GCSE English Language Paper 1 Written Paper 1 Hour 45 Minutes Section A

Transcription

1 Reading Section: 1 hour GCSE English Language Paper 1 Written Paper 1 Hour 45 Minutes Section A You will be asked questions on an UNSEEN (new to you) Media Texts. These could be newspaper articles, magazine articles, articles from the Web, front pages of newspapers or magazines, adverts etc. This is your opportunity to gain a lot of marks quickly, if you read the questions carefully and refer to the CORRECT item. Please read the following notes to help you: HEADLINES How well do the headlines work in grabbing the readers attention? You need to consider the angle or point of view each headline implies to do this effectively. FACT AND OPINION What facts do you find which are common to both texts? Are there any things which ought to be facts which are different in each of the texts? Explore the amount of opinion compared to fact which each text contains. ANGLE and use of EMOTIVE LANGUAGE What is the particular angle (point of view) which is given through the texts? (The angle may not be the same for each text.) Comment on the material each text has chosen in order to support the angle it has taken. Look carefully for emotive language and how this is used to emphasise the angle.

2 PHOTOGRAPHS What photographs has each text used? Why have they been chosen to use with the text? How effectively do the photographs provide a meaning which fits the angle being taken in the text? LAY-OUT Comment on the overall design of the page, including the amount of words and images and how effective it will be in keeping the readers attention. VALUES Why do you think the subject matter has been included as an important topic to write about and advertise? QUESTIONS TO ASK ABOUT THE IMAGES PEOPLE, OBJECTS & SETTING What character types are there in the images? What are the facial expressions? (If the faces have been blurred out WHY?) What do the gestures / posture tell you about the type of people they are? What do the clothes tell you? What location (setting) are they in and why has this been chosen? Are there any props (objects) in the image? If so, why are they in it? TECHNIQUES Is the camera shot a close-up, medium or long shot? Why has this been chosen?

3 TECHNIQUES (cont.) Why is it composed (laid out) the way it has been? What effect do the colours have? CONNOTATIONS When you bring together all of the points above, what is the overall idea or impression created? QUESTIONS TO ASK ABOUT THE COPY (WRITTEN LANGUAGE) MODE OF ADDRESS In what way and tone of voice does the copy speak to the audience? TYPE STYLE Are there different font styles? How does this affect the way the audience read the text? LAY-OUT How do the copy and pictures relate to each other? Where will the audience look first, and then what route round the article are they likely to take? Why has the copy been laid out in that way? Have any slogans / headlines etc been used? Does this grab the audience s attention? Why? AUDIENCE Who is the target audience? How do you know? REPRESENTATION Is the text persuading us to buy something or take a particular view?

4 REPRESENTATION (cont.) If so, are there additional values trying to be sold to us through the use of language?

5 GCSE English Language Paper 1 Section B Written Section : 45 minutes WRITING TO ARGUE, PERSUADE OR ADVISE You will be expected to answer ONE question from this section. See the following information which provides examples of appropriate phrases to begin your sentences and paragraphs for each of these skills. ARGUE The most important aspect. Sometimes. On the other hand,. Firstly. Secondly. Thirdly. However. Nevertheless. Moreover. Despite the view that. Notwithstanding. Research shows that. The evidence clearly shows that Another factor to be considered is.. Opponents declare. but. On balance. Some other features: formal language balanced sentences people s opinions (real or made up) specific examples of situations range and variety of points countering opposing points of view a neat conclusion

6 PERSUADE Some people think. It would be useful to consider Do they really think that In my experience What would the consequences be Common sense dictates that What would happen if All reasonable people think By far the best solution would be. Do we really want It is frightening to think that We need to make sure that I have no doubt at all that Imagine what would happen if I am sure you would agree that There can be only one conclusion Some other features: emotive language apparent balance mixture of first, second and third person some short sentences identify audience by using we perhaps some attempt to shock reader into agreement varied choice of adverbs and adjectives some literary devices such as alliteration and pattern of three ADVISE You might be able to Think about Make sure that you You should be careful to Don t If you then you could I understand that you feel Don t worry if One solution might be to Another possibility would be to If you don t then you could Be careful to In order to avoid I think you should Be confident about If, on the other hand, then Some other features: formal language close relationship with audience provide reasons for a course of action empathy with the audience s problem several suggestions about what to do use of modal verbs (e.g. might, could, should) build the confidence of the reader address the reader directly in the second person (you) use imperatives (e.g. you should, make sure that you, be careful not to ) raise questions and give answers sometimes use bullet points for lists lead to a clear conclusion about actions to be taken