OCR Revision for A680 by pptfiles


									OCR – Revision
  for A680
GCSE English Language (OCR,
  Unit A680)
 • You will sit this paper – Information and Ideas paper - on
  Tuesday 29th May, 2012 in the morning
 •The paper is 2 hours long
 half the marks test reading (Section A);
 half writing (Section B)
 • It counts for 40% of your final English Language grade
 • You have all been entered for Higher Tier
What the Board says about timing
Section A
 Practising for Section A: a test of reading

                                     Two unseen

                   Q2 & 3
                  analysis                               Non-fiction
                     and                                 and media

                         Q1 is re-
                                                  3 questions
                                                  on purpose
Types of text
   One of the reading texts at Higher tier will be a ‘media’ text, the
    other a ‘non-fiction’ text. No rigid distinction between genres is

 What will be important - and should be clear to candidates who read
  with due attention - is the purpose of each text.

 Media texts are likely to be those in which the writers set out to
  promote their own ideas or points of view in order to provoke a
  response from their readers. In general, they will seek to ‘sell’ a
  point of view, to argue a case, to persuade and convince the reader.

 Non-fiction texts are likely to be more informative in approach in
  which writers convey facts, opinions, thoughts and feelings. The
  purpose of this type of text may be more subtle, perhaps with the
  intention to entertain the reader or explore various aspects of an idea.

 The questions set on the texts will, in the main, focus candidates on
  showing understanding and appreciation of the key points
  mentioned above.
How to begin
 You will need to read the passage first then
  read the questions and then re-read the
  passage before you write anything.
 Q1 will be on the first passage
 Q2 will also be on the first passage
 Q3 will be on the second passage
 Remember Q1 is based on WHAT is said while
  Q2 and Q3 look at HOW points are made
 Q2 and Q3 are worth more marks
 because you have to analyse and
 explain the language used
 It may be supported by visual cues when
  such features support the writer’s purpose.
 In the first task candidates will be asked to
  offer an ‘outline’ of the information and/or
  ideas within the text.
 Strong answers will show ability to select
  those key points and summarise, without
  ‘lifting’ from the text.
Rules for Summary
 The mark scheme identifies ’understanding’,
  ‘overview’ and ‘focus’
 Use of significant detail will show understanding,
  as will secure focus on the given task. Repetition
  or personal comment on the subject matter has
  no relevance here,
 Nor should there be comment on the style of
  the text - that belongs in Q2.
 The examiner will be looking for a ‘range of
  points’ and the ability to rearrange material to
  suit the requirements of the question. (excessive
  length indicates poor focus),
 This will use the first passage and build on
  what you have looked at in Q1.
 This will explore CONTENT and
 Remember GAP
 Genre -What is the text? How do you know?
 Audience – Who is the text aimed at?
 Purpose –What does the text want you to do?
  (Remember all documents have a purpose –
  to inform; entertain; persuade and so on.)
 This question will focus on the second
  passage so re-read it before you start
 The exam board says ‘Thoughtful
  commentary that consistently links
  technique to the writer’s purpose will score
  highly. Comment on the writer’s use of language,
  tone of voice and rhetorical devices, for example,
  will be relevant here.’
Q 3 – further advice from OCR
 ‘the key discriminator that rests between band 4
 and band 5 concerns ability to analyse and
 explain rather than merely describe - these
 are not exercises that will reward candidates for
 simply saying what they see on the page.
 Observations that are made about, for example,
 size of photographs, headings etc. are only of
 relevance if the candidate can tie observations
 to the writer’s purpose and say how this was
 intended to shape the reader’s response’.
Remember LIST
 T – TONE
 Use all of these to shape your analysis
LANGUAGE – what sort is it?
• Is the language persuasive, informative, descriptive,
  childish or adult? Is the language emotive? Does it make
  you feel angry or sad? Does the writer address you
• To get high marks in an exam, you have to understand
  how language is used, because when it comes to non-
  fiction text every word is designed to achieve a specific
  So how do you go about unpicking the language of a
  text? Check is the language EMOTIVE – is it trying to
  manipulate your response?
Compare the two passages:
• The sight has become all too familiar: drunken yobs,
  hunting in packs, degrading themselves and
  shaming the flag of their country. Heavy drinking,
  violence and racial hatred is all part of the culture of
  young Britain, and is generally followed by whines
  and bleats of self pity when those trusted with
  upholding the law are pushed to take action.

• The sight has become familiar: drunken young men,
  travelling in groups, letting themselves and their
  country down. Heavy drinking, violence and racial
  hatred is all part of the culture of young Britain, and
  is generally followed by expressions of self pity
  when the local police take action.
• Non-fiction text often uses informative
   language, which is simply language that gets
   across the facts.
• You will need to check if the information in
   the passage is factual, a series of the writer’s
   opinions, or a mixture of the two?
  When reading a non-fiction text, you need to
   be able to assess whether the information in
   the text is fact or opinion.
  You will also need to be able to comment on
  the writer's line of thought or their argument.
Quick tip
• If you want to check how a writer makes a
  convincing argument:
• Find the topic sentences.
• Look for sentences that reinforce.
• Look for sentences that illustrate or give
• Look at the ending (conclusion)
What are they looking for ?
 Candidates should be reminded that this is
  emphatically not an exercise in spotting and naming
  devices such as similes, rhetorical questions and
  ‘rule of three’ - although quoting and explaining the
  effects of examples of such elements, if present, will
  certainly support a response.
 Assertions and general personal comment not linked to
  the text should be avoided. It will not help if candidates
  simply describe their own feelings – they will need to
  indicate that they have some sense of what the writer is
  doing to cause those feelings. Use of quotation is very
  helpful in answering both questions, but candidates
  should not merely ‘lift’ chunks of text. Examiners are
  looking for understanding of the content and
  appreciation of the technique. The two aspects are
  likely to be closely connected.
What to avoid
 Q1 – avoid ‘copying out’ large chunks of the
 Do not give your own opinions
 Do not analyse the text
 Q2 – Do not simply point out devices used –
  you need to analyse the effects on a reader
 Avoid empty comments like ‘It draws you in.’
 Q3 – Make sure you do not comment on
  passage 1: you must focus on passage 2
Summary of Section A
 Q1 is WHAT happens. You are making a
 Q2 is HOW does the writer present his/her
  views. Mind the GAP
 Q3 is HOW on the second passage –
  remember LIST
Section B
 You have a choice out of 2 for this section
 SPAG is important here
 You must plan this piece
 Read the task carefully as it is a directed
  writing task and part of the marks will be on
  your interpretation of what you have been
  asked to do
 Be careful with timing
 It is worth 40 marks – the same as Section A
 Spend time planning
 Focus on structure
 Make sure you have a good opening
 Think of GAP
 Bring the piece to a careful conclusion
 Be aware of your own use of language for
 Remember to write in complete sentences
 Avoid slang and contractions
 Write in paragraphs
What are examiners looking for?
 Control of the material and structure will be important.
 a confident writer and will be rewarded.
 Effective use of paragraphing often proves a significant
  discriminator between mark bands.
 A carefully crafted but relatively brief piece of work
  will score higher than a longer, less purposeful
  piece that loses its way.
 Ability to develop, adapt and sustain the material
  becomes significant in the higher bands.
 Above band 4 the examiner is looking to reward some
  ambition in the writing - a willingness to use language for
  effect is encouraged.
 Strong responses will often show some variety in stylistic
  features – use of direct speech or a direct address to the
  reader, perhaps.
 You know what GAP is – for your own writing
  think of:
 F – form and presentation – what style is it?
  Eg a leaflet/letter/article
 L – language – what tone should you use – is
  it formal or not?
 A – audience – who is it aimed at?
 P – purpose – what do you want your reader
  to think about? Is it to inform/persuade/
Now you try…
 Section B tasks
 Do we worry too much about the welfare of
  animals? Write your own views/
 Or
 Write an account for a local newspaper of a
  time when you or someone you know needed

 Remember you need to ‘develop, adapt and
  sustain’ your writing.

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