On Tuesday at 1.30pm this will be for real…

Order = Q3, Q1, Q2

Rough timings:

35-45 mins Q3

40-45 mins Q1

30- 40 mins Q2

2 Hours 120 mins

Some of you will be quicker or slower for different questions. Know where you have problems and need to keep an eye on the time….

First activity : Timing (The exam starts at 1.30pm)Work out roughly what time it will be when you should stop Q3 and go on to Q1 – write that time on the front of your paper (start time + 45 minsMAX). Some may be less. 25/30 mins bullets 10/15 mins summary.

Now work out what time it will be when you should stop Q1 and go on to Q2 – write that time on the front as well (start time + 1 hour 30 minsmax but aim for 80 mins – 35 Q3 and 40/45 Q1). Keep an eye on the time and make sure you move on when you should!

Question 3

Process: - Read it carefully (do not be tempted to underline anything at this point or write any bullet points) You could put key words or pictures by the side of each paragraph- BUG question/simplify it- Write the key words from the question at the top of each paragraph- Underline things related to the question- Select the best 15 (no more) and write those quotes onto the bullet point part of your paper. Take a guess if you can’t find 15 as you have nothing to lose. Check that you are not repeating yourself and aim to write in full sentences. - Use number or symbols to group your bullets (2-4 groups)- Write it out in a boring factual way (Third person = He/She/They/Name) NOT I. Start with ‘In this article we learn that…’- Use your own words and connectives to join sentences so it’s not too jerky

Tips:

Are you being precise enough? Your bullet points need to be fairly specific.

In the summary, show how the ideas link to the question (use ‘because’)? For example, if the question asks ‘What is dangerous about walking in Alaska?’ and you say ‘It is dangerous to be on your own.’ You have to spell it out. EG. ‘It is dangerous to be on your own because if you got into trouble then you would have no one to help you.’

Say in your head the reason for underlining each one (is it answering the question?) e.g. The Question is: What are the reasons not to believe in Yetis and Unicorns? In your head you are saying (when you find a potential thing to underline) “this is a reason not to believe in yetis and unicorns because...”

You can easily change adjectives (describing words) when creating the bullet point list in your own words. EG. The intelligent monkey becomes… The clever monkey.

Question 1Process: - Read the text (15 mins)- BUG question (crucial) and GAP it (Genre = What format? Letter/speech/newspaper report/interview… Audience = who for and who are you writing as? Purpose = why are you writing?) - Either create a grid with the bullets on the left and 5 ideas for each on the right OR look at the first bullet point and find 5 things to say (write the number 1 by them on the text)- Keep looking at the text but fill in the grid in your own words- Once you have ideas for the first bullet point – write that first paragraph IN YOUR OWN WORDS and IN CHARACTER- Then go back and complete the grid or find 5 things for the second bullet point and number them 2. Then write them up as a separate, second paragraph- Repeat the same for the third bullet point/paragraph.- Timing = 10 mins per bullet point = getting the info and writing it (length =approx. ½ a side of A4 per bullet)

Tips: • Really look at the whole text (bullet point 1 won’t be from the first paragraph!)• Cover every bullet point (you are given 5 marks per bullet point and 5 marks for writing in your own

words and in character)• Use the word 'because' when writing your response to bullet point 2 (explain things)• Refer to thoughts and feelings in your response to bullet point 3 (imagine how people think/feel and

show this in your response)• If there are statistics, numbers or names of people and places in the article, try to include them

somewhere relevant in your answer.• Try to create the right voice. Who would play this person in a film? How would they talk? Sit? Walk?• For A* - make it obvious who the audience is. EG. Newspaper report = our regular readers will know

that…

The grid looks like this:Bullet Idea

local people believe about ‘beast’

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own memories + experience while driving across moor

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your opinions on ‘beast’ + locals AND predictions for future.

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Question 2Process (repeat for the second part of Q2) - BUG question

- Circle the passages it asks you to look at

Take a passage at a time…

- Write what you are looking for from the question above the first passage

- Underline 4 phrases in that passage that answer the question (draw

links between these if aiming for 7 or more out of 10)

- Write these up using the format below (if it helps you).

The general effect of the language used creates the impression of/that …X The writer says ‘quote’ and the word/technique means…By using this technique (name it if you can), this suggests that…(deeper meaning). This idea of X is continued in the image ‘Quote 2’

Or alternative connecting phrases:

Like the X , the Z is …

This idea of X is extended/developed as the writer says…

The writer builds upon the image further by…

Tips:

- Always look for/learn: Onomatopoeia (crash), personification (the wind clawed at…), similes (the grass was LIKE an ocean of green), metaphors (the grass WAS an ocean of green), the senses (sight, sound, taste touch, smell), strong adjectives (horrible or gigantic), verbs (doing words / ing/ed dashing, exhausted) and adverbs (ly… cautiously, frantically, rapidly)

- Timing: 15-20 mins per section (depends how long you have left)

Answers…

Q3 answersThe reasons for not believing in the existence of unicorns and yetis

1 appeal / acceptability/how easy the idea is2 similarity to / confusion with real animals 3 power of popular culture 4 ancient traditional belief 5 research not supportive of possibility 6 authors seek fame / commercial success 7 people want to believe 8 travellers keep the legend alive 9 there’s a lack of evidence 10 photo of footprint is inconclusive / not leading to a firm conclusion11 ritual hair belonged to a goat 12 primate hand of unknown origin 13 mummified bodies fake / not traceable 14 apes formerly inhabited region /apes used to live there15 little-known local animals 16 Sherpa stories 17 resembles a bear

Q3 answersThe reasons for not believing in the existence of unicorns and yetis

For the summary:5 marks: All points are answering the question. All points are clear, to the point and fluent (connectives), and in the candidate’s own words throughout. 4 marks: Most points are made clearly and to the point. The whole thing is in their own words. The summary is mostly focused but may have a pointless introduction or conclusion. 3 marks: Some parts get to the point but there may be occasional loss of focus or clarity. Own words are used for most of the summary. Responses may be list-like or not well sequenced – lots of short sentences and not grouped. 2 marks: The summary is sometimes focused, but it may include comment, repetition, unnecessarily long explanation or using a lot of words from the text.1 mark: The summary is unfocused or wordy. It may be answered in the wrong form (in first person, as a description, as a piece of persuasion). They don’t use their own words much.

Write your score for Q3 at the front of your paper

Q3:

/15 bullets

/5 summary

Total: /20

Question 1 answersBullet point 1: what the local people believe about the ‘beast’

• Livestock being destroyed by a non-native predator. • The farming community is in crisis because of the beast. • Predator does not resemble pony, boar or dog. • Tracks identified by local experts prove it’s a puma. • Video shows big cats roaming. • Method of killing distinctively feline / scratch marks / no mess. • Night sounds are those of a puma mating call (matches

recording). • Unnatural behaviour of other animals prove existence of beast. • Hair analysis wasn’t returned in order to prevent panic. • It should be controlled but not killed.

Question 1 answers

Bullet Point 2: your own memories and your experience while driving across the moor

• Reference to childhood memories and what she was told.

• Saw large black cat moving smoothly and quickly.

• Cat was very strongly built.

• Cat had large and frightening eyes; stared at her.

• Cat had short rough coat and long curved tail.

• Journalist was frightened by the vision.

• Journalist thought she may have seen a phantom creature.

Question 1 answers

Bullet Point 3: your opinions on the ‘beast’ and the locals, and predictions for the future.

• The moor is a mysterious place and anything could be true. • Locals are sceptical people therefore probably telling the truth. • Locals will continue to believe until proved otherwise. • There are always such myths in isolated areas. • Continued sightings over long period suggest beast really exists. • Large cat could have escaped from local zoo. • Myth perpetuated down generations; children are told the story. • Future investigations will / will not find satisfactory evidence. • Light was poor so she may have seen some other animal / mistaken identity. • She might have imagined seeing the animal because she had been thinking

about it. • Economic crisis in the area so something needs to be done / official response

necessary. • Farmers are carrying guns and there may be a tragic accident in future. • Locals are over-reacting and creating hysteria: the battered sign.

Questions 1: answers (quality of writing)

5 marks: The language of the response sounds convincing and consistently appropriate. Ideas are firmly expressed in a wide range of effective and/or interesting language. Structure and sequence are sound throughout (it’s been put in a logical order)

4 marks: Language is mostly fluent and there it is clear. There is a decent range of vocabulary to express ideas with subtlety and precision (some language hints at things that are not obviously being said). The response is mainly well structured and well sequenced.

3 marks: Language is clear but comparatively plain and/or factual, expressing little opinion. Ideas are rarely extended, but explanations are adequate. Some sections are quite well sequenced but there may be flaws in structure.

2 marks: There may be some awkwardness of expression and some inconsistency of style (don’t stay in character/genre). Language is too limited to express shades of meaning (very literal/obvious words). There is structural weakness and there may be some copying from the passage.

1 mark: Unclear order and words. Language is weak and undeveloped. There is very little attempt to explain ideas. There may be frequent copying from the original.

Write your score for Q1 at the front of your paper

Q1:

/15 for responses to the bullet points

/5 for quality of writing

Total: /20

Question 2 Answersthe appearance of the beast in paragraph 3 The general effect is one of threat, as if there is something powerful and alien watching the area.

large, black feline: gives the idea of size and danger; black cats associated with horror / witchcraftsinuous, fluid movement: these words suggest the elusiveness of snakes; that the creature is at home in its environment thick, sinewy shoulders / massive strength: these phrases give the animal a force which belies its slinkiness and stress its potential violencelike that of engine pistons (image): this simile evokes the smooth mechanical nature of the movement and the sheer power of the predator great, yellow, black-slitted orbs: this description suggests a monster from a fairy tale or horror story; yellow eyes with black slits are associated with the devil; ‘orbs’ makes the eyes seem unnaturally large and round, alien and terrifyingpricked, tufted ears: ‘pricked’ indicates an alert animal, listening for danger; ‘tufted’ suggests a wild rather than a tame creature coarse, raven-black coat: the texture and colour are unpleasant to touch and sight; the animal is far from being domestic and cuddly; ravens have connotations of evil and torture curved snake of a tail (image): continues the serpent metaphor of ‘sinuous’victory salute (image): battle flags are introduced with ‘raising and waving’; the beast seems conscious of its supremacy spectral vision / supernatural manifestation: these phrases give the unwelcome feeling of an unnatural and frightening creature which could not be captured

Question 2 Answersthe appearance of the farmer and his farm in paragraph 4 The overall impression is that the farmer is the product of his surroundings, and that these are either threatening or decaying.

rickety, rotting footbridge: a fairy tale idea; emphasises decay and danger to humans caused by the elements and possibility of something unpleasant lurking underneathbattered sign: an indication of age, decay and neglect; caused by the elementsominous: the sign is a reminder of the threat; warning is futile since beast can’t read shiny: suggests red-faced and sweating, signs of stress and/or over-exposure to the weather weather-beaten: associates him with the landscape; suggests he is at the mercy of natural phenomena, just like buildings and trees.tremendous whiskers: impressive because of their size; could be an indication of old age / an allusion to a feline creature; gives him a cartoonish aspect crusty hat...over-cooked pie (image): this rustic, domestic image is in surprising contrast to the rifle, as if he has had to adopt a different and more vigilant persona because of needing to be always on guardstained oak table: although ‘stained’ can just mean coloured (as in varnished) here it has the added connotation of years of use in a farmhouse kitchen; the place and its owner are linked by the ideas of age, dirtiness and brownness (continuation of ‘crusty’ and ‘pie’ image)

Write your score for Q2 at the front of your paper

Q2:

/10

Total: /10

Grade Boundaries for this paper (if you have

that grade already in your cwk and s&L) eg. If

you have a B in your cwk and s&l then you

need…

Grade

• E = 20/50

• D = 23/50

• C = 27/50

• B = 30/50

• A = 33/50

• A* = 37/50