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AQA ENGLISH LANGUAGE EXAM REVISION BOOKLET

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Welcome to your revision pack Remember, ‘language’ means ‘words’ – you are thinking about the words the authors use in the three articles (and picture in Q2) and answering questions 1 -4 on why they use them and then you are using your best words to write your own, engaging articles in questions 5 and 6. Bring to the exam:

• A watch to put on your table to keep a clear eye on time (there will be a clock but it is highly recommended you bring your own watch)

• Black pens (have spares) • Highlighters (you are allowed these) • A drink of water in a clear plastic bottle

You will leave your bag outside of the hall so make sure you do not have valuables in it and turn off mobile phones. POSSIBLE ORDER & TIMINGS (2hrs 15 mins). Have a go at each and work out which works for you. Answering questions with most marks first (good if you have timing issues) Reading time: 5 mins Question 6: 35 mins Question 5: 25 mins Question 4: 25 mins Question1: 15 mins Question 2: 15 mins Question 3: 15 mins

Answering questions in number order to help with info in Q5 & 6 Reading time: 5 mins Question1: 15 mins Question 2: 15 mins Question 3: 15 mins Question 4: 25 mins Question 5: 25 mins Question 6: 35 mins

Answering writing questions (get the big writing marks out of the way but make sure you answer question 4) Reading time: 5 mins Reading time 5 mins Question 5: 25 mins Question 6: 35 mins Question1: 15 mins Question 2: 15 mins Question 3: 15 mins Question 4: 25 mins

READING TIME (5 MINS)

• see what question 5 & 6 are asking you to write about and keep this in mind as you read through the articles in case there are facts/info to help you answer the writing section.

• As you read through the articles (underlining as you go) look out for, and underline/highlight, vivid words and phrases you can use to answer question 4.

• Keep your writing as neat as possible throughout as you will lose valuable marks if the examiner cannot read your answer. Do not try to cover-up miss-spelt words with messy writing – you are only marked on SPaG (spelling, punctuation and grammar)in questions 5 & 6 and it is better to have a decent answer with spelling errors than an answer which cannot be read (even better still to learn those spellings!).

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READING QUESTIONS

QUESTION 1: 8 MARKS (15 MINS) MAIN POINTS OF ARTICLE 1 SAMPLE QUESTIONS: Read Source 1, the article called … by ... Sample 1: What do you learn from Elisabeth Hyde’s article about where she has been and what she has been doing? Sample 2 What do you learn from Geoffrey Lean’s article about the issues of rainfall and flooding in Britain? Sample 3 What do you learn from Ben Leach’s article about the issues and concerns regarding the building of wind farms?

• You need to show you understand the main points of the article • Read the question and the article carefully and underline/highlight relevant words. • Write an opening sentence summing-up the article. • Work through text chronologically (start to end) • Show you are covering the whole article by opening your paragraphs with ‘In the beginning

of the article…’, ‘In the middle…’ and ‘At the end…’ • Use PEE (point, evidence and explanation) to show understanding • Discourse markers ‘Moreover, ‘Furthermore, etc at the start of a new point will help you

structure your answer (see list at end of booklet to revise) • Write short (yes, short!), embedded quotes (taken directly from text) and also paraphrase

(putting what is said in the article into your own words) as evidence • Think about inference (reading between the lines) for your explanation. Show

understanding with ‘This shows that…’ • ‘Perceptive’ inference = top band ‘I learn from this that…’ • Do a quick read-through of your answer to check for silly errors eg missing quote marks,

unfinished sentences, missing words • This question not marked on SPaG

Revise skimming and scanning at home. • Use any newspaper or magazine articles • Give yourself 15 minutes to find and write about the main points in the text as detailed

above

MARK SCHEME Mark Band 4 ‘perceptive’ ‘detailed’ 7 – 8 marks

offers evidence that the text is fully understood shows a detailed engagement with the text makes perceptive connections and comments about concerns and issues raised in the text offers appropriate quotations or references to support understanding

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Mark Band 3 ‘clear’ ’relevant’ 5-6 marks

shows clear evidence that the text is understood shows clear engagement with the text begins to interpret the text and make connections between issues and concerns offers relevant quotations or references to support understanding

Mark Band 2 ‘some’ ‘attempts’ 3-4 marks

shows some evidence that the text is understood attempts to engage with the text makes some reference to the issues and concerns mentioned in the text offers some relevant references or quotations to support what has been understood

Mark Band 1 ‘limited’ 1-2 marks

shows limited evidence that the text is understood shows limited engagement with the text makes limited reference to the issues referred to in the text

Band 0 Nothing to reward

QUESTION 2: 8 MARKS (15 MINS) INFERENCE OF TITLE/SUBTITLE & PICTURE SAMPLE QUESTIONS: Now read Source 2, the article and the picture which goes with it called … by ... Sample 1: “Explain how the headline, sub-headline and picture are effective and how they link with the text.” Sample 2: “Explain how the headline and picture are effective and how they link to the text.” • You need to show you understand why the author has written the title/sub-title the way it is,

why the picture has been selected to use and how they link to the main article (text) • Read the question and the article carefully and underline/highlight relevant words • No need for intro (no marks!) • Don’t write out title again (waste of time) • Write 3 main paragraphs analyzing the headline, sub-heading and picture. Go straight in with:

‘In the headline…’ ‘In the sub-heading…’ ‘In the picture…’ • Use PEE (point, evidence and explanation) to structure your answer

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• Discourse markers ‘Moreover,’ ‘Furthermore,’ etc at the start of a new point will help you structure your answer (see list at end of booklet to revise)

• Analyse language techniques and inference in title and sub-title. Is there a vivid word or phrase you can analyse? Has a metaphor/simile/alliteration/pun/emotive word etc been used (see list at end of booklet to revise)? If so, why have they been used in the title? (No marks for simply spotting writing techniques but there are lots of marks for analysing why one has been used. Don’t say ‘they put a picture in reader’s head’ – no marks – this could apply to any phrase)

• Infer the effect on the reader of the word/phrase. Use layered meanings to get a higher grade. Eg, The metaphor ‘ticking-time bomb’ portrays that…’ Moreover, the alliteration of ‘ticking-time’ emphasises the sense of urgency…’ Furthermore, the emotive noun ‘bomb’ has the effect of…’

• Link each main point you make to the article (that is all – no language analysis of main article as no marks for that), Just write ‘This links to the main article as…’

• Say as much as possible about the relevance of the picture to the main article – camera angle/cropping/gender /eyes/objects/sizing/colours/background/flags/tone (celebration/sad)etc

• Link 2/3 main points about the picture to the article (do NOT link to title or subtitle - no marks) Write ‘This links to the text as…’

• Check for silly errors eg missing quote marks/unfinished sentences/missing words • Not marked on SPaG Revise presentational analysis at home.

• Use any newspaper or magazine article with a picture • Give yourself 15 minutes to analyse the language in the heading/sub-heading and link to

main article and analyse the picture and link to the main article MARK SCHEME Mark Band 4 ‘perceptive’ ‘detailed’ 7 – 8 marks

offers a detailed interpretation of how the headline and sub-headline are effective presents a detailed explanation and interpretation of what the picture shows and its effect links the picture and the headlines to the text with perceptive comments offers appropriate quotations or references to support comments

Mark Band 3 ‘clear’ ’relevant’ 5-6 marks

shows clear understanding of how the headline and sub-headline are effective makes clear and appropriate links between the headlines and the content of the text offers a clear explanation of the effectiveness of the picture links the picture to the content of the text with

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relevant comments supports ideas with relevant references or quotations

Mark Band 2 ‘some’ ‘attempts’ 3-4 marks

shows some evidence that the effectiveness of the headline and sub-headline are understood attempts to link the headlines to the text offers some explanation of how the picture is effective attempts to link the picture to the content of the text

Mark Band 1 ‘limited’ 1-2 marks

offers limited or simple comments on the effectiveness of the headline and sub-headline offers a limited or simple explanation of what the picture shows shows limited appreciation of how the picture and headlines link with the text

Band 0

Nothing to reward

QUESTION 3: 8 marks (15 mins) THOUGHTS & FEELINGS IN ARTICLE 3 SAMPLE QUESTIONS: Now read Source 3, … which is an extract from a non-fiction book. (8 marks/15 mins) Sample 1: “Explain which parts of …’s story you find tense and exciting.” Sample 2: “Explain some of the thoughts and feelings ….. has during the storm.”

• No intro (no marks, again!) • Explain thoughts & feelings – underline main points in question & keep checking back – are

you answering the question? • Read carefully and underline thoughts & feelings (or whatever the question is asking) in

article 3 • NOT LANGUAGE ANALYSIS!! • Use PEEE (point, evidence, extended explanation) • Paragraph • Say felt tense/exciting even if you didn’t think it was particularly • Use ‘This shows/portrays/conveys… to explain how you know this.

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• Work through text chronologically • Trace changes (there will be some!) • Pick out individual words/phrases that show us how the writer felt. • Check for silly errors eg unfinished sentences/missing words • Not marked on SPaG

Revise thoughts and feelings analysis at home.

• Use a newspaper or magazine article where the journalist is writing about an experience they have had (eating out/travel adventure etc)

• Give yourself 15 minutes to explain the thoughts and feelings of the narrator (voice in the article)

MARK SCHEME Mark Band 4 ‘perceptive’ ‘detailed’ 7 – 8 marks

engages in detail with the events described in the text offers perceptive explanations and interpretations of the thoughts and feelings expressed employs appropriate quotations or references to support ideas

Mark Band 3 ‘clear’ ’relevant’ 5-6 marks

shows a clear understanding of the experiences described in the text clearly explains and begins to interpret thoughts and feelings employs relevant quotations or references to support understanding and interpretation

Mark Band 2 ‘some’ ‘attempts’ 3-4 marks

shows some engagement with the experiences described in the text attempts to make some comments to explain thoughts and feelings offers some quotations or references to support ideas

Mark Band 1 ‘limited’ 1-2 marks

shows limited engagement with the text offers limited or simple comments to explain thoughts and feelings may offer copying or irrelevant quotation

QUESTION 4: 16 MARKS (25 MINUTES) LANGUAGE ANALYSIS (INFERENCE) Now you need to refer to Source 3, … and either Source 1 or Source 2. You are going to compare the two texts, one of which you have chosen. (16 marks)

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Sample: “Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are.”

• This is the most important reading question – DO NOT MISS OUT • This IS language analysis – effect on the reader/inference (same as heading and sub-

heading in Q2 – you could repeat language analysis you said there if doing this article) • Use PEEE (point, evidence, extended explanation) • Underline/highlight 3 vivid words/phrases from EACH of the 2 articles (article 3 and one

other) which you can say a lot about why the reader has used those words - similes/metaphors/emotive language/descriptive adverbs/adjectives/rule of 3/listing are good to analyse

• Quickly think about which ones would be most interesting to compare. They might contrast (a simile and a metaphor) or be the same (emotive language).

• Start a new paragraph for each new word/phrase you are analysing – you should have enough to say to make it into a chunky paragraph

• Make your point • Use short, embedded quotes to show which words/phrases you have picked (evidence) • Analyse the effect on the reader thinking about inference and showing layered meanings to

increase your mark using discourse markers such as ‘Moreover’, ‘Furthermore’ ‘On the other hand’(see list at end of revision guide) (Extended explanation)

• SAY A LOT ABOUT A LITTLE (write a lot about a single word/short phrase) • When comparing/contrasting, just write ‘In contrast’ or ‘Similarly’ to show this is what you

are doing • You should end up with 6 paragraphs – 3 per article with ‘In contrast/In comparison’ on

every other paragraph as you will alternate the articles you are discussing Eg. Para 1 Article 3 word/phrase - PEEE Para 2 Article 1 or 2 word/phrase – ‘In contrast’/’Similarly’ PEEE Para 3 Article 3 word/phrase - PEEE Para 4 Article 1 or 2 word/phrase – ‘In contrast’/’Similarly’ PEEE

Para 5 Article 3 word/phrase - PEEE Para 6 Article 1 or 2 word/phrase – ‘In contrast’/’Similarly’ PEEE

Revise comparative language analysis at home. • Use any 2 newspaper or magazine articles • Give yourself 25 minutes to pick out 3 vivid words/phrases in EACH article and thoroughly

analyse the language

MARK SCHEME

Mark Band 4 ‘perceptive’

offers a full and detailed understanding of the

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‘detailed’ 13 – 16 marks

texts in relation to language analyses how the writers have used language differently to achieve their effects offers appropriate quotations in support of ideas with perceptive comments focuses on comparison and cross-referencing between the texts

Mark Band 3 ‘clear’ ’relevant’ 9-12 marks

shows clear evidence that the texts are understood in relation to language offers clear explanation of the effect of words and phrases in the different contexts offers relevant quotations or references to support ideas offers clear comparisons and cross references between the two texts

Mark Band 2 ‘some’ ‘attempts’ 5-8 marks

shows some evidence that the texts are understood in relation to language offers some appreciation of the effect of words and phrases in the different contexts attempts to support responses with usually relevant quotations or references attempts to compare language use and make cross references

Mark Band 1 ‘limited’ 1-4 marks

shows limited evidence that the texts are understood in relation to language offers limited appreciation of the effect of words and phrases in the different contexts offers very few examples with simple comment shows limited ability to compare or make cross references

Band 0

Nothing to reward

WRITING QUESTIONS

QUESTION 5: 16 MARKS (25 MINS) WRITING TO INFORM/EXPLAIN/DESCRIBE

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• This is you now writing fabulous language for effect on the reader (examiner) • This will relate to the 3 articles in some way so you may be able to use info from them

Eg facts (but don’t copy actual phrases/similes etc.) • Don’t waste time having a big build-up - go straight in to an interesting part – make

sure you have an engaging first line to capture the reader’s attention • Write vivid words and phrases – similes/metaphors/emotive language/descriptive

adverbs & adjectives/rhetorical questions to make interesting to read • Avoid clichés ‘cold as ice’- make up your own similes • Think about using the senses (taste, touch, smell, sound & sight) • Include descriptive detail (not ‘tree’ but ‘oak/apple/sycamore tree’, not a ‘car’ but ‘a

Ford Escort/Skoda/Rolls Royce/Bentley etc • Use long and short paragraphs and sentences for variety and effect • Remember: you are marked on SPaG! Don’t lose marks on silly errors • Think about your punctuation: use a variety including semi-colons • Check spellings (know difference between their/there/they’re etc) • Edit carefully – check capitals/commas & full stops/paragraphs

PLAN QUESTION 5:

It is a good idea to do a quick plan for question 5.

• Think about the purpose (what you are being asked to do) and the audience, and jot down four to five key points on your answer booklet.

• You can then turn these points into descriptive paragraphs full of imagery (see above).

“Question 5: The travel section of your local newspaper is inviting readers to write about their favourite place. Write a letter to the editor describing a favourite place you know and explaining why others would like it.”

Revise descriptive language writing at home.

• Think of a topic eg write about an exciting trip/adventurous activity/favourite day/ • Plan first 5 mins (as above)

Weymouth

Beach & activities (A golden, sandy beach with gentle, crystal waves; a variety of watersports to try.

Entertainment facilities: Sea Life Centre, Gala Bingo, Punch & Judy show etc. Historic places for Dads to visit: Nothe Fort, Brewer’s Quay. Restaurants and shops

(adjectives: charming & friendly) (Personification: nestling into the arms of the curious, cobbled streets.)

Great transport links: railway, ferry, etc.

Variety of food (alliteration: Tempting foods to tease your taste buds) freshly caught fish & chips/locally produced icecream etc (Think detail, descriptive & senses))

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• Spend 20 minutes writing including an engaging opening, at least one simile, metaphor, personification, rule of 3, interesting verbs/adverbs & adjectives/fantastic last line

• Check using paragraphs and SPaG MARK SCHEME

Band 4 8-10 marks ‘convincing’ ‘compelling’

Communication communicates in a way which is convincing, and increasingly compelling form, content and style are consistently matched to purpose and audience, and becoming assuredly matched engages the reader with structured and developed writing, with an increasingly wide range of integrated and complex details writes in a formal way, employing a tone that is appropriately serious but also manipulative, subtle and increasingly abstract uses linguistic devices, such as the rhetorical question, hyperbole, irony and satire, in a consciously crafted way that is increasingly sustained shows control of extensive vocabulary, with word choices becoming increasingly ambitious Organisation of Ideas employs fluently linked paragraphs and seamlessly integrated discursive markers uses a variety of structural features, for example, different paragraph lengths, indented sections, dialogue, bullet points, in an increasingly inventive way presents complex ideas in a coherent way

Band 3 5-7 marks ‘clarity’ ‘success’

Communication communicates in a way which is clear, and increasingly successful clear identification with purpose and audience, with form, content and style becoming increasingly matched engages the reader with a range of material, with writing becoming more detailed and developed writes in a formal way, employing a tone that is appropriately serious and clearly chosen, with increasing anticipation of reader response uses linguistic devices, such as the rhetorical question, hyperbole, lists and anecdote, as appropriate, and increasingly to engage and interest the reader shows evidence of a clear selection of

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vocabulary for effect, with increasing sophistication in word choice and phrasing Organisation of Ideas employs usually coherent paragraphs that are increasingly used to enhance meaning, for example, one sentence paragraphs, and increasingly integrated discursive markers uses a variety of structural features, for example, direct address to reader, indented sections, dialogue, bullet points, increasingly effectively presents well thought out ideas in sentences.

Band 2 3- 4 marks ‘some’

Communication communicates ideas with some success sustains awareness of purpose and audience, with increasingly conscious attempt to suit needs attempts to engage the reader by presenting a generalised point of view with some reasoning and reference to the issue, and an increasing variety of ideas register may vary between formal and colloquial or slang, but with some attempt to control tone may use simple devices, such as the rhetorical question, lists and exaggeration, increasingly with some effect shows the beginnings of variety in vocabulary, with increasingly conscious use of vocabulary for effect Organisation of Ideas some attempt to write in paragraphs, gradually beginning to mark a shift in focus, with an increasing use of appropriate, if mechanical, discursive markers shows some evidence of structural features, for example, short paragraphs and dialogue if appropriate presents a number of related ideas in an increasingly logical sequence

Band 1 1-2 marks ‘limited’

Communication communicates few ideas with limited success limited awareness of purpose and audience limited engagement of the reader by reference to one or two ideas that may be linked register may vary between formal and

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colloquial or slang, sustaining neither may use simple devices, such as the rhetorical question and lists, but not always appropriately limited vocabulary with occasional selected word Organisation of Ideas shows evidence of erratic paragraph structure, with little use of discursive markers shows limited structural features

Band 0 Nothing to reward

SPaG Mark Scheme Band 3 5-6 marks

uses complex grammatical structures and punctuation with success organises writing using sentence demarcation accurately employs a variety of sentence forms to good effect including short sentences shows accuracy in the spelling of words from an ambitious vocabulary uses standard English consistently

Band 2 3-4 marks

writes with control of agreement, punctuation and sentence construction organises writing using sentence demarcation which is mainly accurate employs a variety of sentence forms shows accuracy in the spelling of words in common use in an increasingly developed vocabulary uses standard English usually

Band 1 1-2 marks

writes with some control of agreement, punctuation and sentence construction organises writing using sentence demarcation which is sometimes accurate writes simple and some complex sentences shows accuracy in the spelling of some words in common use uses standard English sometimes

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QUESTION 6: 24 MARKS (35 MINS)

WRITING TO ARGUE/PERSUADE

• Strongly suggested you answer this question first as worth so many marks (30% of exam) • This is you now writing fabulous language for effect on the reader (examiner) • This will relate to the 3 articles in some way so you may be able to use info from them

Eg facts (but don’t copy actual phrases etc.) • This has the same mark scheme as question 5 but worth a lot more marks • Think about who you are writing it for – formal/informal, blog/letter ‘young people’ • Use language appropriate to audience • Don’t waste time having a big build-up - go straight in to an interesting part –

engaging first line to capture the reader’s attention • Write vivid words and phrases – similes/metaphors/emotive language/descriptive

adverbs & adjectives/rhetorical questions • Avoid clichés ‘cold as ice’- make up your own • Think about using the senses (taste, touch, smell, sound & sight) • Include descriptive detail (not ‘tree’ but ‘oak/apple/sycamore tree’, not a ‘car’ but ‘a

Ford Escort/Skoda/Rolls Royce/Bentley etc • Use discourse markers (see list at back) • Use long and short paragraphs and sentences • Remember: you are marked on SPaG! Don’t lose marks on silly errors • Think about your punctuation: use a variety including semi-colons • Check spellings (know difference between their/there/they’re etc) • Edit carefully – check capitals/commas & full stops/paragraphs

PLANNING FOR QUESTION 6: writing to argue/persuade.

It is a good idea to do a quick plan for question 6.

Think carefully about the topic you are being asked to argue or write persuasively about.

Think of four points in support of your view. Think of one opposing point, which you can argue against in your writing.

You can then turn these points into paragraphs.

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QUESTION 6: ‘Life is too easy for young people today. They lack challenges and don’t have to fight for anything.’ Write an article for a magazine of your choice which persuades your readers that this statement is either right or wrong.” PLAN

Revise argumentative & persuasive writing at home.

• Think of a topic eg persuade a teenager to take up sport/parents to campaign for a children’s park/school to stop setting homework

• Plan first 5 mins (as above) • Spend 30 minutes writing including an engaging opening, at least one simile,

metaphor, personification, rule of 3, interesting verbs/adverbs & adjectives/rhetorical question/fantastic last line

• Check using paragraphs and SPaG

MARK SCHEME

RIGHT/WRONG: because…

COUNTER ARGUMENT: Some people might say . . . I disagree because…

SUPPORTING POINT 1:

SUPPORTING POINT 4: SUPPORTING POINT 3:

SUPPORTING POINT 2:

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Band 4 13-16 marks ‘convincing’ ‘compelling’

Communication communicates in a way which is convincing, and increasingly compelling form, content and style are consistently matched to purpose and audience, and becoming assuredly matched engages the reader with structured and developed writing, with an increasingly wide range of integrated and complex details writes in a formal way, employing a tone that is appropriately serious but also manipulative, subtle and increasingly abstract uses linguistic devices, such as the rhetorical question, hyperbole, irony and satire, in a consciously crafted way that is increasingly sustained shows control of extensive vocabulary, with word choices becoming increasingly ambitious Organisation of Ideas employs fluently linked paragraphs and seamlessly integrated discursive markers uses a variety of structural features, for example, different paragraph lengths, indented sections, dialogue, bullet points, in an increasingly inventive way presents complex ideas in a coherent way

Band 3 9-12 marks ‘clear’ ‘success’

Communication communicates in a way which is clear, and increasingly successful clear identification with purpose and audience, with form, content and style becoming increasingly matched engages the reader with a range of material, with writing becoming more detailed and developed writes in a formal way, employing a tone that is appropriately serious and clearly chosen, with increasing anticipation of reader response uses linguistic devices, such as the rhetorical question, hyperbole, lists and anecdote, as appropriate, and increasingly to engage and interest the reader shows evidence of a clear selection of vocabulary for effect, with increasing sophistication in word choice and phrasing Organisation of Ideas employs usually coherent paragraphs that are increasingly used to enhance meaning, for

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example, one sentence paragraphs, and increasingly integrated discursive markers uses a variety of structural features, for example, direct address to reader, indented sections, dialogue, bullet points, increasingly effectively presents well thought out ideas in sentences

Band 2 5-8 marks ‘some’

Communication communicates ideas with some success sustains awareness of purpose and audience, with increasingly conscious attempt to suit needs attempts to engage the reader by presenting a generalised point of view with some reasoning and reference to the issue, and an increasing variety of ideas register may vary between formal and colloquial or slang, but with some attempt to control tone may use simple devices, such as the rhetorical question, lists and exaggeration, increasingly with some effect shows the beginnings of variety in vocabulary, with increasingly conscious use of vocabulary for effect Organisation of Ideas some attempt to write in paragraphs, gradually beginning to mark a shift in focus, with an increasing use of appropriate, if mechanical, discursive markers shows some evidence of structural features, for example, short paragraphs and dialogue if appropriate presents a number of related ideas in an increasingly logical sequence

Band 1 1-4 marks ‘limited’

Communication communicates few ideas with limited success limited awareness of purpose and audience limited engagement of the reader by reference to one or two ideas that may be linked register may vary between formal and colloquial or slang, sustaining neither may use simple devices, such as the rhetorical question and lists, but not always

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appropriately limited vocabulary with occasional selected word Organisation of Ideas shows evidence of erratic paragraph structure, with little use of discursive markers shows limited structural features

Band 0 Nothing to reward

SPaG Mark Scheme Band 3 6-8 marks

uses complex grammatical structures and punctuation with success organises writing using sentence demarcation accurately employs a variety of sentence forms to good effect including short sentences show accuracy in the spelling of words from an ambitious vocabulary; uses standard English consistently

Band 2 3-5 marks

writes with control of agreement, punctuation and sentence construction organises writing using sentence demarcation which is mainly accurate; employs a variety of sentence forms shows accuracy in the spelling of words in common use in an increasingly developed vocabulary uses standard English usually

Band 1 1-2 marks

writes with some control of agreement, punctuation and sentence construction organises writing using sentence demarcation which is sometimes accurate writes simple and some complex sentences shows some accuracy in the spelling of words in common use uses standard English sometimes

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Discourse Markers Balancing contrasting points on the other hand, while; whereas Emphasising a contrast however, nevertheless, mind you, still, yet; in spite of this Similarity similarly; in the same way Concession and counter-argument concession: it is true; of course; certainly; if; may; stressed do counter-argument: however; even so; but; nevertheless; nonetheless; all the same; still Contradicting on the contrary Adding moreover (very formal); furthermore (formal); in addition; as well as that: on top of that (informal); another thing is; what is more; besides; in any case Generalising on the whole; in general; in all/ most/ many/ some cases; broadly speaking; by and large; to a great extent; to some extent-, apart from...; except for Giving examples for instance; for example; e.g.; in particular Logical consequence therefore (formal); as a result (formal); consequently (formal); so; then So is often used as a general-purpose connector, rather like "and", in spoken narrative. structuring first(ly), first of all, second(ly), third(ly) etc; lastly, finally; to begin with; to start with; in the first/ second/ third place; for one thing; for another thing summing up in conclusion; to sum up; briefly; in short

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IT’S and ITS

It's is the contracted form of 'it has' or 'it is' and is used like this:

• "It's been a long time since we spoke," he whispered. (it has)

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• "Come on," he shouted, "it's a lovely day!" (it is)

• "There is no way it's going to be ready on time."(it is)

• "It's been ready for weeks!" (it has)

Its is the possessive form of it. It shows that something belongs to something else. It is similar to words like his and her:

• The building was missing its doors and windows.

• The tree had lost all of its leaves.

• Has your chewing gum lost its flavour?

• Madrid is famous for its art galleries.

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THEIR, THERE and THEY’RE

Their is the possessive form indicating belonging to them.

• The children all ate their sandwiches.

• The soldiers polished their rifles.

• The Greek people are justifiably proud of their beautiful country.

• The passengers complained that the airline had lost their luggage.

There is the place, i.e. not here.

It is also used when saying 'there is' and 'there are'.

• Put those books over there please.

• I found the old shoes in there.

• There are thousands of stars visible from Earth.

• There is soot all over the new carpet.

They're is the contracted form of "they are".

• 'They're all going to the cinema this evening,' said Paul's mum.

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• 'I can't see where they're coming from!' he yelled.

• 'They're waiting for you in the interview room.'

• 'Do you know where they're going to be this afternoon?'

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LANGUAGE (WORDS) WRITING TECHNIQUES Nouns (N) eg ‘tree’, ‘door’, ‘boy’, ‘Paris’ etc. Verbs (V) eg ‘strolled’, ‘opened’, ‘snarled’ Adjectives (adj) eg ‘huge’, ‘miniscule (small)’ Adverbs (adv) eg ‘rapidly’, ‘softly’ Pronouns eg ‘his’ ‘it’ ‘they’ Rule of 3 (R3) eg “blood, sweat and tears” Listing (L) a set of items in form of a list Similes (Sim) using like/as Metaphor something is something else Personification something described as having human qualities Alliteration eg ‘lifeless leaves’ ‘dangerous dogs’ Repetition Same word repeated for effect Onomatopoeia word which sounds like description ‘bang!’, ‘hiss’ Rhetorical question ‘Would you lik to save the planet? Have a fantastic opening line which makes the reader WANT to read your piece of writing Use a variety of long and short sentences and paragraphs for effect. A one word sentence can be effective. Use detail: instead of writing ‘tree’ or ‘car’ write what type eg. weeping willow, oak, silver birch or ‘Ford Fiesta’, ‘Rolls Royce etc Think about punctuation – include a semi-colon (2 sentences closely linked separated by a semi-colon eg. It is raining outside; I will take my umbrella.) Have an engaging final line which leaves the reader wishing they COULD read more! REMEMBER: MAKE EVERY WORD COUNT – IF IT IS NOT ADDING SOMETHING, DON’T USE IT!

Happy revision and good luck. Aim high - you can do it!