English mock exams

January 2015

Q6 ‘hook’ your reader

• “Life is often compared to a marathon, but I think it is more like being a sprinter; long stretches of hard work punctuated by brief moments in which we are given the opportunity to perform at our best”

Timing (language)

Section A is 1hr 15mins

15mins reading time to be spread equally across the 4 questionsQ1/2/3- 15mins each (inc reading)Q4- 30mins (inc reading the 2 texts)

Section B is 1hrQ5 - 25minsQ6 - 35mins

• Check the clock throughout to ensure that you keep on track• Remember a highlighter – different colours may help to organise different

points for each question (Q1 yellow/Q2 green/Q3 orange/Q4 pink)• Rip up the paper! • FLAP ! (FORM/LANGUAGE/AUDIENCE/PURPOSE)

Section A

• Keep to the focus of the question:• Q1 following an argument – look out for ‘counter’• Q2 presentational devices – effects achieved /link to

purpose • Q3 interpreting thoughts and feelings• Q4 comparing language/effects achieved/link to purpose

• Evidence is essential.

Q 1 ‘following an argument’

• Concise ‘overview’ opening sentence that states the ‘key’ point of the argument and its purpose/audience

• Follow with ‘mini’ paragraphs that contain a clear point followed by a quotation and then an interpretation of what the reader learns

• Comment on the use of facts/opinions/bias/tone to add sophistication to your response

• A final paragraph that recognises a ‘counter argument’ or opposing viewpoint and the effect on reader

Q2 ‘Presentational Devices’

• Two detailed sections to your answer• Each section to explore a range of devices and the impact they have on

the reader – read focus of the question carefully• Quote from the text to connect the image/device to the content of the

text – how is the picture/headline making the article more effective? Link to purpose.

• If commenting on a headline – refer to the language devices and vocabulary choices used and the impact on the reader. Link to purpose.

• Look for the details in the images – colour/facial expression/style/setting/position in text.

• Avoid ‘generalised’ statements such as ‘easy to read’ or ‘makes it effective’ – the marks are for interpretation in the same detail required for Q1 and 3

• If question has 2 parts (headline/image or image/layout) then both sections must be equal in length and detail

Look out for the following in Q2

• use of colour • use and effect of pictures/images• layout – columns/text boxes• sub-headings • bold/font style/font size• headline – language features used • mixture of advert and article• tone created by visual effects• facial expressions/body language• connotations of setting • Ensure your clearly state purpose of text and link the devices to

the purpose when explaining effect

Q 2 Top Tips !

• Bullet points: highlight key information or data/break the text in to ‘bite sized’ chunks that are more accessible for the reader (what is this slide doing?!)

• Subheadings: ‘signpost’ the reader through a text – highlighting significant details/findings/posing questions to the reader – intriguing and purposeful/creates greater clarity

• Comment on the language used in a headline/subheading to give clearer understanding of purpose

• Columns and text boxes organise the info into clear and accessible sections - they can separate different topics and enable the reader to follow the argument/information successfully

• Colour – consider the purpose of the colour - it can be more than just ‘eye catching’. It can be used to set a tone for a text or because there are certain connotations or to create a ‘brand’ that is recognisable or a ‘corporate’ image

• Consider the purpose of photos – look at the details such as facial expressions. Connect the image to the text to show how it enhances the overall impact of the text

• Font styles – what is the purpose? Does the style chosen appear formal or informal or suit the tone/purpose of the text (humour/traditional /advertising ..)

Q 3 ‘Interpreting thoughts and feelings’

• Concise overview intro sentence that details the key ‘feelings’ revealed and the viewpoint/purpose of text

• ‘mini’ paragraphs that contain a clear point followed by a quotation and a detailed interpretation that shows that you understand the thoughts and feelings fully

• Look for any changes in ‘thoughts/feelings’ or counter arguments that might be there - include in final paragraph

• Empathy – show you understand the feelings explored – be emotive • Use the words ‘thoughts’ and ‘feelings’ in your answer to ensure that

all points are relevant• Make ‘ambitious’ vocabulary choices in your interpretation that

allow you to show the perception needed for A/A*• Show coverage of entire article – be thoughtfully selective to show

you have considered article as a whole

Q 4 ‘Comparing language techniques’

• Concise intro sentence – state purpose/form/tone for both texts (eg humorous article that persuades..)

• Identify language devices and effective vocabulary in both texts – look for both comparisons and contrast

• Comparative paragraphs – devices (imagery/rhetoric/repetition ect.)• Mini Concluding paragraph concisely summarising impact of device in both texts• Comparative paragraphs – vocabulary choices focus (select range of words and

interpret – verbs/adjectives/nouns/adverbs)• Mini Concluding paragraph concisely summarising impact of vocabulary in both

texts • Also include viewpoint and impact on reader• Every device/vocabulary quote to have interpretation of effect• Link purpose/tone into the interpretation of some selected devices/vocabulary

• For all paragraphs - refer to both texts – ‘In contrast’ ‘Similarly’ ‘On the other hand’. ‘However’ works well for an additional point at the end of a paragraph

When reading the texts for Q4 look out for….

• rhetorical questions • 1st/2nd/3rd person• personal pronouns • literary in style• complex vocabulary• listing• hyperbole• highly descriptive/literary style• fact and opinions• formality

• irony• humour• pun• conversational• colloquial• juxtaposition• figurative

DROPS - a useful acronym for Q5/6

• Devices (see devices slide) • Range (, ; : ! ?- ….)• Openings/closings (‘Hook’ your reader; leave a lasting

impression) • Passion/voice

(rage/enthusiasm/empathy/opinion/irony/humour/sadness)• Structure/sentences and paragraphs (give shape and

variation to your writing)

Section B Q6

• 24 marks (16 for content; 8 for skills)• 35 mins (allow up to 6 mins to plan ‘route through’• Aim for 5-7 ideas• Your writing needs to:• Be well organised, but also showing variety (sentence

types/paragraphs)• Be consistent in terms of purpose (argue/persuade)• Be accurate (spelling and punctuation)• Be engaging, interesting, passionate and exciting !

Devices that could be used in Q6

• Rhetorical questions• Collective/personal pronouns• Emotive language• Repetition• 1st and 2nd person viewpoint• ‘rule of 3’• Counter argument• Statistics• Alliteration

• Figurative language (metaphors/similes)

• Irony• Humour/pun• Short sentence for impact• Sentence with a subordinate

clause • Sophisticated vocabulary for

effect• Semi colon/colon/hyphen• Hyperbole

Q5

• 16 marks (10 for content; 6 for skills)• 25 mins (allow up to 5 mins to plan ‘route through’• Aim for 4-6 ideas• Your writing needs to:• Be well organised, but also showing variety (sentence

types/paragraphs)• Be consistent in terms of purpose (inform/describe/explain)• Be accurate (spelling and punctuation)• Be engaging, interesting, passionate and exciting !

Q5 reminders

• This will be a have a ‘personal experience’ focus.• Address both parts of the question – inform/describe then

explain• You need to craft your writing to show confident use of

language and devices for effect.• Be original – could be entertaining/ humorous/emotive…set a

clear tone for your writing.• Don’t neglect the ‘figurative’ – this can be highly effective .• Range of sentence structures essential• Effective and accurate use of punctuation essential• Range of devices to engage the reader • Be brave with your vocabulary choices!

Timings (Literature)

Section A is 45mins (Short Stories Anthology)Choice of 2 questions (answer 1 only)

Take 5 mins to think/plan Part a) 20 mins (named story) Part b) 20 mins (story of your choice)

Section B is 45mins (novel)Take 5 mins to read/highlight the extract for part a)Part a) 20mins (AO1/AO2) Part b) 20mins (AO4/AO1/AO2)

Remember a highlighter – it will help you to focus on the quotes you identify

Remember your text for part b) – you must have your own. No notes in text. You can turn down page corners but no post its or markers. You will be given a ‘clean copy’ of the Short Stories Anthology

Action!

• Read the Stories again (x3)• Be confident that you can identify quotations to demonstrate key themes

and explain the effect of language and structural devices (Lit AO1/2)• Be confident that you can swiftly identify passages from your novel that

explore different contextual factors (Lit AO4)• Make notes/mind maps/cards to show key themes/devices/contexts (Lit

AO1/2/4)• Make a list of connectives (Lit/Lang)• Read your exemplar answers for all questions• Get out your glue and get organised! • Go to the blog – print/stick/learn these slides • Be confident – this is your ‘opportunity to perform at your best’

Q6 ‘leave a lasting impression’

•“Pressure is nothing more than the shadow of great opportunity”