YEAR 11 REVISION GUIDE- WJEC ENGLISH & WJEC IGCSE

Transcription

1 YEAR 11 REVISION GUIDE- WJEC ENGLISH & WJEC IGCSE Sprowston Community High School

2 YEAR 11 WJEC REVISION GUIDE- ENGLISH 2013 WJEC ENGLISH LANGUAGE GCSE Tuesday 5 th November AM UNIT 1- READING 1 HOUR- 20% UNIT 2- WRITING 1 HOUR - 20% WJEC ENGLISH IGCSE- PAPER 1, WEDNESDAY 6 TH NOVEMBER- PM PAPER 2, TUESDAY 12 TH NOVEMBER AM UNIT 1 READING 1 HOUR MEDIA/ NON FICTION COMPARISON This section will ask you to analyse non fiction texts. This could be newspaper articles/magazine articles/ leaflets/ websites/ reviews etc. It is testing your ability to read for meaning and understand how arguments are presented and developed. There will be 4 questions which comprise 2 questions on text A, 1 question on text B and 1 question comparing A and B. Each question is worth 10 marks. One of the most important skills for this section of the exam is time management. If there are four questions, you should obviously spend 15 minutes on each. Before reading the extracts make sure you have read the first two questions. This will help you quickly find what you are looking for. Underline the key phrases of the question and then underline the extracts as you read them. This will help you quickly respond to the question. Make sure you look at the section of the text that the question is asking about If the question asks you to explain something in your own words, you do not need to use a quote. The examiner is interested in your own understanding so make sure you use your own words. You can use a quote to back up your opinion but your opinion is the most important. Double check that you are actually answering the questions- what is the question asking you to do? Do not pick quotations at random. You should work your way through the text systematically, rather than picking quotes at random from the text. Once you know which bit to read o Read a sentence or section, o Find some words or ideas to comment on (in answer to the actual question!), o Write about them (use PEEs) o Then move on and repeat If the question asks you to list, make sure you write a list or use bullet points. Do not use really long quotes- short snappy quotes are better- REMEMBER to analyse the imagery or connotations in the quotation 2

3 Avoid feature spotting- you must explain the significance of a certain feature- how does it work in the writing? What is the effect on the audience? One question will be comprehension, which tests your reading ability. Another question will ask you how a certain impression, view or tone is portrayed. For these questions you should consider choice of language, sentence structure, and use of punctuation and the content of the writing. One question will ask you to consider how the text attracts its audience or how effective it is for its purpose. Consider: 1. Presentational devices ( subheadings, titles, captions, pictures, use of bold etc) 2. The use of language (how is persuasive? Emotive? Informative? etc. What particular words or phrases give you clues? Pick out quotes to help you back up your point) 3. The writer s attitude/ ideas/ opinions (what words or phrases give you clues?) 4. How they develop an argument or point of view (think about the structure of the piece- how is it organised?) 5. Always remember TAP TOPIC- what are they writing about? AUDIENCE- who is the writing aimed at? PURPOSE- why has this been written? What is the writer trying to achieve? 6. Make sure you give your own opinion. Do you think the extract has worked? How could they have been improved? The last question will usually make a thematic comparison. This means it will ask you a direct question about the ways both texts present their themes. You will need to use information and quotes from both texts. The types of questions usually follow the below format: INFORMATION RETRIEVAL (Search and find) List reasons or details/make a list of. According to this text or writer, how or what or why Explain how and/or why What evidence does the writer use? IMPRESSIONS/IMAGES What impression do you get of the writer or an organisation or people? What image does this text create of the writer or an organisation or people? VIEWPOINT/ATTITUDE What are the writer s attitudes to What are the writer s opinions of What are the writer s thoughts and feelings about INTENDED AUDIENCE Who is this text aimed at? ANALYSIS OF PERSUASIVE TECHNIQUE How does the writer try to encourage or interest or argue? How does this text try to persuade or sell or influence? 3

4 COMPARISON OF TEXTS Compare and contrast these texts. Using information from both texts, explain why Common mistakes from the mock- Make sure you have at least 10 points for Q1 Those who planned a grid or used systematic comparison of points scored higher on Q4 Do not just use Q4 as repetition of all the points you ve said in the other questions. Try to include an over arching paragraph comparing the views and ideas expressed. Make sure you are clear on whether the views expressed by the writer are their own or are they objectively expressing others views. Do not assume the views expressed belong to the writer. HOW CAN YOU REVISE FOR THIS SECTION? The easiest way is to practice on some past papers. There are lots available on our website and in the English office so ask your teachers or go online to the WJEC website and look for past papers (English GCSE Spec A Paper 2 Section A in past papers or Unit 1 WJEC). Alternatively you can read some articles from newspapers and magazines or leaflets and identify TAP, GASP, facts and opinions and how they use language. UNIT 2 WRITING- 1 hour ( 2 questions) This section will be a writing task. You will be provided with two questions that may be linked to the theme of the previous extracts and will test your ability to write from a specific viewpoint. You must spend 30 minutes on each question. Make sure you include a plan, this can be a list or spider diagram or a flow chart. Examiners automatically feel happy when they see a plan and it is a good idea to keep examiners happy. You must ensure you plan and spend time checking. You will be assessed on your use of spelling, sentence structure, punctuation and paragraph use. If you forget about all these things you can go back and add paragraphs by marking your text with // to show the examiner you want a new paragraph there. Try to use a variety of punctuation (: ;?!) this automatically gives you more marks. 4

5 Make sure you use a variety of sentence structures for effect. Use long descriptive sentences followed by short snappy ones. Try to 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. Use standard English and avoid slang Make sure you engage your reader. Use any trick you can to guarantee your reader is interested and continues to read. Remember to highlight the key points of the question. Consider TAP 1. What do they want you to write? 2. Who do they want you to write it for? 3. How do they want you to present it? (magazine article, letter, webpage make sure you set it out like the presentational feature requested.) A Useful phrase to remember could be SCREAM3 S Sentence length and variation, superlatives and similes C Contrast ( state one thing then the opposite) R Repetition, rhetorical questions E Emotive language A Alliteration, Adjectives M Metaphorical language 3 Magic 3 rule Or A FOREST IS A Alliteration (horrid herpes) F Fact/flattery (3000 people ) O Opinion (personally, I believe) R Rhetorical questions E Emotive language (poor victims) S Second guessing (you might worry that but never fear) T Triplets (ugly, annoying & deadly) I Imperatives (do this, buy it, stop) S Superlatives (most, best, smallest) 5

6 Planning It s really important to spend 5 minutes planning your ideas by completing a spider diagram or list of everything you want to include. Most people lose marks on the exam because they rush straight in and then run out of things to say. An easy way to plan is to spider diagram all your initial ideas. Then look at your ideas and see if you can add anything else to each branch. After that, look at all the points you have and try to arrange them in an order of development. What would be good to use as an introduction, the main and your conclusion? The best marks are awarded when people plan what they are going to say and you can see a logical development of their argument. You need to think about what points you will make and in what order. Think of an examiner like a fish you want to catch HOOK them in Choose your ANGLE Use PERSUASIVE devices( to tempt them) ANECDOTES ( to get them on side) STRONG POINTS ( to finish them off) HOOK THE READER It s really important that you select your opening line carefully in order to hook the reader into your writing and engage them to want to carry on reading. Create anecdotes Try to add anecdotes ( mini stories) to your argument or view point to make your argument stronger. For example, relate the topic to your own personal experience ( imagined or real) or the experience of someone you know ( imagined or real) 6

7 Plan strong points Try to think about the question in extreme. What could you say to take the idea to the extreme to help you persuade? You could use a rhetorical question to really engage the reader with a strong point. Check your writing for Emotive language Exaggeration or stress Repetition Anecdotes Magic 3 Facts and figures Detailed reasons and justification CHECK YOUR PURPOSE, AUDIENCE and FORMAT What is it you are supposed to be writing? Plan your answer to ensure you are clear on your purpose Make sure your purpose is CLEAR Make sure your language appeals to your target audience- who is it aimed at? Is this clear from your vocabulary? Choose the right tone and style for your audience If asked to write a letter- make sure you set it out like a letter If asked to write an article include a headline and subheadings If asked to write a leaflet- make sure you include subheadings- indicate what the layout would look like. Over emphasise your FORMAT Use whatever tricks you can to make sure the examiner clearly knows you are aware of the purpose, audience and format For example, This week in Teen Weekly we will be questioning. or, for those who read my last review, For regular readers you know that here at the Norwich Herald we support Turn to page 48 for more details, Use our web link below for help an advice on Constantly refer to your audience Think about words and phrases which explicitly refer to your audience so it is clear you are addressing them. If for example, you are writing a speech for your class- make sure you refer to classmates or fellow year 11s, or use phrases which appeal to them, In this school, we know that.. Make sure you include sign posts for the reader which acknowledges that you know your audience. 7

8 Phrases which might help if asked to write to your class Yr 11 students think that. Like me, you must agree that.. As an English class, we should believe that. Teenagers like us often think.. As 15 year old yourselves, you must agree that Fellow classmates.. Key Stage Four students, you know that We know from experience, that people our age. Aiming for an A/ A*? Getting the top marks is about making your piece of writing stand out from the crowd. Remember the examiner will be reading hundreds of examples of the same thing. How can you make yours different? You could choose to write from the perspective of a character? Be creative, show originality and flair. Variety of punctuation and sentence structure used for effect A wide vocabulary used for effect ( crafted) FLAIR and creativity Letter Writing Remember how to set it out, your address at the top right hand corner of the page, the date underneath that on the right, their address on the left top hand side, then the Dear.. Finish it off, yours faithfully if you don t know them, yours sincerely if you do know them. After writing Dear Sir/Madam, you should include a brief opening paragraph. It might help here to remember this three part structure 1) Explain why you re writing. 2) Make it clear who you are and what your opinion on this topic is. 3) Sum up, and lead into the main part of the letter. Dear Sir / Madam I m writing to express my outrage at the recent rise in tuition fees. As someone who is thinking of going to University myself, I am absolutely appalled by this unjust decision for a number of reasons. I sincerely hope by the time you finish reading this letter, you will have come to see sense. 8

9 LEAFLET The best approach seemed to be to include a title and a few empty text boxes which indicate pictures, maps etc. Make it clear that this is a leaflet, but then write the text in straightforward paragraphs. Don t forget to use subheadings and titles. CHECK YOUR TONE AND STYLE You need to be completely clear about the conventions of the texts you might be asked to produce: A formal letter An informal letter A speech A magazine article A review A leaflet USE WRITING TECHNIQUES WRITING TO ARGUE This is where you need to balance both sides of an argument and then give your own opinion. It is important that you 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. For example, Some people believe that.however, I believe.. Use useful linking phrases like However, Therefore, Nevertheless Offer your own opinion, I believe that. Use the media texts 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 When 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. Exaggerate and stress points. Underline your main points Use we and us when you can. This makes the reader feel more people are on the side of your opinion. Remember the magic 3 rule. Say your point 3 times to make the message more effective. For example, These people are helpless, vulnerable and destitute Use repetition 9

10 Use emotive language Direct your points personally at the audience, Surely you would agree? Use rhetorical questions. Is this really what you want? Finish on a strong point, Think about it! WRITING TO ADVISE Break your idea or information down into a series of instructions Structure your advice clearly, so it follows a logical sequence Use bullet points, subheadings or numbering Use anecdotes or jokes to keep the reader interested Make sure your advice is clear and easy to understand Use imperative verbs ( must, put, place, add, move etc) Offer helpful alternatives Consider other places the audience can get help ( organisations, charities, internet etc) Be encouraging and keep your tone friendly. Writing to REVIEW/ ANALYSE/ COMMENT Be very clear who your audience is and what format you have been asked to use. Choose language that would appeal to your target audience If reviewing something make sure that you consider all aspects of the product and who it might appeal to. Consider the pros and cons of the product you are reviewing If writing a review, try to sound like an expert and imagine that you have done this many times before. If giving your opinion on something, remember that you could take on the persona of a character. For example, you could be a very fussy film critic or you could choose a character from TV and imagine they are writing the review or giving their opinion. Be as imaginative as possible and don t be afraid to use humour. Be as imaginative as possible and make your answer stands out from all the others the examiner will read. Don t be afraid to use humour- this is especially important if you are writing from the perspective of a character. How to edit and draft your work 1) Check you sentence structures- have you varied them for effect? 2) Have you used a variety of punctuation for effect? 3) Change boring words 4) Can you add an adjective? 5) Spellings? 6) Have you used a range of techniques to communicate your viewpoint? 7) Have you hooked or grabbed the reader? 8) Do you sustain interest? 9) Are paragraphs used correctly and do they flow? 10

11 Common mistakes from the Mock Still lots of confusion on there/ their/ they re Some students confused over letter format or not signing off in appropriate form Many students didn t plan adequately and ran out of things to say in both questions- Plan! Over use or inappropriate use of exclamation marks No conclusion, summing up, finishing abruptly Lack of sophisticated vocabulary to reach top A* Lack of crafting sentence structure for particular effects. Limited range of punctuation (remember to use 5 types other than full stop and comma) Many students were too informal in the letter of application Some students were still forgetting paragraphs Common spelling mistake- Madame - with an E, rather than madam. You need to make sure you use the right tone and style for your audience. Many students were marked down because they used a tone which was inappropriate for a formal letter. In particular, they were not respectful enough of the audience it sounded too informal and unworthy of serious consideration. The students who did best on the letter writing task had a clear sense of purpose and expressed their ideas clearly. It was absolutely clear what their point of view was, and they stuck to this without saying irrelevant or vague things. How to SCRAPE a C.. check your: S Sentence structure C Check through your work R Range of vocabulary A Audience- who are you writing for? P Paragraphs and punctuation E Engage your reader, make yours stand out from the crowd. HOW CAN YOU REVISE FOR THIS SECTION? Again, there are lots of past papers you can practice on or alternatively you may wish to plan or answer some of the below questions. 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 advise them how to play safe around their neighbourhood. 3. Write a magazine article for teenagers which persuades them to improve their health 11

12 4. Write a letter to your Head teacher in which you try to persuade him/ her that school uniform should be abolished. 5. Your school wants to ban Saturday jobs for students. Write a letter to your Head teacher in which you argue for or against the idea of Saturday jobs 6. Write an article for a careers magazine in which you offer advice to students on what to look out for when applying for a job. 7. Write a letter to the school kitchen where you advise them how to improve school meals. 8. Write a letter to the local council where you try to persuade them to improve local amenities in your area. 9. Write a letter to your local MP in which you argue for or against lowering the driving age to Write an article for you school newspaper in which you advise students how to cope with bullying. 11. Design a webpage in which you advise teenagers how to revise for their GCSEs 12. Write 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 advise them how to be cool 16. Write a leaflet to advertise a tourist attraction in your area. Self Assessment- check! Check you sentence structures- have you varied them for effect? Have you used a variety of punctuation for effect? Have you used interesting words? Have you used correct spelling? Have you used a range of techniques to communicate your viewpoint? Have you hooked or grabbed the reader? Do you sustain interest? Are paragraphs used correctly and do they flow? MODEL ANSWERS ARTICLE/ENTRY- Write an article about a well known place Norwich: a haven for shoppers and sight-seers alike! 12

13 If you re looking for a little break away in a city that offers it all, then look no further! Why not try Norwich? There are beautiful walks along tranquil, hidden waterways or maybe you fancy shopping til you drop in the ultra-modern Chapelfield Shopping Mall? Norwich has something for you! Things to see Norwich has lots to see! For a small city, it actually breaks lots of records. There are over 80 pubs and over 50 historic churches just in the city centre. There s also the beautiful Norman castle, dating back to 1066 with fantastic views of the city. Whilst not the most exciting castle you ll ever hope to find, it s well preserved and there s a particularly interesting mummified cat SPEECH for your class- Mobile phones blessing or curse? Mobile phones. We all have them don t we? I m sure many of us here would even claim we would be lost without our phones; that they are our best possession. However, is there more to this? Are mobile phones really a blessing or a curse? In the early 1990 s, about 2% of people our age in the UK owned mobile phones. Now this number must be close to 100%. We love our phones. But why? Let s think about it Firstly, mobile phones allow us to USEFUL WEBSITES TO HELP YOU REVISE 1. lots of past papers ( either Unit 1 or 2 or old English Paper 2 ) 2. This site is helpful for revising grammar and the writing tasks A useful site for general English skills USEFUL PHRASES TO USE IN THE EXAM- SYNONYMS FOR THIS SHOWS. 1. This portrays 2. This reflects 3. This divulges 4. This displays 5. This illustrates 6. This appears 7. This discloses 8. This can be evidenced by. 9. This reveals 10. This demonstrates 11. This exhibits 12. This presents 13

14 13. This indicates 14. The theme of The writer wants the audience to feel 16. The writer uses.. to show a sense of. 17. It may be argued that. 18. Therefore, we may see THE WJEC IGCSE ( level 1/ 2 certificate) PAPER 1-2 HOURS PAPER 2-2 ¼ HOURS There is no tier of entry in IGCSE, every student will sit the same paper. PAPER 1 SECTION A- LITERARY HERITAGE- 1 HOUR- 40 marks This first section of the examination will test your reading ability. You will be presented with an extract from literary heritage and you will be asked 4 questions on the extract worth 10 marks each. Each question will relate to a separate chunk or paragraph of the extract so you should be able to find the information needed quickly. The questions will focus on style, structure character s feelings/relationships, atmosphere and setting. Your teacher can provide you with practice exam style extracts and questions. One of the most important skills for this section of the exam is time management. Spend 5 minutes reading, 12 minutes on each question and roughly 5 minutes checking. Before reading the extracts make sure you have read all the questions. You will notice that each question relates to a separate chunk of the extract. Draw a line after each chunk to divide the extract in to 4 areas. This will help you quickly find what you are looking for. Underline the key phrases of the question and then underline the extracts as you read them. This will help you quickly respond to the question. Make sure you look at the section of the text that the question is asking about If the question asks you to explain something in your own words, you do not need to use a quote. The examiner is interested in your own understanding so make sure you use your own words. You can use a quote to back up your opinion but your opinion is the most important. Double check that you are actually answering the questions- what is the question asking you to do? Do not pick quotations at random. You should work your way through the text systematically, rather than picking quotes at random from the text. 14

15 The question will ask you to track through the extract carefully and comment on what happens and how the extract begins or ends- make sure you include some focus on the structure of the extract. Once you know which bit to read o Read a sentence or section, o Find some words or ideas to comment on (in answer to the actual question!), o Write about them (use PEEs) o Then move on and repeat IGCSE -PAPER 1 SECTION B- 1 HOUR IMAGINATIVE WRITING- 40 marks In this section you will be assessed on your writing skills, including the presentation of your work and handwriting, spelling, punctuation and grammar. The quality of your writing is more important than the length but you should aim to write roughly 3 sides of A4. You will be given the choice of 5 titles- you must only pick 1. Quite often the questions provide the opportunity to write about personal stories, so it is worth considering in advance about a time you felt happy/sad/ guilty/ proud/ ashamed/ scared etc. You should consider all of the techniques you know for descriptive writing as they apply to imaginative writing as well. Try some of the following titles: 1. The Gift 2. Write about a time you felt scared 3. Write a story which begins with these words: Sam knew there was trouble coming as soon as Mrs Thomas closed the door. 4. A Night Out 5. Write a story which ends with the following: My mother just looked at me and said, I told you it would never work. I realise now she was absolutely right. 6. The Disaster 7. Write about a time you felt guilty. 8. The Babysitter 9. Write a story that begins with these words: Alex held his / her breath as the footsteps faded slowly away. 10. The Surprise. 11. The Journey of a Lifetime 12. Write about a time you felt ashamed of yourself 13. The Fugitive 14. Continue the following: Everyone said you should never go back but I could not resist 15. An unforgettable moment 16. Write about an occasion when you felt let down. 17. The Stranger. 18. The Explosion. 19. Or, continue the following: Life had been good, until now 15

16 20. Or, Write a story which ends: and I felt so relieved For imaginative writing you do not have to write from the perspective of yourself. For example, you may wish to write from the perspective of a persona or character. If the question asked you to write about a time you felt guilty, you may wish to think about a character in prison and write from their perspective. Remember the examiner will be reading lots of papers from people your age so if you can invent a character you will gain the interest of the examiner more. Top tips Try to use a variety of punctuation ( :, ;?!) this automatically gives you more marks. Make sure you use a variety of sentence structures for effect. Use long descriptive sentences followed by short snappy ones. Try to 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. Use standard English and avoid slang Make sure you engage your reader. Use any trick you can to guarantee your reader is interested and continues to read. Choose one tense to write in and stick to it, sometimes it s easier to choose past tense Constantly refer to your senses, what could you see, hear, smell, feel, taste? Use similes and metaphors Use personification and onomatopoeia Describe every detail Use lots of adjectives Plan the time to spend 10 minutes planning, 40 minutes writing and 10 minutes checking. Have a clear and fairly simple plotline avoid an epic. Use personal experience such as something/somebody/somewhere knows as a starting point. Keep the number of characters in the story to a minimum. It is better to have two well developed characters in a story, than 15 whom we only meet once! Make paragraphs clear use clear linking connectives and/or clear indents. The structure of the story in linked to the paragraphs keep it clear and simple. You may want to play with the structure, however e.g. start the story at the end and work in flashback or begin the story in the middle of the plot if confident! Have a clear ending if a cliff-hanger do it well, rather than just finish Avoid haunted houses, teenage parties, rap lyrics, Lost in the Woods, starting with first person I and switching halfway through to third person He/She, doing the same for present and past tense UNLESS you know you can handle the above skilfully. Vary sentence types use simple, compound and complex sentences. Vary the punctuation beyond full stops and commas. Do not repeat the same vocabulary over and over and over Quality is more important than quantity BUT the piece should be a decent length. Depending upon handwriting size, aim for up to 2 sides of A4 in the booklet. 16

17 IGCSE PAPER 2-2 ¼ HOURS The link below will take you to past papers on the WJEC website SECTION A 1 HOUR SECTION B1-45 MINS SECTION B2-30 MINS SECTION A 1 HOUR- 20 marks This is exactly the same as your usual WJEC Reading Paper. There will be two extracts and four questions. Read all the details on page 2 which will help you prepare for this section. SECTION B1-45 MINS- 20 marks In this section you will be assessed on your writing skills, including the presentation of your work and handwriting, spelling, punctuation and grammar. You must think about the purpose, audience and format of your writing. You should aim to write two sides of A4. At least one of these tasks will be linked to the reading material in Section A. You will be provided with the choice of two questions and you must only choose one. The questions will be a statement and you will be asked whether you agree or disagree with the statement. The statement will usually be based on a similar topic to your section A media texts. This is testing your ability to write persuasively and to argue your view point. Use the writing techniques on page 8-10 to help you revise. Example questions: 1. It has been suggested that the smoking ban should be extended to all public places. Do you agree? Support your argument with examples. 2. What are your views on games consoles and the effect they have on young people? 3. Should newspapers be allowed to publish whatever they want? 4. Dogs are nothing but a menace. What do you think? 17

18 5. The minimum driving age should be raised from 17 to 18. Do you think that this would be a good idea? SECTION B2-30 MINS- 20 marks This section of the exam will be one compulsory question will test transactional writing. This task will offer you the opportunity to write for different audiences and purposes, adapting style to form and real-life context in, for example, letters, articles, leaflets, reviews etc. You should use all the same top tips from page 8-10 to help you revise for this section. Example questions: Your local council will soon be meeting to discuss the sale of school playing fields to build new eco-houses. Write a letter to the chairman of the council giving your views. Write an article for a teenage magazine with the title, How to cope with teenagers. Write a lively article for a teenage magazine with the title, How to cope with teachers. 18