

“

“

“ “ the

writer emphasises/ suggests/

“

“ “ as it makes the reader think/questionThis links to … making the ideas effective because …The use of (

feature) "..." suggests...

- The (feature) "..." creates the impression that...- The (

feature

) "..." implies that

...Slide12

S

QI

Recycle words from the task to make a

clear statement- a clear answer to the question.

Use a

quotation to support your statement.Comment on the

effect of the language or structural used.- The writer begins by using ...- (Writer’s name) includes...- (Writer’s name) then uses/ includes...for example '...'such as '...': "..."

To what extent do you agree ...?Q4 – AO4

- This

is effective because it

creates

the impression that

...

-

“ “

“ “ it

reminds the reader that/

of…

“

“

“ “ the

writer emphasises/ suggests/

“

“ “ as it makes the reader think/questionThis links to … making the ideas effective because …The use of (

feature) "..." suggests...

- The (feature) "..." creates the impression that...- The (

feature

) "..." implies that

...Slide13
Slide14

SECTION B Q5

– Write a description suggested by the picture, orWrite the opening part of a story about (something linked to what’s in the picture)Select 4/5 different parts of the picture to turn into 4/5 paragraphs. Write in third person: she/he Sally/John etc not I/my/I’ve.Slide15

Q5 – Write a description suggested by the picture, or

Write the opening part of a story about (something linked to what’s in the picture)

Select

parts of the narrative wheel or diagrams below to help to structure your response: setting, characters, dialogue, key event, ending.Slide16
Slide17

------

,

-------

, -------

Embedded

,

------

, -------, -------

Dash sentence

------

,

-------

,

-------

-

_____

?

Colon: list

.

:

-----

,

----

,

-------

Linked

.

;

and / but

Verb start

.

Being /

Having

}

----

,

----

Level

4

Grade 7-9

Level

3

Grade 5-6

Conjunction/connective

start

.

When /

Although

}

----

,

----

Compound

and / but

Simple

1 verb

Complex

middle

------

because

------

.

.

.

Level

2

Grade 3-4Slide18

Revision resources:

PAPER 2AO1 True or false answers ( /4)AO1 Double SQI for each point where you compare ( /8)AO2 SQI x3 ( /12)AO4 SQI X 4 ( /16)Total – out of 40SECTION BWrite an article arguing the case for/against. Include PERSUADES, varied sentences, punctuation, discourse markers, thoughtful vocabulary.

PAPER 2

Q1 True or false ( /4)Q2 Summarise…. ( /8)Q3 How does the writer’s use of language ….? ( /12)Q4

How the writers present … (compare writers’ ideas and perspectives) ( /16)Total – out of

40SECTION BQ5 Longer writing task(AO5&6) Content and Organisation /24 Technical Accuracy /16Slide19

Summarise what the (text type) says about….

Summarise….Write a summary of…. ( /8 marks) Focus response: Recycle words from the question to help form your statement. This will focus your response on what the examiner is looking for.

The text tells us that….

Additional points:Also,…Secondly, …In addition to this, …Next, the (text type) tells us….

“…”

This suggests...This implies…This highlights…This emphasises…Also, it implies/ suggests/ highlights

!! Make sure

inference

is

relevant

to question !!

Eg

:

Q:

What does the article tell you about John Smith’s feelings about…?

S:

The article tells us that Smith feels.....

a

bout…..

Paper 2 Q2 – Summary writingSlide20

Paper 2 Q2 – Summary writingSlide21

Summarise the similarities and differences between the experiences of Ralston and McNeal in both extracts.

Paper 2 Q2 – Summary writingSlide22

S

QI

Recycle words

from the question including the *

terminology you will explore.

Use a quotation to support your statement.

Comment on the effect of the terminologyRe-quoting the specific part you are unpickingThe writer begins by using ...[terminology e.g. facts](Writer’s name) includes...(Writer’s name) then uses/ includes...

for example '...'such as '...': "..."- The use of the (terminology

"...." suggests

...

-

The (

terminology

) "..."

creates the impression that

...

- The (

terminology

) "..."

implies that

...

- By

using

the (terminology)"..." the writer emphasises/ suggests/ implies...

How does the writer use language….?

Paper 2: Q3 –

AO2 (same as Paper 1 Q2)

*Terminology – language feature/deviceSlide23

S

Recycle words from the question

Q

Use a quotation to support your statement.

I

Comment

on the effect of the terminologyPaper 2: Q4: Compare how 2 writers convey different attitudes to …

Jay Rayner uses humour to good effect in his article and uses it both in his attitudes to parenting,‘too busy killing things on Skype’ – showing his warm, relaxed attitude to his son and in his attitudes to education

This

is in direct contrast to ….

S

Recycle words

from the

question

Repeat SQI from the 2

nd

text and include comparison language to answer the question.

Q

Use a

quotation

to support your statement.

I

Comment

on

the

effect of the

terminologySlide24

Paper 2 Section B Q5 Longer writing taskSlide25

See sentence sheet also for this section (in Paper 1 Section B part)Slide26

Section B: Writing techniques to include

.Discourse markers

Despite the fact that…,

Not only…. but….

Of course, some people believe

that/argue that…but

Without a doubt,…No one can deny that...We all know that...