Yr 11 mock feedback (March 2014)

1. Yr 11 mock feedback (March 2014)

2. Question 1 (F&H) Points = greater range of points needed Detail = further detail from the text needed Quotes = appropriate, short, focused and embedded quotations needed Understanding = at times you have missed the point / not followed the text’s ideas. Read carefully. Not language / inference = you don’t need to start analysing language. It’s not assessing that skill Focus on question = keep discussion relevant to what the question is asking you to explore Repeating text – don’t just repeat large sections of the text

3. Question 2 Links = links between article and presentational features needed Detail = further detail from the picture or headline Picture = look at different details and think about what they suggest and how they affect a reader Headline = look at different details and think about what they suggest and how they affect a reader Quotations = relevant quotations need to be embedded Effective = how successful has the presentational feature been in achieving it’s purpose? E.g. how does it help to persuade / argue / inform?

4. Question 3 Thoughts & feelings = keep focused on the thoughts and feelings; don’t start re-telling the story Quotations = use quotations to support your points Explain = explain how your quotations suggest / hint at particular thoughts / feelings Detail = further examples / points needed Start to finish = make sure you have looked at thoughts and feelings across the whole text Not the language question = keep focused on thoughts and feelings rather than language techniques

5. Question 4 Quotations = use quotes to support your ideas Language focus = don’t wander into presentational features or anything that isn’t the language (words, vocab, techniques etc) of the text Compare = you need to make links between the texts – similarities and differences Connectives = use comparative connectives to show the examiner where and how you are linking the text Explain = explain what effect your language feature (e.g. rhetorical question) has on the reader Effective? = explain how the language helps to achieve the text’s purpose. E.g. how does the language persuade / entertain / inform Further examples = you need to use a couple more examples (across the texts) to show a more detailed understanding of language use Detailed explanation = say a lot about a little. Give more detail in your explanation of why / how a language feature has been used Balance = more balance between the two sources needed

6. Avoid Makes the reader want to read on The headline grabs the reader’s attention because it is big and bold Writing about sentence structure in Q4. Stick to techniques and word choice. Comparing by saying “Text 1 uses ____ to persuade the reader. But Text 2 doesn’t use ____ because it doesn’t need to persuade the reader.

7. Q5 Paragraphs = use them, vary them, link them Connectives = use them to help the fluency of your sentences, link ideas and develop points / arguments Sentence length = vary for effect Sentence structure / openings = vary for effect Punctuation accuracy = be careful; don’t make silly mistakes Punctuation variety = try and use the full range (for effect) Homophones = learn the common homophones e.g. their / there / they’re Clarity = your expression isn’t always clear. Proof-read! Style / tone = think about who you are writing for and match your tone style accordingly Structure = think about how to order, sequence, structure your writing Techniques = use a range of language techniques Length = you need to try and write more Vocabulary = don’t repeat words (unless for effect) Impress the examiner with your ‘ambitious vocabulary’

8. Q6 Paragraphs = use them, vary them, link them Connectives = use them to help the fluency of your sentences, link ideas and develop points / arguments Sentence length = vary for effect Sentence structure / openings = vary for effect Punctuation accuracy = be careful; don’t make silly mistakes Punctuation variety = try and use the full range (for effect) Homophones = learn the common homophones e.g. their / there / they’re Clarity = your expression isn’t always clear. Proof-read! Style / tone = think about who you are writing for and match your tone style accordingly Structure = think about how to order, sequence, structure your writing Techniques = use a range of language techniques Length = you need to try and write more Vocabulary = don’t repeat words (unless for effect) Impress the examiner with your ‘ambitious vocabulary’

9. Q2 (F) Points = greater range of points needed Detail = further detail from the text needed Quotes = appropriate, short, focused and embedded quotations needed Understanding = at times you have missed the point / not followed the text’s ideas. Read carefully. Not language / inference = you don’t need to start analysing language. It’s not assessing that skill Focus on question = keep discussion relevant to what the question is asking you to explore Repeating text – don’t just repeat large sections of the text

10. Q3 (F) Quotations = use quotes to support your ideas Language focus = don’t wander into presentational features or anything that isn’t the language (words, vocab, techniques etc) of the text Explain = explain what effect your language feature (e.g. rhetorical question) has on the reader Effective? = explain how the language helps to achieve the text’s purpose. E.g. how does the language persuade / entertain / inform Further examples = you need to use a couple more examples (across the texts) to show a more detailed understanding of language use Detailed explanation = say a lot about a little. Give more detail in your explanation of why / how a language feature has been used

11. Q4 (F) Detail = further detail from the picture or headline Picture = look at different details and think about what they suggest and how they affect a reader Headline = look at different details and think about what they suggest and how they affect a reader Quotations = relevant quotations need to be embedded Effective = how successful has the presentational feature been in achieving it’s purpose? E.g. how does it help to persuade / argue / inform? Compare = you need to make links between the texts – similarities and differences Connectives = use comparative connectives to show the examiner where and how you are linking the text