I'm VERY sorry that this has been delayed. Unfortunately, I've been poorly all over Christmas and today is the first day I could even consider looking at a computer! I have uploaded sample answers below the exam paper - it doesn't seem to have kept the spacing but they are all band 4 answers.
There are also some sample answers available online:
http://store.aqa.org.uk/resourceZone/pdf/english/AQA-ENGLANG-W-TRB-EXE.PDF
Just remember the following top tips:
Use the words from the question to keep you on track.
Use PEE (Point, evidence effect - you won't have time for deeper analysis) to remind you to make your point, back up with a quote and explain what effect it has on us (and why).
Choose connectives to help you to highlight links between your points.
Wednesday, 29 December 2010
Monday, 25 October 2010
Writing to Persuade
The aim of persuasive writing is to convince someone to do something. It might be to buy a product, attend an event or believe their opinion.
Language You can remember persuasive language by remembering AFOREST.
Alliteration - using words that begin with same letter to make us notice important words. "Help the Homeless"
Fact - using information that can be proved to make your text seem more trustworthy. "Smoking is bad for your health."
Opinion - people's beliefs. Using lots of these can make a text biased. "This is the best product"
Rhetorical Question - a question that doesn't need an answer. This makes the reader think about the question and your main point. "How would you react?"
Emotive Language - words that cause strong feelings. For example "the vulnerable children".
Statistics - use to make your facts or opinions even more persuasive. For example "9/10 people agree that this is the best product"
Three (rule of) use three describing words to exagerate your point. For example "the match was exciting, unpredictable and skillful".
Direct Address speak directly to your reader to capture their attention. For example "you".
Instructions Tell people what you want them to do. For example "Wear a seat belt" or "Donate money to charity".
Task: Find an example of a persuasive text. Analyse how the language makes it more persuasive.
P: The first piece of persuasive language is...
E: For example...
E: This makes me think... because...
L: The keyword is... because...
This helps to persuade us because...
Language You can remember persuasive language by remembering AFOREST.
Alliteration - using words that begin with same letter to make us notice important words. "Help the Homeless"
Fact - using information that can be proved to make your text seem more trustworthy. "Smoking is bad for your health."
Opinion - people's beliefs. Using lots of these can make a text biased. "This is the best product"
Rhetorical Question - a question that doesn't need an answer. This makes the reader think about the question and your main point. "How would you react?"
Emotive Language - words that cause strong feelings. For example "the vulnerable children".
Statistics - use to make your facts or opinions even more persuasive. For example "9/10 people agree that this is the best product"
Three (rule of) use three describing words to exagerate your point. For example "the match was exciting, unpredictable and skillful".
Direct Address speak directly to your reader to capture their attention. For example "you".
Instructions Tell people what you want them to do. For example "Wear a seat belt" or "Donate money to charity".
Task: Find an example of a persuasive text. Analyse how the language makes it more persuasive.
P: The first piece of persuasive language is...
E: For example...
E: This makes me think... because...
L: The keyword is... because...
This helps to persuade us because...
Writing to Inform
As we have already discovered, there are lots of different writing purposes. However, there are two main ones that you must know for the non-fiction section of your exam: writing to inform and writing to persuade/argue.
Writing to Inform
When information is communicated as clearly as possible. This can be helped by language, layout and presentation.
Language
Subject Specific Vocabulary To inform us clearly you may need to use specialist words. For example, in a cook book you would expect to find words such as: recipe, whisk, stir, blend, ingredients etc.
Clear Sentences Make sure that you include a range of sentences and punctuation to make the meaning as clear as possible. You must use capital letters, full stops and commas. You may consider using brackets (these help you to add extra information).
Facts Informative texts should be based on facts. You are telling us about it - not exaggerating it.
Connectives Connectives can be a very useful way to guide someone. It can tell us the time (yesterday, last night, on the 1st January...), or help us to order or ideas (firstly, secondly, finally...)
Layout
Title / Headline A title or headline can be used to inform us about the main topic in the article and grab a reader's interest.
Columns or Text Boxes Pages and pages of writing can be very difficult to read. Columns or text boxes break it down into manageable chunks which means that more people are likely to want to read it.
Subheadings Subheadings are another way to make a text more manageable to read. It also helps to summarise the keypoints of the article. This can be really useful if someone is skimming your article.
Bullet Points Another way of breaking your text down. These are particularly useful for lists.
Presentation
Images / Diagrams Sometimes it is much easier to understand a picture than a paragraph. Graphs, maps and diagrams all be used to communicate the message more clearly.
Task: Find an informative text. Look at the language, layout and presentation. Does it match?
Write a PEE paragraph to explain the language, presentation or layout.
P: This is an informative text because is includes...
E: For example...
E: This helps to inform us clearly because...
Writing to Inform
When information is communicated as clearly as possible. This can be helped by language, layout and presentation.
Language
Subject Specific Vocabulary To inform us clearly you may need to use specialist words. For example, in a cook book you would expect to find words such as: recipe, whisk, stir, blend, ingredients etc.
Clear Sentences Make sure that you include a range of sentences and punctuation to make the meaning as clear as possible. You must use capital letters, full stops and commas. You may consider using brackets (these help you to add extra information).
Facts Informative texts should be based on facts. You are telling us about it - not exaggerating it.
Connectives Connectives can be a very useful way to guide someone. It can tell us the time (yesterday, last night, on the 1st January...), or help us to order or ideas (firstly, secondly, finally...)
Layout
Title / Headline A title or headline can be used to inform us about the main topic in the article and grab a reader's interest.
Columns or Text Boxes Pages and pages of writing can be very difficult to read. Columns or text boxes break it down into manageable chunks which means that more people are likely to want to read it.
Subheadings Subheadings are another way to make a text more manageable to read. It also helps to summarise the keypoints of the article. This can be really useful if someone is skimming your article.
Bullet Points Another way of breaking your text down. These are particularly useful for lists.
Presentation
Images / Diagrams Sometimes it is much easier to understand a picture than a paragraph. Graphs, maps and diagrams all be used to communicate the message more clearly.
Task: Find an informative text. Look at the language, layout and presentation. Does it match?
Write a PEE paragraph to explain the language, presentation or layout.
P: This is an informative text because is includes...
E: For example...
E: This helps to inform us clearly because...
Friday, 24 September 2010
Summarising
Now that you are able to sort non-fiction texts by purpose or target audience, you must show that you can understand the content.
One way to do this is by writing a summary. The examiner will also want to see proof that you understand and we do this by linking it to evidence.
There isn't a lot of space to answer so find a quote and then explain how it answers the question.
For example: Why is David Beckham a legendary footballer?
It says: 'He was the England Captain'. This makes him legendary because he played for England and could inspire others.
Remember to check the marks available so you know how many points to make!
One way to do this is by writing a summary. The examiner will also want to see proof that you understand and we do this by linking it to evidence.
There isn't a lot of space to answer so find a quote and then explain how it answers the question.
For example: Why is David Beckham a legendary footballer?
It says: 'He was the England Captain'. This makes him legendary because he played for England and could inspire others.
Remember to check the marks available so you know how many points to make!
Friday, 10 September 2010
Proving FAP
Once you can FAP a text, you must prove you are right. You can do this by making a LIST.
Look at:
L - What language does the text use? (Is it persuasive, childish, formal?)
I - What information is included in the text? (Is the text full of fact, opinion or a mixture?)
S - How is the text structured, organised or layed out? (Does it have lots of pictures? Lots of writing? Bullet points?)
T - What tone does the piece have? (How would you read it out loud?)
Task: Find a text online, FAP it and prove it by commenting on either Language, Information, Structure or Tone.
All: Identify the format, audience and purpose of the text.
Most: Prove your idea by explaining the language, information, structure or tone of the text.
Some: Remember that the texts can be complex. Try to be as detailed as possible.
I have completed some examples for you with a little extra advice. Use these as guides if you are unsure. If you need a little extra help post a question on the discussion board.
Miss M
Look at:
L - What language does the text use? (Is it persuasive, childish, formal?)
I - What information is included in the text? (Is the text full of fact, opinion or a mixture?)
S - How is the text structured, organised or layed out? (Does it have lots of pictures? Lots of writing? Bullet points?)
T - What tone does the piece have? (How would you read it out loud?)
Task: Find a text online, FAP it and prove it by commenting on either Language, Information, Structure or Tone.
All: Identify the format, audience and purpose of the text.
Most: Prove your idea by explaining the language, information, structure or tone of the text.
Some: Remember that the texts can be complex. Try to be as detailed as possible.
I have completed some examples for you with a little extra advice. Use these as guides if you are unsure. If you need a little extra help post a question on the discussion board.
Miss M
Friday, 16 July 2010
Non Fiction Texts (FAP)
Section A of the exam tests your ability to understand non-fiction (not made up) texts. As you read a text, you should take note of the following:
F - What format is the text written in? (website, letter, advert etc)
A - Which audience is it aimed at? (young people, old people, men, gardeners etc)
P - Why was the text written? What is its purpose? (Inform? Persuade? Advise? Describe)
Task: Find a non-fiction text online. Give a brief description of what it is and include a link. Then FAP the text!
If you need more help try clicking on the title of this post - it is a link to BBC Bitesize!
Miss M.
F - What format is the text written in? (website, letter, advert etc)
A - Which audience is it aimed at? (young people, old people, men, gardeners etc)
P - Why was the text written? What is its purpose? (Inform? Persuade? Advise? Describe)
Task: Find a non-fiction text online. Give a brief description of what it is and include a link. Then FAP the text!
If you need more help try clicking on the title of this post - it is a link to BBC Bitesize!
Miss M.
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