Edexcel Igcse English Language Revision Booklet 5t2s5g
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ST EDWARD’S, oxford
ENGLISH
BRILLIANT LANGUAGE 2010 IGCSE
an overview The ONE English exam will count for 70% of your GCSE English grade. You already have a certain amount of marks, as follows: Creative Writing coursework: 10% of final grade Poetry and Fiction anthology coursework: 10% of final grade Individual Speaking and Listening activity: 5 % of final grade Group Speaking and Listening activity: 5% of final grade The Paper 2H exam will take place on Tuesday 8th June 2010 in the morning. Paper 2H: 70% of final grade This paper lasts TWO HOURS Section A: Reading—40 minutes • Questions totalling 8 marks will test your comprehension of an unseen age • A further question, totalling 12 marks will test your ability to explain how language has been used to shape meaning in the same age. Section B: Reading andWriting—40 minutes • One question testing your ability to explain how the writer of an article taken from the Edexcel Non-Fiction Anthology has used various literary techniques to good effect. • One questiontesting your ability to write to a specific purpose on a subject related to the subject of the article taken from the Non-Fiction Anthology. Section C: Writing—40 minutes • One question testing your ability to write to a specific purpose on a given subject.
Wisdom from the Examiners’ Report “Those who scored less than full marks did so because their answers lacked sufficient scope and range. Candidates are strongly advised to look at the number of marks available for each question, as this suggests the length, and the degree of detail expected.”
nota bene
You are being prepared for the Edexcel IGCSE English Language Specification, more details of which can be found on the internet at www.edexcel.com. Here you will find some specimen and past papers and details of what the examiners are looking for—if you look hard! With thanks to Timothy P. Hipperson and Andrew Moore for their contributions to this guide -2-
the task in ten words
Spend twenty-five minutes on these questions, including reading time. The questions require you to show that you have understood precisely the content of what you have read. • • •
select only relevant aspects answer questions precisely don’t waste words
Do you want an A or A*?
vice! rs’ ad e n i m Exa
• • •
• •
Ensure you get all eight of these marks—they are the easiest in the paper, and you must (and easily can!) get them all right. Don’t include any analysis of the writer’s technique: you are only being asked about the content of the age. Be brisk—the first eight marks are less than half of the marks available for this section, and you must leave yourself time to get on to the last question which is worth 12 marks. Use full sentences, but be succinct: don’t include any excess material. Ensure you haven’t been vague: precision is crucial for full marks, so don’t hedge your bets with vague assumptions—base your answers entirely on what is said in the text, not what you think might be said.
TIMING & LENGTH You will need to take some time to read the age first, but it’s crucial that you leave enough time of the 40 minutes available for Section A for the final 12-mark question, so you should take no longer than 25 minutes (around 30 for ET) to answer the first eight marks’ questions.You must move on once this time is up. DO...
DO NOT...
• • •
•
• •
make your answers brief and to the point use your own words where required take care to identify exactly what the question is asking—don’t lose marks because you mis-read it read the questions first before you read the age read the age once, but very carefully—it’s quicker to do this than to read the age rapidly but twice
• •
•
-3-
quote where quotations are not required—especially in questions asking you to answer in your own words be afraid of stating the obvious take too long over this section—it’s essential you leave enough time from the 40 mins available for Section A to answer the final question analyse technique—this is a comprehension exercise
SECTION A first 8 marks
Paper 2H Section A The first 8 marks Reading task
SECTION A first 8 marks
Paper 2H Section A The first 8 marks Reading task
Example of an A* Script SECTION A: Reading You should spend about 40 minutes on this section. Read the following age carefully and then answer the questions which follow. Storm! The writer and his crew are sailing across the Atlantic Ocean in a small boat made out of leather pieces sewn together. In this age the boat meets its first storm. The seventh wave is said to be the worst, the one that does the damage in the turmoil of an ocean gale. Clinging to the helm of a small open boat in the heaving waters of a bad Atlantic storm, one’s temptation to count the waves is irresistible. The mind longs for anything that might impose a pattern on the jumble of destruction unfolding each time the boat rises to the crest of a roller. A frightening grey vista stretches endlessly to the horizon, rank upon rank of massive breaking waves, each one capable of swamping, destroying or capsizing any boat. So always, at that brief moment before the boat drops into the next trough, the eye seeks to pick out the seventh waves, real or imaginary, the monsters lifting their heads in menace above their companions, before they too then sink down to hide in ambush. On that wind-torn evening in late May 1976, it seemed to my tired mind that the wave pattern was changing. Instead of the seventh waves, the sea appeared to be collecting its strength in random groups of three. The leading wave of each group would come rolling down on us, steeper and steeper by the moment, until it could no longer its own mass. Its crest toppled forward and then came sliding down the wave front in a self-generated avalanche of foam and released energy. When it struck, the boat shuddered and faltered. The helm twisted savagely in my hand, then went slack, and we were picked up bodily and rushed forward in the grip of the white water. In that dangerous incident the gale clawed at us, striving to slew the boat sideways so that she would be parallel to the advancing wave crests. Should that happen, we were lost. Then the second or the third great wave would sweep over the vulnerable length of the hull, and each time I feared it would be the last wave my crew and I would ever face. No one could tell us how to steer our boat through the gale. No boat quite like her had been afloat for the last thousand years or so. To a casual observer our craft looked like a floating banana: long and slim with her tapering bow and stern curved gently upward in an odd fashion. Yet her most extraordinary feature was only apparent if one examined her closely: the boat was made of leather. Her hull was nothing more than forty-nine ox hides stitched together to form a patchwork quilt stretched over a wooden frame. It was this skin, only a quarter of an inch thick, flexing and shifting as the boat moved – just like the skin over a man’s ribcage – that now stood between us and the fury of the Atlantic. Watching the waves, I recalled the bleak warning of one of the world’s leading authorities on leather science before we started our voyage: “Oxhide,” he explained in his precise university tone, “is very high in protein. It resembles a piece of steak, if you like. It will decompose in the same way, either quickly or slowly, depending on various factors such as the temperature, how well it has been tanned to turn it into leather, and the amount of stress imposed upon it. In time it will turn into a nasty, evil-smelling blob of jelly. Just like a rotting piece of oxhide.” The hull’s turning to jelly was now the least of my problems. The gale was showing signs of getting worse; the waves were increasing in size. They were smashing into us more violently; and if the -4-
Example of an A* Script leather hull was not strong enough, the first result would be when the thread holding the oxhides together simply ripped through the weakened hides like tearing the perforations on a cardboard packet. Then the oxhides would peel away like petals and the wooden frame underneath would spring open like a flower in a brief moment of disintegration. Privately, I doubted it would ever come to that. Much more likely was the possibility of a capsize. Our boat had no keel beneath her to hold her steady. If one of the tumbling wave crests caught her wrong-footed, she would be sent spinning upside down and her crew tipped into the water, where there was no hope of rescue. 1. Look again at lines 25 to 33. What three comparisons does the writer use to help the reader understand the boat’s appearance and construction? (3) 2. In your own words explain why a leather boat is more at risk than other boats. (5)
Examiner’s comments: She identifies all three comparisons. It is not necessary to write long answers and she is suitably succinct.
Examiner’s comments: This is not the candidate’s best answer—she does not use the material from the age to offer a full explanation and the final paragraph is a repetition of a point she’s already made. The final sentence adds nothing. There is not enough detail for five marks. -5-
SECTION A first 8 marks
Paper 2H Section A The first 8 marks Reading task
Spend fifteen minutes on this question. The question requires you to show that you understand how the writer of the unseen age has used language to influence the reader’s response to the content of the age.
the task in ten words
SECTION A last 12 marks
Paper 2H Section A The last 12 marks Reading task
• • •
identify language techniques analyse brief quotations bullet points = paragraphs
Do you want an A or A*?
vice! rs’ ad e n i m Exa
• • • • • • • •
Avoid a mechanistic approach Regard the examiner as intelligent but ignorant “Embed” quotations in sentences Quote very often and usually only one or two words Develop points (make more than one observation about a quotation, or cross-reference with something else in the age) Do not summarise content to comment on how the language contributes to the overall concerns of the article Begin by distinguishing the tone of the article
TIMING & LENGTH You must move onto this question leaving enough time for you to cover points in response to each of the bullet points. Fifteen minutes (just under 20 if you have ET) should give you enough time if you write quickly and succinctly, but be sure to cover points associated with language as well as content. DO...
DO NOT...
•
•
•
•
•
make your points with ‘TEA’: technique, evidence, achievement comment on how the author (use his/her name) uses language to achieve his/her aims quote lots and lots, but only two or three words at a time: examiners say that weaker candidates rely on long quotations show awareness that there is always more than one way of responding
•
• •
-6-
begin your analysis at the beginning of the age, and then work your way through to the end simply identify techniques without explaining how, why and to what effect they are used summarise content try to write everything you said about the age in class—you don’t have much time, so be discriminating
count of a
You should always try to avoid a mechanistic approach, especially if you want a NARRATIVE: An acetc., given in , facts, series of events e establishing of high grade, but it may help you to think about these aspects of a writer’s h wit th technique in light of the focus of the question when you are planning your answer order andons between them; a connecti count. ory, an ac narration, a st
Content • • • •
Has the writer employed deliberately shocking, paradoxical or amusing anecdotes or observations? Has s/he given much evidence to assertions? Does the writing tell a story (narrative) or simply reflect on its subject matter? Is the writing aimed at a particular readership?
IRONY: a figure of speech in which the intended meaning is the opposite of that ex press words used; usually ed by the taking the form of sarcasm or ridicule
Structure • • •
Has the author made important decisions about the sequence in which s/he presents the various aspects of the article? Consider also the beginning and the end of the article; how do these introduce or conclude the topic? Look closely for contrasts in tone or style. Are the changes sudden or shocking?
Tone • • • • • •
: The ION tween a T A t n be OCI ASS l connexio ideas tha d a t n n a t e i m ge on to i /i m a word ome relat s e ha v
CONNOTATION: inclusion of something in the me aning of a word besides what it pri marily denotes; implication.
What mood or atmosphere is created in the writing? Is the writing formal or informal in ? Are you supposed to find it amusing, entertaining, sobering...? What is it about the way the article is written that helps you to make this decision? Does the writer evoke fear or collective prejudice? Look closely for contrasts in tone or style. Are the changes sudden?
ASSONANCE: Resemblance or correspondence of sound between two words or syllables.
Diction • • • •
Look at the words the author has used; are they deliberately complex or descriptive? Do any of them surprise you? Consider the possible connotation of words that stand out. IMAGERY: a. T Look at the choice of words (lexis): short, direct vocabulary? Words to arouse of mental images; imhe formation agination, fancy, groundle emotions? Powerful adjectives or verbs? ss belief. Obs. b. The result of th is; mental images collective ly or generally.
Imagery • •
writing to analyse technique
The last question in Section A and first question in Section B Reading tasks
Are the events/activities/scenes described in the article literally, or has the author used metaphors, similes, personification or another form of imagery? Are the comparisons (if there are any) exaggerated (hyperbole) or understated
In all cases, you must explain how you have arrived at your answers to these questions; “show the working”, as you would in Maths -7-
ALLITERATION: The commencing of two or more words in close connexion, with the same letter, or rather the same sound.
Writing to analyse technique
escribe Words to d . DICTION..
Answering the questions: ice of 1. Read the questions carefully. Identify what the question is asking you A writer’s cho mental about the content of the extract in the first question. s is of funda rd o w t 2.In the second question, you might be asked simply how the writer is nce. Is the tex a rt o p im attempting to persuade or entertain you. On the other hand, you might ing at any k o lo re a u o y be asked how effective the writing is in g? Words to describe persuading or amusing you. of the followin 4. As you read, make notes; use a highlighter or TONE... formal underline words. slang 5. Organise your material logically, thinking about The Tone of an article is olloquial paragraphs. In the second question, it is often a good c ed sometimes difficult to idea to base a paragraph around a particular over-simplifi articulate. Here are personal technique. Avoid commenting on a range of some words to help you: techniques in a manner dictated by their order in the complex text. informative scientific 6. Be clear and concise. Having demonstrated a entertaining ‘poetic’ t to give technique and explained how and why it was used authoritative ut don’t forge b lain and to what effect, move on. official mples and exp 7. Use short quotations often (often a single word is all exa humorous how! you need).
dramatic tragic aggressive provocative argumentative emotional ionate colloquial formal but don’t forget to explain how!
to make your points ‘with TEA’!
T E A TECHNIQUE
i.e. a statement about something you have observed that helps the writer communicate his/her point
EVIDENCE
i.e. (usually) quotations to illustrate precisely how the writer has employed the technique
ACHIEVEMENT
i.e. a clearly explained analysis of how the writer’s technique has achieved a particular effect
EXAMPLE: “The St Edward’s School website creates the impression of a Technique ionate and dynamic educational environment through the selection of superlatives and words with very positive connotations. Examples Evidence can be seen on the homepage, where the quality of education is described as ‘the best’, and words like ‘vibrant’, ‘happily’ and ‘inclusive’ are used. These words are chosen Achievement to help allay prospective parents’ anxieties about sending their children to boarding school, and the lively and positive tone, created by their repeated use, seeks to reinforce all that is best about the school.”
nota bene •
• •
You are being asked to analyse the ‘ways’ a writer has conveyed his/her views, or the ‘methods’ or ‘techniques’ s/he has employed, NOT to summarise what’s being said. You must show ‘how’, ‘why’ and ‘to what effect’ the author’s choices are successful. Quote and analyse—don’t just observe or assert! -8-
Use the writer’s name and talk about the choices s/he has made.
Example of an A* Script Section A continued... 3. How does the writer convey the violence and power of the sea and the weather throughout this age? You should refer closely to the age to your answer. You may include brief quotations. (12) TOTAL FOR SECTION A: 20 MARKS
Examiner’s comments: This is a very detailed answer that gets almost full marks and covers a range of features including tense, imagery, active verbs, adverbs, adjectives and structure. A strength of this answer is the manner in which it considers the
Wisdom from the Examiners’ Report “The key discriminator is the higher mark tariff question 3 and its focus on the writer’s technique. Bullet points offer further for structuring an answer by focusing candidates’ responses.” -9-
SECTION A last 12 marks
Paper 2H Section A The last 12 marks Reading task
SECTION A last 12 marks
Paper 2H Section A The last 12 marks Reading task
Example of an A* Script
effect that these techniques are intended to achieve and does not stop at merely identifying these features (see paragraph 2). It is also able to articulate its understanding through a successful integration of quotations and the clarity of its own expression, eg “revengeful creatures”. The answer could have been improved by recognising the manner in which the boat is personified.
-10-
the task in ten words
Spend twenty minutes on this question. The question requires you to show that you understand how the writer of a age you have prepared from the Edexcel Non-Fiction Anthology has used language to influence the reader’s response to the content of the age. • • •
identify language techniques analyse brief quotations bullet points = paragraphs
Do you want an A or A*? • • • • • •
“Embed” quotations in sentences Quote very often and usually only one or two words Develop points (make more than one observation about a quotation, or cross-reference with something else in the article) Do not summarise content to comment on how the language contributes to the overall concerns of the article Organise your ideas into paragraphs (using the bullet points in the question to help you structure these) and begin each with a clear ‘topic sentence’ (i.e. a sentence explaining the focus of the paragraph).
You could also consider the features of technique discussed on pages 7 & 8 of this booklet
TIMING & LENGTH
Spend around 2 minutes planning and preparing your answer and aim to write as much as you can in the remaining 18 minutes. Organise your ideas in paragraphs following the plan, but once your time is up, move on! If you get extra time, think about why you get it and try to use it accordingly. DO...
DO NOT...
•
•
•
•
•
make your points with ‘TEA’: technique, evidence, achievement comment on how the author (use his/her name) uses language to achieve his/her aims quote lots and lots, but only two or three words at a time: examiners say that weaker candidates rely on long quotations show awareness that there is always more than one way of responding
•
• •
-11-
begin your analysis at the beginning of the age, and then work your way through to the end simply identify techniques without explaining how, why and to what effect they are used summarise content try to write everything you said about the age in class—you don’t have much time, so be discriminating
reading task
e! advic ’ s r e n i Exam
section b
Paper 2H Section B Reading task
Example of an A* Script SECTION B: Reading and Writing You should spend about 40 minutes on this section. Remind yourself of the age, Explorers, or boys messing about? Either way, taxpayer gets rescue bill, from the Edexcel Non-Fiction Anthology, and then answer the following question: 4. How does the writer encourage us to take an unsympathetic view of the actions of the two men? You should refer closely to the age to your answer. You may include brief quotations. (10 Marks for Reading)
Examiner’s comments: This answer allies a strong personal engagement with the text with an insight into the writer’s techniques which is well ed and
SECTION B
reading task
Paper 2H Section B Reading
Wisdom from the Examiners’ Report “Some of the ‘brief’ quotations were rather lengthy: examiners are looking for the candidate’s own views, in this question, ed by brief and well chosen references to the age, rather than for extended extracts.” -12-
Example of an A* Script
reading task
detailed. There are some subtle readings, such as the comparison between the “boys messing about” and the seriousness and organised nature of such bodies as the RAF. There is no wastage in this answer – it remains focused throughout.
section b
Paper 2H Section B Reading
-13-
Spend twenty minutes on this question. You are being asked to write something (the form may be specified—as a letter, speech, article, etc.—or it may not) that is based on the topic of the age used in the first task in Section B. Be imaginative and interesting, and that accuracy is important, as is the use of paragraphs to organise your ideas. If you are asked to write with a particular audience in mind, make sure you do!
the task in ten words
writing task
Paper 2H Section B Writing task
• • •
write to task write for audience organise paragraphs and check
Do you want an A or A*?
section b
ice! s’ adv r e n i Exam
•
• • • • • •
Try and include (where appropriate) some of the following: Short and vivid sentences, colloquial phrases, alliteration, extended vocabulary, antithesis, discursive markers, complex sentences. Organise your response in clear paragraphs Open and conclude the writing in a rounded and effective way Leave time to check for spelling and punctuation errors Be imaginative and interesting Don’t be straightforward—things are never completely simple Be prepared to edit and improve during your checking—there is always a better way to express something
TIMING & LENGTH Spend twenty minutes on this question.You should divide this into about three minutes’ planning time and about fourteen minutes’ writing time, then three minutes checking. Again, bear in mind how you should best use extra time, if you have it; is it because you need more time to plan or to check? DO... • • • • • • •
DO NOT...
plan and sequence your material write about one and a half to two sides check your work: you may save valuable marks by correcting a few silly errors express yourself as precisely as you can develop ideas—be subtle and detailed include a strong opening and ending avoid depending on cliché
• •
•
-14-
be satisfied with vague or imprecise expression forget to organise your ideas into paragraphs (this makes a whole grade’s difference) flit about from idea to idea in a chaotic and disorganised way or simply scribble down the first thing that comes into your head
Example of an A* Script Section B continues... 5. ‘Explorers and adventurers should be forced to pay for the cost of their own rescues, however expensive.’ Write a letter to a newspaper arguing for or against this statement. (10 Marks for Writing)
writing task
Examiner’s comments: This answer develops into one of maturity that articulates a strong personal view. However, it starts clumsily with poor spelling in the second sentence. Vocabulary and
section b
Paper 2H Section B Writing task
Wisdom from the Examiners’ Report
“Candidates would do well to the constituent parts of the writing mark scheme: effectiveness of communication, organisation and spelling, punctuation and grammar. Some writers ensured that they demonstrated key skills in these areas.”
writing task section b
Paper 2H Section B Writing task
Example of an A* Script Wisdom from the Examiners’ Report “Stronger answers communicated effectively and recognised the need to explain rather than just narrate events. Less successful responses were sometimes brief and sometimes lacking in organisation and coherence.”
spelling are not sufficiently secure and for this aspect would merit a mark in the band 3 area. It reaches a clearly argued conclusion that is well expressed and communicates clearly. It could have been improved by a greater level of accuracy and a sophistication in expression.
the task in ten
In this question you will be asked to write a piece to inform, explain or describe something. The topic of the question will be one that you can relate to on a personal level. This question carries the most marks on the paper, so you must plan and check your work. that you are being marked on the quality of your writing: it doesn’t matter so much what you say (though you will be expected to explain and justify an opinion).
organise ideas, vary sentence structures • inform, explain, describe • check work •
Do you want an A or A*? •
• • • •
Give some thought to what you’re going to say and brainstorm some interesting ways to express it before you begin writing—if your essay reads like a stream-of-consciousness you will not get many of the marks! Show that the essay is planned and organised by arranging it sensibly in paragraphs (you cannot get an A without doing this) Ensure you know where your essay is going before you embark upon it, so that it builds up to a strong finish Use personal anecdotes and examples, but describe them dramatically or add interesting ‘colour’; don’t be bland Be balanced—acknowledge that nothing is ever 100% straightforward
TIMING & LENGTH Spend forty minutes on this question (if you have extra time, make sure you use it purposefully). Divide this into five minutes’ planning time and thirty minutes’ writing time, taking care to leave five minutes to edit it. Lots of people don’t leave enough time for this task, but it is worth a lot of marks: don’t be one of them!
DO...
DO NOT...
•
•
• •
• •
use interesting examples and anecdotes to give variety to your essay plan what you’re going to say and in what order before you begin writing leave five or so minutes to edit your work at the end: be self-critical—what you could have expressed better or more precisely? use clear, formal, standard English use ‘connectives’ to link paragraphs
•
•
-17-
forget that all the marks in this part of the exam are available for the way you express yourself and organise your ideas; if you don’t plan or edit your work, you will simply be throwing marks away worry about content—the task will be one you can relate to, so don’t be shy about giving an honest, personal response lose sight of the task: it’s vital you stick to your plan and don’t drift off-topic
writing task
vice! rs’ ad e n i m Exa
section C
Paper 2H Section C Writing task
Example of an A* Script SECTION C: Writing You should spend about 40 minutes on this section. 6. ‘I the first day I went to school as if it were yesterday.’ Describe your first day at school in a way that will help others to understand your experiences. TOTAL FOR SECTION C: 20 MARKS Examiner’s comments: The piece has an arresting single sentence, single paragraph opening that appeals to the senses of the reader. It hooks the reader in by indicating that something may have occurred to change the views of the writer. The viewpoint of the adult recollecting the childhood experience is strongly established. Paragraph two
section C
writing task
Paper 2H Section C Writing task
Wisdom from the Examiners’ Report “The best candidates were able to control paragraphing and text structure and to communicate clearly and accurately. Less successful responses were often brief and tended to list items with little explanation or justification.”
Example of an A* Script
writing task
begins with a complex sentence that plunges the reader into the action. The references to the new bag chime with the experiences of many readers. Paragraph 3 also begins with a complex sentence that moves the action along. The cumulative nature of the sentence and what it describes helps to define the persona of the writer. The writer uses a wide variety of sentences and a range of vocabulary that enhance the understanding of the reader. The use of ellipsis at the end of a number of paragraphs may be a
section C
Paper 2H Section C Writing task
Example of an A* Script simple device, but used in context it is effective. The piece is not perfect, and neither does it have to be to be awarded top marks. The “best fit” principle is being applied in which greater control and sophistication in some areas make up for slight shortfalls in other areas.
section C
writing task
Paper 2H Section C Writing task
-20-
The two writing tasks in the examination may require many of the same skills. They also seem much easier than they are, because they don’t depend on any specific subject knowledge. However, this means that the examiners are looking for you to demonstrate some very impressive communication skills at a very high level, so don’t be fooled into thinking that you can tackle these tasks without taking lots of care. The next few pages will give you some ideas about how you can make your writing more effective and more likely to prompt the examiner into being generous!
Use ‘connectives’ to link and develop ideas:
moreover...
in the case of...
furthermore... nevertheless...
although... however...
in particular...
alternatively...
nota bene
You should spend five minutes planning and sequencing your material • Length is not important—you don’t need to fill all the pages available You should spend five minutes checking your punctuation, paragraphing and your spelling THIS WORK IS MARKED ON THE QUALITY OF YOUR WRITING •
•
Writing to advise You might be asked to write a piece that advises the reader. Make sure you keep the reader and the type of text (magazine, letter etc) in mind. With this in mind you should follow the following guidelines: • Make your language and appropriate. • Ensure a clear sense of purpose throughout. • Make your piece personal and reassuring by using “I” and “you” • Be sympathetic and reassuring: I know it might be hard but… • Use imperative verbs to stress important advice: start revising now! -21-
It is crucial to that the paper is arranged with the easiest questions first—which means the examiners consider the (apparently easier) ‘writing’ tasks to be the most difficult. You must not make the mistake of assuming these two tasks don’t require considerable planning and effort, therefore—a high standard of writing, expression and organisation is expected.
writing tasks
You are being judged, at least in part, on your ability to write in an appropriate (definition: A variety of a language or a level of usage, spec. one regarded in of degree of formality and choice of vocabulary, pronunciation, and (when written) punctuation, and related to or determined by the social role of the and appropriate to a particular need or context)
sections b and C
Paper 2H Sections B and C Writing tasks—common advice
writing tasks
Paper 2H Sections B and C Writing tasks—common advice
Writing a formal letter The purpose of the letter is to persuade the reader. Tone and must be right. The language you use will usually need to be formal. · Points must be clearly communicated. · Short and complex sentences must be used appropriately. · Clauses must be correctly demarcated with commas. · The purpose and the reader must be reflected in your writing. · Choose expressions that will persuade. · Vocabulary must be formal. · Make sure paragraphs are clearly organised and varied in length. · Use ‘Yours sincerely’ with ‘Dear [Name]’, and ‘Yours faithfully’ with ‘Dear Sir/madam’.
Writing a speech Style
sections b and C
• •
Seize the audience’s attention with a bold opening. Keep the audience in mind; use rhetorical questions (but not too many!), use the second person pronoun you. Use examples and short scenarios that the audience can relate to. • Provoke: be emphatic, opinionated, use hyperbole, appeal to emotions. • Think about your choice of words: amuse, surprise, provoke, impress. • Use a variety of sentence structures: this will engage, involve and keep your audience interested • Vary the tone and emotion within your speech • Range of persuasive and dynamic ideas • Appropriate and vocabulary • Rhetorical devices and Irony • Humour and sophistication • Use of connectives to develop argument (And furthermore… But this is not…) • Figurative language (metaphors) • Linguistic devices (alliteration, puns) Organisation • Open with a direct and formal address to your audience • Short, punchy opening paragraph • Structure your argument. There should be a logical progression from paragraph to paragraph. Show an awareness of the opposing view(s) without undermining your argument • Ideas developed, coherent and complex • Conclude formally or informally -22-
nota bene
MAKE SURE THE EXAMINER KNOWS YOU’VE READ THE QUESTION... If the task is to write a speech, you must begin ‘Ladies and Gentlemen’ and write something which assumes an audience is present. If it’s a letter, start with ‘Dear...’. If it’s for a newspaper, create a headline and try to mimic the style of journalism. In all events, ensure that the you use is appropriate to whoever is going to read/hear what you have written, and to your subject matter. Cracking jokes about famine or Hitler doesn’t usually impress people, for instance!
Ideas to help you vary your style
Writing an article
Writing a report You may be asked to write a report, which is likely to be about something relating to your school or social life. Try to think about this in a structured way, as you would a science experiment or a piece of Geography coursework. You should divide your writing into sections (use sub-headings so that this is clear), and ensure you leave time to conclude what your report has shown. You might take especial care to define your , so that you show you are using them correctly. -23-
writing tasks
If you are asked to write an article for a newspaper or magazine, do be careful to ensure you have made a Don’t just drone on boringly and unimaginatively— note in your mind of the intended readership of the use a range of structures and ideas to show how article. Usually it will be people your own age, but don’t litter your comments with flexible a writer you are! Appeal to the ‘street’ colloquialisms—instead just readers’ emotions show you are aware of the kind of Subtly language that people your own age are and morals Express recommend likely to respond to, ing that some or show most journalism—even for young people—is fairly objective preference formal. analysis You could also consider the following. • Invent a headline—it’s the easiest way to show the examiner you’re responding to the Employ demands of the question. Include humour some vivid • Quote people in your article to lend and irony if details to what you’re saying: you can make them up, appropriate of course, but keep them within the realms of probablility. Print journalists usually alternate between direct quotation (He said, ‘I’m Use short, Use rhetorical shocked by what I’ve heard.’) and indirect illustrative questions quotation (He said that he was shocked by anecdotes what he’d heard.). Be deliberately • Organise your ideas into paragraphs, provocative, but ing that the first paragraph in an be sure to explain article is usually an overview, and the final yourself, too paragraph usually makes a point that is evidently final, memorable and draws the article to a close.
sections b and C
Paper 2H Sections B and C Writing tasks—common advice
writing tasks sections b and C
Paper 2H Sections B and C Writing tasks—common advice The writing tasks are the part of the examination in which accuracy of punctuation, spelling and grammar are explicitly tested. The examiners are also looking to see evidence of a broad range of punctuation and grammatical structures in A and A* answers, so you should try to use as many of the following punctuation marks as you can—bearing in mind that it’s important to use them accurately and relevantly, of course! • Full stop
Punctuation rules
Full stops mark the end of statements, commands and replies. They also appear after abbreviations which don’t end with the same letter as the final letter of the abbreviated word (e.g., The Rev.). It is usually the case that your essays use too few, rather than too many full stops.
’
Comma
Commas separate items in a list, parts of sentences which give extra information (clauses and phrases) and direct speech from the rest of the sentence. They cannot be used to end a sentence.
Sentence Structures It’s boring if you use the same sentence constructions over and over again. In your revision, practise using some of the following sentence constructions—there are marks available specifically for using a wide range of these. One word utterances/fragments e.g.
“Coffee?” “Please.”
Simple sentences
Must contain a main verb and, usually, a subject: e.g. I do/I went to the cinema/Josie ran to the shop/Snow is white.
Compound sentences
:
Colon
Two (or possibly more) sentences combined with a conjunction (and, but, because, etc.) e.g. I love going shopping but I prefer watching TV. Jean is eating marzipan and John is drinking wine.
;
Semi-colon
Complex Sentences
A colon tells you more information is coming, such as a list, a quotation or an explanation. The semi-colon links two sentences which are related by meaning (e.g., United we stand; divided we fall.)
! Exclamation mark
The exclamation mark is used after exclamations of shock, amazement or strong emotion. Only use one at a time.
?
Question mark
The question mark follows direct questions, but never indirect questions (for example, Where are you going? or He asked her where she was going.)
••• Ellipsis The ellipsis is used either to show that words are missing in a quotation, or to give the sense of trailing off at the end of a sentence—often with the impression that something has been left unsaid.
’
Apostrophe
Use apostrophes to indicate missing letters (don’t, hallowe’en, etc.) or possession (the car’s wheels, St Edward’s School, Fred’s banana). However, possessive pronouns (its, whose, his, hers, theirs, ours) don’t use apostrophes. : IT’S = IT IS/HAS ITS = BELONGING TO IT
Similar to compound sentences, but in these the two parts (clauses) have differing levels of importance: one (the subordinate clause) adds additional information to the main idea (main clause), but isn’t absolutely crucial for meaning, and is separated by a comma. e.g. I did not eat my dinner, even though I was really hungry. or... Even though I was really hungry, I did not eat my dinner.
Using colons and semi colons
Instead of using conjunctions, you can link separate clauses with colons and semi-colons. See advice given on the left.
Participle phrases
All verbs have present and past participle forms—the former usually created by adding ‘ing’ to the end of the verb, the latter usually created by adding ‘ed’. You can participles with other words to make participle phrases to begin sentences in a different way. e.g. Stopping suddenly, the player bent in pain Worried about his health, the man dialled 999.
ive and active verbs
In an active verb, the subject does the action: e.g. Dad cooked an enormous meal. In a ive verb, the action is done to the subject: e.g. The enormous meal was cooked by Dad. Generally speaking, active verbs are more personal (‘You shouldn’t smoke’) and ive verbs sound more formal (‘Customers are requested not to smoke’).
And , at the end...:
CHECK YOUR WORK! -24-
ENGLISH
BRILLIANT LANGUAGE 2010 IGCSE
an overview The ONE English exam will count for 70% of your GCSE English grade. You already have a certain amount of marks, as follows: Creative Writing coursework: 10% of final grade Poetry and Fiction anthology coursework: 10% of final grade Individual Speaking and Listening activity: 5 % of final grade Group Speaking and Listening activity: 5% of final grade The Paper 2H exam will take place on Tuesday 8th June 2010 in the morning. Paper 2H: 70% of final grade This paper lasts TWO HOURS Section A: Reading—40 minutes • Questions totalling 8 marks will test your comprehension of an unseen age • A further question, totalling 12 marks will test your ability to explain how language has been used to shape meaning in the same age. Section B: Reading andWriting—40 minutes • One question testing your ability to explain how the writer of an article taken from the Edexcel Non-Fiction Anthology has used various literary techniques to good effect. • One questiontesting your ability to write to a specific purpose on a subject related to the subject of the article taken from the Non-Fiction Anthology. Section C: Writing—40 minutes • One question testing your ability to write to a specific purpose on a given subject.
Wisdom from the Examiners’ Report “Those who scored less than full marks did so because their answers lacked sufficient scope and range. Candidates are strongly advised to look at the number of marks available for each question, as this suggests the length, and the degree of detail expected.”
nota bene
You are being prepared for the Edexcel IGCSE English Language Specification, more details of which can be found on the internet at www.edexcel.com. Here you will find some specimen and past papers and details of what the examiners are looking for—if you look hard! With thanks to Timothy P. Hipperson and Andrew Moore for their contributions to this guide -2-
the task in ten words
Spend twenty-five minutes on these questions, including reading time. The questions require you to show that you have understood precisely the content of what you have read. • • •
select only relevant aspects answer questions precisely don’t waste words
Do you want an A or A*?
vice! rs’ ad e n i m Exa
• • •
• •
Ensure you get all eight of these marks—they are the easiest in the paper, and you must (and easily can!) get them all right. Don’t include any analysis of the writer’s technique: you are only being asked about the content of the age. Be brisk—the first eight marks are less than half of the marks available for this section, and you must leave yourself time to get on to the last question which is worth 12 marks. Use full sentences, but be succinct: don’t include any excess material. Ensure you haven’t been vague: precision is crucial for full marks, so don’t hedge your bets with vague assumptions—base your answers entirely on what is said in the text, not what you think might be said.
TIMING & LENGTH You will need to take some time to read the age first, but it’s crucial that you leave enough time of the 40 minutes available for Section A for the final 12-mark question, so you should take no longer than 25 minutes (around 30 for ET) to answer the first eight marks’ questions.You must move on once this time is up. DO...
DO NOT...
• • •
•
• •
make your answers brief and to the point use your own words where required take care to identify exactly what the question is asking—don’t lose marks because you mis-read it read the questions first before you read the age read the age once, but very carefully—it’s quicker to do this than to read the age rapidly but twice
• •
•
-3-
quote where quotations are not required—especially in questions asking you to answer in your own words be afraid of stating the obvious take too long over this section—it’s essential you leave enough time from the 40 mins available for Section A to answer the final question analyse technique—this is a comprehension exercise
SECTION A first 8 marks
Paper 2H Section A The first 8 marks Reading task
SECTION A first 8 marks
Paper 2H Section A The first 8 marks Reading task
Example of an A* Script SECTION A: Reading You should spend about 40 minutes on this section. Read the following age carefully and then answer the questions which follow. Storm! The writer and his crew are sailing across the Atlantic Ocean in a small boat made out of leather pieces sewn together. In this age the boat meets its first storm. The seventh wave is said to be the worst, the one that does the damage in the turmoil of an ocean gale. Clinging to the helm of a small open boat in the heaving waters of a bad Atlantic storm, one’s temptation to count the waves is irresistible. The mind longs for anything that might impose a pattern on the jumble of destruction unfolding each time the boat rises to the crest of a roller. A frightening grey vista stretches endlessly to the horizon, rank upon rank of massive breaking waves, each one capable of swamping, destroying or capsizing any boat. So always, at that brief moment before the boat drops into the next trough, the eye seeks to pick out the seventh waves, real or imaginary, the monsters lifting their heads in menace above their companions, before they too then sink down to hide in ambush. On that wind-torn evening in late May 1976, it seemed to my tired mind that the wave pattern was changing. Instead of the seventh waves, the sea appeared to be collecting its strength in random groups of three. The leading wave of each group would come rolling down on us, steeper and steeper by the moment, until it could no longer its own mass. Its crest toppled forward and then came sliding down the wave front in a self-generated avalanche of foam and released energy. When it struck, the boat shuddered and faltered. The helm twisted savagely in my hand, then went slack, and we were picked up bodily and rushed forward in the grip of the white water. In that dangerous incident the gale clawed at us, striving to slew the boat sideways so that she would be parallel to the advancing wave crests. Should that happen, we were lost. Then the second or the third great wave would sweep over the vulnerable length of the hull, and each time I feared it would be the last wave my crew and I would ever face. No one could tell us how to steer our boat through the gale. No boat quite like her had been afloat for the last thousand years or so. To a casual observer our craft looked like a floating banana: long and slim with her tapering bow and stern curved gently upward in an odd fashion. Yet her most extraordinary feature was only apparent if one examined her closely: the boat was made of leather. Her hull was nothing more than forty-nine ox hides stitched together to form a patchwork quilt stretched over a wooden frame. It was this skin, only a quarter of an inch thick, flexing and shifting as the boat moved – just like the skin over a man’s ribcage – that now stood between us and the fury of the Atlantic. Watching the waves, I recalled the bleak warning of one of the world’s leading authorities on leather science before we started our voyage: “Oxhide,” he explained in his precise university tone, “is very high in protein. It resembles a piece of steak, if you like. It will decompose in the same way, either quickly or slowly, depending on various factors such as the temperature, how well it has been tanned to turn it into leather, and the amount of stress imposed upon it. In time it will turn into a nasty, evil-smelling blob of jelly. Just like a rotting piece of oxhide.” The hull’s turning to jelly was now the least of my problems. The gale was showing signs of getting worse; the waves were increasing in size. They were smashing into us more violently; and if the -4-
Example of an A* Script leather hull was not strong enough, the first result would be when the thread holding the oxhides together simply ripped through the weakened hides like tearing the perforations on a cardboard packet. Then the oxhides would peel away like petals and the wooden frame underneath would spring open like a flower in a brief moment of disintegration. Privately, I doubted it would ever come to that. Much more likely was the possibility of a capsize. Our boat had no keel beneath her to hold her steady. If one of the tumbling wave crests caught her wrong-footed, she would be sent spinning upside down and her crew tipped into the water, where there was no hope of rescue. 1. Look again at lines 25 to 33. What three comparisons does the writer use to help the reader understand the boat’s appearance and construction? (3) 2. In your own words explain why a leather boat is more at risk than other boats. (5)
Examiner’s comments: She identifies all three comparisons. It is not necessary to write long answers and she is suitably succinct.
Examiner’s comments: This is not the candidate’s best answer—she does not use the material from the age to offer a full explanation and the final paragraph is a repetition of a point she’s already made. The final sentence adds nothing. There is not enough detail for five marks. -5-
SECTION A first 8 marks
Paper 2H Section A The first 8 marks Reading task
Spend fifteen minutes on this question. The question requires you to show that you understand how the writer of the unseen age has used language to influence the reader’s response to the content of the age.
the task in ten words
SECTION A last 12 marks
Paper 2H Section A The last 12 marks Reading task
• • •
identify language techniques analyse brief quotations bullet points = paragraphs
Do you want an A or A*?
vice! rs’ ad e n i m Exa
• • • • • • • •
Avoid a mechanistic approach Regard the examiner as intelligent but ignorant “Embed” quotations in sentences Quote very often and usually only one or two words Develop points (make more than one observation about a quotation, or cross-reference with something else in the age) Do not summarise content to comment on how the language contributes to the overall concerns of the article Begin by distinguishing the tone of the article
TIMING & LENGTH You must move onto this question leaving enough time for you to cover points in response to each of the bullet points. Fifteen minutes (just under 20 if you have ET) should give you enough time if you write quickly and succinctly, but be sure to cover points associated with language as well as content. DO...
DO NOT...
•
•
•
•
•
make your points with ‘TEA’: technique, evidence, achievement comment on how the author (use his/her name) uses language to achieve his/her aims quote lots and lots, but only two or three words at a time: examiners say that weaker candidates rely on long quotations show awareness that there is always more than one way of responding
•
• •
-6-
begin your analysis at the beginning of the age, and then work your way through to the end simply identify techniques without explaining how, why and to what effect they are used summarise content try to write everything you said about the age in class—you don’t have much time, so be discriminating
count of a
You should always try to avoid a mechanistic approach, especially if you want a NARRATIVE: An acetc., given in , facts, series of events e establishing of high grade, but it may help you to think about these aspects of a writer’s h wit th technique in light of the focus of the question when you are planning your answer order andons between them; a connecti count. ory, an ac narration, a st
Content • • • •
Has the writer employed deliberately shocking, paradoxical or amusing anecdotes or observations? Has s/he given much evidence to assertions? Does the writing tell a story (narrative) or simply reflect on its subject matter? Is the writing aimed at a particular readership?
IRONY: a figure of speech in which the intended meaning is the opposite of that ex press words used; usually ed by the taking the form of sarcasm or ridicule
Structure • • •
Has the author made important decisions about the sequence in which s/he presents the various aspects of the article? Consider also the beginning and the end of the article; how do these introduce or conclude the topic? Look closely for contrasts in tone or style. Are the changes sudden or shocking?
Tone • • • • • •
: The ION tween a T A t n be OCI ASS l connexio ideas tha d a t n n a t e i m ge on to i /i m a word ome relat s e ha v
CONNOTATION: inclusion of something in the me aning of a word besides what it pri marily denotes; implication.
What mood or atmosphere is created in the writing? Is the writing formal or informal in ? Are you supposed to find it amusing, entertaining, sobering...? What is it about the way the article is written that helps you to make this decision? Does the writer evoke fear or collective prejudice? Look closely for contrasts in tone or style. Are the changes sudden?
ASSONANCE: Resemblance or correspondence of sound between two words or syllables.
Diction • • • •
Look at the words the author has used; are they deliberately complex or descriptive? Do any of them surprise you? Consider the possible connotation of words that stand out. IMAGERY: a. T Look at the choice of words (lexis): short, direct vocabulary? Words to arouse of mental images; imhe formation agination, fancy, groundle emotions? Powerful adjectives or verbs? ss belief. Obs. b. The result of th is; mental images collective ly or generally.
Imagery • •
writing to analyse technique
The last question in Section A and first question in Section B Reading tasks
Are the events/activities/scenes described in the article literally, or has the author used metaphors, similes, personification or another form of imagery? Are the comparisons (if there are any) exaggerated (hyperbole) or understated
In all cases, you must explain how you have arrived at your answers to these questions; “show the working”, as you would in Maths -7-
ALLITERATION: The commencing of two or more words in close connexion, with the same letter, or rather the same sound.
Writing to analyse technique
escribe Words to d . DICTION..
Answering the questions: ice of 1. Read the questions carefully. Identify what the question is asking you A writer’s cho mental about the content of the extract in the first question. s is of funda rd o w t 2.In the second question, you might be asked simply how the writer is nce. Is the tex a rt o p im attempting to persuade or entertain you. On the other hand, you might ing at any k o lo re a u o y be asked how effective the writing is in g? Words to describe persuading or amusing you. of the followin 4. As you read, make notes; use a highlighter or TONE... formal underline words. slang 5. Organise your material logically, thinking about The Tone of an article is olloquial paragraphs. In the second question, it is often a good c ed sometimes difficult to idea to base a paragraph around a particular over-simplifi articulate. Here are personal technique. Avoid commenting on a range of some words to help you: techniques in a manner dictated by their order in the complex text. informative scientific 6. Be clear and concise. Having demonstrated a entertaining ‘poetic’ t to give technique and explained how and why it was used authoritative ut don’t forge b lain and to what effect, move on. official mples and exp 7. Use short quotations often (often a single word is all exa humorous how! you need).
dramatic tragic aggressive provocative argumentative emotional ionate colloquial formal but don’t forget to explain how!
to make your points ‘with TEA’!
T E A TECHNIQUE
i.e. a statement about something you have observed that helps the writer communicate his/her point
EVIDENCE
i.e. (usually) quotations to illustrate precisely how the writer has employed the technique
ACHIEVEMENT
i.e. a clearly explained analysis of how the writer’s technique has achieved a particular effect
EXAMPLE: “The St Edward’s School website creates the impression of a Technique ionate and dynamic educational environment through the selection of superlatives and words with very positive connotations. Examples Evidence can be seen on the homepage, where the quality of education is described as ‘the best’, and words like ‘vibrant’, ‘happily’ and ‘inclusive’ are used. These words are chosen Achievement to help allay prospective parents’ anxieties about sending their children to boarding school, and the lively and positive tone, created by their repeated use, seeks to reinforce all that is best about the school.”
nota bene •
• •
You are being asked to analyse the ‘ways’ a writer has conveyed his/her views, or the ‘methods’ or ‘techniques’ s/he has employed, NOT to summarise what’s being said. You must show ‘how’, ‘why’ and ‘to what effect’ the author’s choices are successful. Quote and analyse—don’t just observe or assert! -8-
Use the writer’s name and talk about the choices s/he has made.
Example of an A* Script Section A continued... 3. How does the writer convey the violence and power of the sea and the weather throughout this age? You should refer closely to the age to your answer. You may include brief quotations. (12) TOTAL FOR SECTION A: 20 MARKS
Examiner’s comments: This is a very detailed answer that gets almost full marks and covers a range of features including tense, imagery, active verbs, adverbs, adjectives and structure. A strength of this answer is the manner in which it considers the
Wisdom from the Examiners’ Report “The key discriminator is the higher mark tariff question 3 and its focus on the writer’s technique. Bullet points offer further for structuring an answer by focusing candidates’ responses.” -9-
SECTION A last 12 marks
Paper 2H Section A The last 12 marks Reading task
SECTION A last 12 marks
Paper 2H Section A The last 12 marks Reading task
Example of an A* Script
effect that these techniques are intended to achieve and does not stop at merely identifying these features (see paragraph 2). It is also able to articulate its understanding through a successful integration of quotations and the clarity of its own expression, eg “revengeful creatures”. The answer could have been improved by recognising the manner in which the boat is personified.
-10-
the task in ten words
Spend twenty minutes on this question. The question requires you to show that you understand how the writer of a age you have prepared from the Edexcel Non-Fiction Anthology has used language to influence the reader’s response to the content of the age. • • •
identify language techniques analyse brief quotations bullet points = paragraphs
Do you want an A or A*? • • • • • •
“Embed” quotations in sentences Quote very often and usually only one or two words Develop points (make more than one observation about a quotation, or cross-reference with something else in the article) Do not summarise content to comment on how the language contributes to the overall concerns of the article Organise your ideas into paragraphs (using the bullet points in the question to help you structure these) and begin each with a clear ‘topic sentence’ (i.e. a sentence explaining the focus of the paragraph).
You could also consider the features of technique discussed on pages 7 & 8 of this booklet
TIMING & LENGTH
Spend around 2 minutes planning and preparing your answer and aim to write as much as you can in the remaining 18 minutes. Organise your ideas in paragraphs following the plan, but once your time is up, move on! If you get extra time, think about why you get it and try to use it accordingly. DO...
DO NOT...
•
•
•
•
•
make your points with ‘TEA’: technique, evidence, achievement comment on how the author (use his/her name) uses language to achieve his/her aims quote lots and lots, but only two or three words at a time: examiners say that weaker candidates rely on long quotations show awareness that there is always more than one way of responding
•
• •
-11-
begin your analysis at the beginning of the age, and then work your way through to the end simply identify techniques without explaining how, why and to what effect they are used summarise content try to write everything you said about the age in class—you don’t have much time, so be discriminating
reading task
e! advic ’ s r e n i Exam
section b
Paper 2H Section B Reading task
Example of an A* Script SECTION B: Reading and Writing You should spend about 40 minutes on this section. Remind yourself of the age, Explorers, or boys messing about? Either way, taxpayer gets rescue bill, from the Edexcel Non-Fiction Anthology, and then answer the following question: 4. How does the writer encourage us to take an unsympathetic view of the actions of the two men? You should refer closely to the age to your answer. You may include brief quotations. (10 Marks for Reading)
Examiner’s comments: This answer allies a strong personal engagement with the text with an insight into the writer’s techniques which is well ed and
SECTION B
reading task
Paper 2H Section B Reading
Wisdom from the Examiners’ Report “Some of the ‘brief’ quotations were rather lengthy: examiners are looking for the candidate’s own views, in this question, ed by brief and well chosen references to the age, rather than for extended extracts.” -12-
Example of an A* Script
reading task
detailed. There are some subtle readings, such as the comparison between the “boys messing about” and the seriousness and organised nature of such bodies as the RAF. There is no wastage in this answer – it remains focused throughout.
section b
Paper 2H Section B Reading
-13-
Spend twenty minutes on this question. You are being asked to write something (the form may be specified—as a letter, speech, article, etc.—or it may not) that is based on the topic of the age used in the first task in Section B. Be imaginative and interesting, and that accuracy is important, as is the use of paragraphs to organise your ideas. If you are asked to write with a particular audience in mind, make sure you do!
the task in ten words
writing task
Paper 2H Section B Writing task
• • •
write to task write for audience organise paragraphs and check
Do you want an A or A*?
section b
ice! s’ adv r e n i Exam
•
• • • • • •
Try and include (where appropriate) some of the following: Short and vivid sentences, colloquial phrases, alliteration, extended vocabulary, antithesis, discursive markers, complex sentences. Organise your response in clear paragraphs Open and conclude the writing in a rounded and effective way Leave time to check for spelling and punctuation errors Be imaginative and interesting Don’t be straightforward—things are never completely simple Be prepared to edit and improve during your checking—there is always a better way to express something
TIMING & LENGTH Spend twenty minutes on this question.You should divide this into about three minutes’ planning time and about fourteen minutes’ writing time, then three minutes checking. Again, bear in mind how you should best use extra time, if you have it; is it because you need more time to plan or to check? DO... • • • • • • •
DO NOT...
plan and sequence your material write about one and a half to two sides check your work: you may save valuable marks by correcting a few silly errors express yourself as precisely as you can develop ideas—be subtle and detailed include a strong opening and ending avoid depending on cliché
• •
•
-14-
be satisfied with vague or imprecise expression forget to organise your ideas into paragraphs (this makes a whole grade’s difference) flit about from idea to idea in a chaotic and disorganised way or simply scribble down the first thing that comes into your head
Example of an A* Script Section B continues... 5. ‘Explorers and adventurers should be forced to pay for the cost of their own rescues, however expensive.’ Write a letter to a newspaper arguing for or against this statement. (10 Marks for Writing)
writing task
Examiner’s comments: This answer develops into one of maturity that articulates a strong personal view. However, it starts clumsily with poor spelling in the second sentence. Vocabulary and
section b
Paper 2H Section B Writing task
Wisdom from the Examiners’ Report
“Candidates would do well to the constituent parts of the writing mark scheme: effectiveness of communication, organisation and spelling, punctuation and grammar. Some writers ensured that they demonstrated key skills in these areas.”
writing task section b
Paper 2H Section B Writing task
Example of an A* Script Wisdom from the Examiners’ Report “Stronger answers communicated effectively and recognised the need to explain rather than just narrate events. Less successful responses were sometimes brief and sometimes lacking in organisation and coherence.”
spelling are not sufficiently secure and for this aspect would merit a mark in the band 3 area. It reaches a clearly argued conclusion that is well expressed and communicates clearly. It could have been improved by a greater level of accuracy and a sophistication in expression.
the task in ten
In this question you will be asked to write a piece to inform, explain or describe something. The topic of the question will be one that you can relate to on a personal level. This question carries the most marks on the paper, so you must plan and check your work. that you are being marked on the quality of your writing: it doesn’t matter so much what you say (though you will be expected to explain and justify an opinion).
organise ideas, vary sentence structures • inform, explain, describe • check work •
Do you want an A or A*? •
• • • •
Give some thought to what you’re going to say and brainstorm some interesting ways to express it before you begin writing—if your essay reads like a stream-of-consciousness you will not get many of the marks! Show that the essay is planned and organised by arranging it sensibly in paragraphs (you cannot get an A without doing this) Ensure you know where your essay is going before you embark upon it, so that it builds up to a strong finish Use personal anecdotes and examples, but describe them dramatically or add interesting ‘colour’; don’t be bland Be balanced—acknowledge that nothing is ever 100% straightforward
TIMING & LENGTH Spend forty minutes on this question (if you have extra time, make sure you use it purposefully). Divide this into five minutes’ planning time and thirty minutes’ writing time, taking care to leave five minutes to edit it. Lots of people don’t leave enough time for this task, but it is worth a lot of marks: don’t be one of them!
DO...
DO NOT...
•
•
• •
• •
use interesting examples and anecdotes to give variety to your essay plan what you’re going to say and in what order before you begin writing leave five or so minutes to edit your work at the end: be self-critical—what you could have expressed better or more precisely? use clear, formal, standard English use ‘connectives’ to link paragraphs
•
•
-17-
forget that all the marks in this part of the exam are available for the way you express yourself and organise your ideas; if you don’t plan or edit your work, you will simply be throwing marks away worry about content—the task will be one you can relate to, so don’t be shy about giving an honest, personal response lose sight of the task: it’s vital you stick to your plan and don’t drift off-topic
writing task
vice! rs’ ad e n i m Exa
section C
Paper 2H Section C Writing task
Example of an A* Script SECTION C: Writing You should spend about 40 minutes on this section. 6. ‘I the first day I went to school as if it were yesterday.’ Describe your first day at school in a way that will help others to understand your experiences. TOTAL FOR SECTION C: 20 MARKS Examiner’s comments: The piece has an arresting single sentence, single paragraph opening that appeals to the senses of the reader. It hooks the reader in by indicating that something may have occurred to change the views of the writer. The viewpoint of the adult recollecting the childhood experience is strongly established. Paragraph two
section C
writing task
Paper 2H Section C Writing task
Wisdom from the Examiners’ Report “The best candidates were able to control paragraphing and text structure and to communicate clearly and accurately. Less successful responses were often brief and tended to list items with little explanation or justification.”
Example of an A* Script
writing task
begins with a complex sentence that plunges the reader into the action. The references to the new bag chime with the experiences of many readers. Paragraph 3 also begins with a complex sentence that moves the action along. The cumulative nature of the sentence and what it describes helps to define the persona of the writer. The writer uses a wide variety of sentences and a range of vocabulary that enhance the understanding of the reader. The use of ellipsis at the end of a number of paragraphs may be a
section C
Paper 2H Section C Writing task
Example of an A* Script simple device, but used in context it is effective. The piece is not perfect, and neither does it have to be to be awarded top marks. The “best fit” principle is being applied in which greater control and sophistication in some areas make up for slight shortfalls in other areas.
section C
writing task
Paper 2H Section C Writing task
-20-
The two writing tasks in the examination may require many of the same skills. They also seem much easier than they are, because they don’t depend on any specific subject knowledge. However, this means that the examiners are looking for you to demonstrate some very impressive communication skills at a very high level, so don’t be fooled into thinking that you can tackle these tasks without taking lots of care. The next few pages will give you some ideas about how you can make your writing more effective and more likely to prompt the examiner into being generous!
Use ‘connectives’ to link and develop ideas:
moreover...
in the case of...
furthermore... nevertheless...
although... however...
in particular...
alternatively...
nota bene
You should spend five minutes planning and sequencing your material • Length is not important—you don’t need to fill all the pages available You should spend five minutes checking your punctuation, paragraphing and your spelling THIS WORK IS MARKED ON THE QUALITY OF YOUR WRITING •
•
Writing to advise You might be asked to write a piece that advises the reader. Make sure you keep the reader and the type of text (magazine, letter etc) in mind. With this in mind you should follow the following guidelines: • Make your language and appropriate. • Ensure a clear sense of purpose throughout. • Make your piece personal and reassuring by using “I” and “you” • Be sympathetic and reassuring: I know it might be hard but… • Use imperative verbs to stress important advice: start revising now! -21-
It is crucial to that the paper is arranged with the easiest questions first—which means the examiners consider the (apparently easier) ‘writing’ tasks to be the most difficult. You must not make the mistake of assuming these two tasks don’t require considerable planning and effort, therefore—a high standard of writing, expression and organisation is expected.
writing tasks
You are being judged, at least in part, on your ability to write in an appropriate (definition: A variety of a language or a level of usage, spec. one regarded in of degree of formality and choice of vocabulary, pronunciation, and (when written) punctuation, and related to or determined by the social role of the and appropriate to a particular need or context)
sections b and C
Paper 2H Sections B and C Writing tasks—common advice
writing tasks
Paper 2H Sections B and C Writing tasks—common advice
Writing a formal letter The purpose of the letter is to persuade the reader. Tone and must be right. The language you use will usually need to be formal. · Points must be clearly communicated. · Short and complex sentences must be used appropriately. · Clauses must be correctly demarcated with commas. · The purpose and the reader must be reflected in your writing. · Choose expressions that will persuade. · Vocabulary must be formal. · Make sure paragraphs are clearly organised and varied in length. · Use ‘Yours sincerely’ with ‘Dear [Name]’, and ‘Yours faithfully’ with ‘Dear Sir/madam’.
Writing a speech Style
sections b and C
• •
Seize the audience’s attention with a bold opening. Keep the audience in mind; use rhetorical questions (but not too many!), use the second person pronoun you. Use examples and short scenarios that the audience can relate to. • Provoke: be emphatic, opinionated, use hyperbole, appeal to emotions. • Think about your choice of words: amuse, surprise, provoke, impress. • Use a variety of sentence structures: this will engage, involve and keep your audience interested • Vary the tone and emotion within your speech • Range of persuasive and dynamic ideas • Appropriate and vocabulary • Rhetorical devices and Irony • Humour and sophistication • Use of connectives to develop argument (And furthermore… But this is not…) • Figurative language (metaphors) • Linguistic devices (alliteration, puns) Organisation • Open with a direct and formal address to your audience • Short, punchy opening paragraph • Structure your argument. There should be a logical progression from paragraph to paragraph. Show an awareness of the opposing view(s) without undermining your argument • Ideas developed, coherent and complex • Conclude formally or informally -22-
nota bene
MAKE SURE THE EXAMINER KNOWS YOU’VE READ THE QUESTION... If the task is to write a speech, you must begin ‘Ladies and Gentlemen’ and write something which assumes an audience is present. If it’s a letter, start with ‘Dear...’. If it’s for a newspaper, create a headline and try to mimic the style of journalism. In all events, ensure that the you use is appropriate to whoever is going to read/hear what you have written, and to your subject matter. Cracking jokes about famine or Hitler doesn’t usually impress people, for instance!
Ideas to help you vary your style
Writing an article
Writing a report You may be asked to write a report, which is likely to be about something relating to your school or social life. Try to think about this in a structured way, as you would a science experiment or a piece of Geography coursework. You should divide your writing into sections (use sub-headings so that this is clear), and ensure you leave time to conclude what your report has shown. You might take especial care to define your , so that you show you are using them correctly. -23-
writing tasks
If you are asked to write an article for a newspaper or magazine, do be careful to ensure you have made a Don’t just drone on boringly and unimaginatively— note in your mind of the intended readership of the use a range of structures and ideas to show how article. Usually it will be people your own age, but don’t litter your comments with flexible a writer you are! Appeal to the ‘street’ colloquialisms—instead just readers’ emotions show you are aware of the kind of Subtly language that people your own age are and morals Express recommend likely to respond to, ing that some or show most journalism—even for young people—is fairly objective preference formal. analysis You could also consider the following. • Invent a headline—it’s the easiest way to show the examiner you’re responding to the Employ demands of the question. Include humour some vivid • Quote people in your article to lend and irony if details to what you’re saying: you can make them up, appropriate of course, but keep them within the realms of probablility. Print journalists usually alternate between direct quotation (He said, ‘I’m Use short, Use rhetorical shocked by what I’ve heard.’) and indirect illustrative questions quotation (He said that he was shocked by anecdotes what he’d heard.). Be deliberately • Organise your ideas into paragraphs, provocative, but ing that the first paragraph in an be sure to explain article is usually an overview, and the final yourself, too paragraph usually makes a point that is evidently final, memorable and draws the article to a close.
sections b and C
Paper 2H Sections B and C Writing tasks—common advice
writing tasks sections b and C
Paper 2H Sections B and C Writing tasks—common advice The writing tasks are the part of the examination in which accuracy of punctuation, spelling and grammar are explicitly tested. The examiners are also looking to see evidence of a broad range of punctuation and grammatical structures in A and A* answers, so you should try to use as many of the following punctuation marks as you can—bearing in mind that it’s important to use them accurately and relevantly, of course! • Full stop
Punctuation rules
Full stops mark the end of statements, commands and replies. They also appear after abbreviations which don’t end with the same letter as the final letter of the abbreviated word (e.g., The Rev.). It is usually the case that your essays use too few, rather than too many full stops.
’
Comma
Commas separate items in a list, parts of sentences which give extra information (clauses and phrases) and direct speech from the rest of the sentence. They cannot be used to end a sentence.
Sentence Structures It’s boring if you use the same sentence constructions over and over again. In your revision, practise using some of the following sentence constructions—there are marks available specifically for using a wide range of these. One word utterances/fragments e.g.
“Coffee?” “Please.”
Simple sentences
Must contain a main verb and, usually, a subject: e.g. I do/I went to the cinema/Josie ran to the shop/Snow is white.
Compound sentences
:
Colon
Two (or possibly more) sentences combined with a conjunction (and, but, because, etc.) e.g. I love going shopping but I prefer watching TV. Jean is eating marzipan and John is drinking wine.
;
Semi-colon
Complex Sentences
A colon tells you more information is coming, such as a list, a quotation or an explanation. The semi-colon links two sentences which are related by meaning (e.g., United we stand; divided we fall.)
! Exclamation mark
The exclamation mark is used after exclamations of shock, amazement or strong emotion. Only use one at a time.
?
Question mark
The question mark follows direct questions, but never indirect questions (for example, Where are you going? or He asked her where she was going.)
••• Ellipsis The ellipsis is used either to show that words are missing in a quotation, or to give the sense of trailing off at the end of a sentence—often with the impression that something has been left unsaid.
’
Apostrophe
Use apostrophes to indicate missing letters (don’t, hallowe’en, etc.) or possession (the car’s wheels, St Edward’s School, Fred’s banana). However, possessive pronouns (its, whose, his, hers, theirs, ours) don’t use apostrophes. : IT’S = IT IS/HAS ITS = BELONGING TO IT
Similar to compound sentences, but in these the two parts (clauses) have differing levels of importance: one (the subordinate clause) adds additional information to the main idea (main clause), but isn’t absolutely crucial for meaning, and is separated by a comma. e.g. I did not eat my dinner, even though I was really hungry. or... Even though I was really hungry, I did not eat my dinner.
Using colons and semi colons
Instead of using conjunctions, you can link separate clauses with colons and semi-colons. See advice given on the left.
Participle phrases
All verbs have present and past participle forms—the former usually created by adding ‘ing’ to the end of the verb, the latter usually created by adding ‘ed’. You can participles with other words to make participle phrases to begin sentences in a different way. e.g. Stopping suddenly, the player bent in pain Worried about his health, the man dialled 999.
ive and active verbs
In an active verb, the subject does the action: e.g. Dad cooked an enormous meal. In a ive verb, the action is done to the subject: e.g. The enormous meal was cooked by Dad. Generally speaking, active verbs are more personal (‘You shouldn’t smoke’) and ive verbs sound more formal (‘Customers are requested not to smoke’).
And , at the end...:
CHECK YOUR WORK! -24-
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