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ENGLISH LANGUAGE MOCK SECTION A FEEDBACK. Question 1 What do you learn from the article about the Beach to City programme run by the RNLI? (8 marks ) Spend about 15 minutes ( incl reading time) on this. Shows understanding of less obvious detail
ENGLISH LANGUAGE MOCKSECTION A FEEDBACKQuestion 1 What do you learn from the article about the Beach to City programme run by the RNLI? (8 marks) Spend about 15 minutes (incl reading time) on this.
  • Shows understanding of less obvious detail
  • Shows evidence that the text is understood (‘fully’ for that top band – so don’t just refer to one bit of the article – take from all sections)
  • Interprets the text and makes connections (perceptive comments for higher marks)
  • The opening paragraph describes a make-believe situation in which the children can “take part”; we learn that this has been done to make the programme “as memorable as possible”, which is important so that the children remember the safety messages particularly as children have short-attention spans.
  • We also learn that this is particularly important for children who are in “inner city areas” and seen as “high-risk” because they are not as aware of the dangers as those who live on the coast. Many cities have a “canal network” so it’s important that they learn how to be safe.
  • You could have also mentioned:
  • important basic messages are learnt during the sessions;
  • the programme is going to be extended in the future;
  • etc.
  • Question 2 Explain how the headline and picture are effective and how they link to the text.(8 marks) Spend about 15 minutes (incl reading time) on this.
  • Provides appropriate evidence
  • Offers a detailed interpretation of the effects of the headline
  • Links the headline to the text
  • Offers a detailed interpretation of the effects of the picture
  • Links the picture to the text
  • The headline introduces the topic of “[t]rapped Chilean miners” in the first part of the sentence as it helps to sensationalise it. The use of the colon after it makes the reader pause before the rest of the news is delivered which heightens the tension; the reader will now want to read the article to learn whether or not the “rescue mission” will be a success.
  • The image of a rather dull dressed reporter embracing a colourful clown waving a Chilean flagsymbolises hope and is perhaps a message of unity from the Chilean people at this worrying time. Furthermore, the image links to the “celebrations among the miners’ relatives”.
  • You could have also mentioned:
  • the words ‘at last’; connotations of the words ‘trapped’ and ‘rescue’; the effect of the alliteration in the headline
  • the blue sky; the remote hillside; the presence of a clown; the presence of the media
  • Question 3 Explain some of the thoughts and feelings Parrado and Canessa have whilst searching for rescue. (8 marks) Spend about 15 minutes (incl reading time) on this.
  • Provides evidence to support ideas
  • Shows understanding of less obvious detail
  • Explains and interprets thoughts & feelings (perceptive for higher marks)
  • Parrado’s “pace…quickened” which shows how eager and curious he was to see what the noise was whereas Canessa was filled with “dread” and wanted to be cautious, shouting “You’ll kill yourself!”, which not only shows his fear but also suggests that he’s worried about Parrado.
  • Later in the text this changes when the two arrive at…
  • You could have also mentioned:
  • lack of strength at the start;
  • relief / joy because they could see a way out;
  • thankful for their find;
  • confident but cautious
  • Question 4 Now you need to refer to Source 3, Saved, and either Source 1 or Source 2. You are going to compare two texts, one of which you have chosen. Compare the ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are. (16 marks) Spend about 30 minutes on this.
  • Provides evidence to support comments
  • Analyses how writers use language differently to achieve their effects (perceptive comments for higher marks)
  • Compares and contrasts the two texts
  • Lifesaving with class begins with an 11-year old girl shouting, “Help! I’m drowning!” which is dramatic, shocking and engages the reader and is perhaps included to warn readers of a possible reality if the programme didn’t exist.Likewise, direct speech is also used in Saved when Parrado shouts“You’ll kill yourself!”. It is also used for dramatic purposes, leaving the reader wondering what “lay ahead”. The use of a short sentence, “The snow stopped”, adds to this tension as the reader is left waiting. In contrast, the short sentence in Lifesaving“Their task is not an easy one.”is used to emphasise the difficulty of the job and perhaps reinforce what a good job the lifeguards are doing.
  • You could have also mentioned:
  • tricolons in both texts (devices within those!) to aid memory / reinforce harsh conditions;
  • evocative / figurative language vs factual language (names, stats, etc.);
  • use of humour vs tension/ relief;
  • lengths of paragraphs if looking at source 2
  • etc.
  • 2/3 of marks are given for the following:
  • Communicates in a way that is convincing – use a personal ‘voice’ and make it enjoyable to read. If you find what you’ve written boring, it’s likely the examiner does too; he/she will be marking TONS of papers – make yours stand out!
  • Well structured ideas – this can only come from some sort of a plan (mindmap).
  • Use anecdotes and a range of other linguistic devices such as IAMAFORESTER (look at the persuasive language sheet that I handed out for other tips)
  • When appropriate, use satire, irony, hyperbole, etc. for that top band
  • Use show-off vocabulary
  • PARAGRAPH…PARAGRAPH…PARAGRAPH (TiP ToP) – short paragraph of just a few words for effect. Paragraphs linked for that top band (see second bullet point!)
  • 1/3 of marks are given for the following:
  • Use a variety of sentence types – nice detailed sentence followed by a short one.
  • Use a variety of punctuation including colons and semi-colons (one of each will do)
  • Use the same tense throughout and make sure the verb agrees, e.g. I was NOT I were (I don’t care if that’s how you say it in Bolton!)
  • Spellings! Check them. In particular, go back and check EVERY “your”, “you’re”, “there”, “they’re” and “their”.
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