4. 4
Top Tip:
Be strategic. YOU KNOW which
question is your weakness when it
comes to doing well on this exam.
Use the question checklists to help you
identify your areas of weakness – you
then need to use the ‘Question
Therapy’ tasks to address these
weaknesses.
Picking up an extra mark could make
all the difference to your exam grade!
The best way to improve your mark is
to PRACTISE, PRACTISE AND PRACTISE
SOME MORE!
6. 6
For the areas that you are not
confident with, use the
question therapy tasks to help
you.
Question 1 Checklist
Put a tick next to
the ones you are
confident with
Question 1 – Unlocking the Question
1A I am able to identify key words in the question
1B I able to identify WHO I am writing FOR
1C I am able to identify WHO I am writing AS
1D I am able to identify the TYPE of writing I need to do
1E I know the features of an interview
1F I know the features of a newspaper article
1G I know the features of a letter
1H I know the features of a formal talk
Question 1 – Understanding the Text
1I I can read a passage and understand what I have read
1J I can read a passage and highlight information relevant to each of the bullet points
IK I can read between the lines of a text (especially for bullet point 3)
1L I can pick up relevant details from the text and use them in my writing
1M I can DEVELOP some ideas that are in the passage
1N I can skim and scan the text to find the parts that I need
1O I can imagine what the people in the passage are thinking and feeling the people in t
Question 1 – Writing the Answer
1P I can write in an appropriate tone
1Q I can write in paragraphs
1R I am able to ORDER my writing according to the bullet points
1S I am able to take the ideas from the text and put them in my OWN WORDS
1T I can use a range of vocabulary to express what my character thinks and feels
1U I am able to create a VOICE so my character sounds real
1V I am able to use ideas and facts from the passage
1W Everything I say can find its roots in the passage
9. 9
For the areas that you are not
confident with, use the
question therapy tasks to help
you.
Question 2 Checklist
Put a tick next
to the ones
you are
confident with
Question 2 – Unlocking the Question
2A I can identify WHICH paragraph I have to re-read
2B I can identify WHAT I am looking for in the specified paragraph
Question 2 – Finding Words and Phrases
2C I can find words/phrases linked to the KEY WORD in the paragraph
2D I can identify language that is of interest to a reader
2E I can select relevant parts of a sentence
Question 2 – Answering the Question
2F I can notice patterns in different words/phrases
2G I am able to identify the meaning of the words
2H I can comment on the mood of the word e.g. the phrase ‘scratch of claws’ sounds sinister
2I I can explain WHAT effect the word has e.g. ‘The fact that mice disappeared in “less than a
minute” adds to the fear; where have they gone and will they come back just as quickly?”
2J I can be PRECISE about the effect words have e.g. I DO NOT say that ‘it sticks in the reader’s
head’
2K I can answer BOTH parts of the question EQUALLY well
11. 11
Question 3 Checklist
Put a tick
next to the
ones you
are
confident
with
Question 3 – Unlocking the Question
3A I know WHAT I am being asked to SUMMARISE i.e. I am NOT being asked to summarise everything!
3B I know what I am looking for in which passage
Question 3 – Understanding the Passage
3C I am able to highlight the main points in both passages
3D I am able to put those points IN MY OWN WORDS and in full sentences in my plan
Question 3 – Writing the Answer
3E I am able to see that I have included at least 15 points in my plan
3F I am able to include several points in each sentence
3G I am able to group similar ideas together in my writing
3H I am able to stay focused on what I have been asked to summarise at all times!
3I I am able to answer this question using one page of AVERAGE sized hand writing
3J I am able to summarise both parts equally as well
3K I do not use quotations from the passages – I DO put everything in my own words (where possible)
3L I do not repeat myself!
For the areas that you are not
confident with, use the
question therapy tasks to help
you.
12. 12
I would suggest answering the paper in the following way: Question 3, Question 2 and then Question 1.
27. 27
More exam papers
and exemplar
responses are
available on the
English blog:
Englishbradon.wordpress.com
Password: Bradonforest
28. 28
GENERIC MARK SCHEME
Question 1: Genre transformation question
Award a mark out of 15 for Reading.
Question 1: Award a mark out of 5 for writing:
34. 34
Question 1a– Unlocking the Question
I am able to identify key words in the question
It’s REALLY important that you know WHAT you are doing before you start answering anything!
When we ask you to “identify the key words in the question”, we want you to be able to spot:
WHO you are being asked to be
WHAT you are being asked to write about
WHICH genre you are writing in
HOW you are meant to start
For example, here is a question like the one you might get in the exam.
1 Imagine you are Brian Keenan writing a letter home about his experience of being
held captive.
In your letter, you should explore:
The place that you were captured
Your thoughts and emotions about the past, present and future
Base your letter on what you have read in Passage A and be careful to use your own
words.
Begin your letter, “Dear Mother…”
Up to fifteen marks will be available for the content of your answer, and up to five
marks for the quality of your writing. (20 marks)
TOP TIPS
ALWAYS underline or highlight the WHO, WHAT, WHICH and HOW
In your head, repeat to yourself what you THINK you are being asked to do.
Go back to the question and CHECK your understanding is right!
WARNING: If you start writing without checking you know what you are doing, you could lose
valuable marks.
35. 35
Question 1b– Unlocking the Question
I able to identify WHO I am writing FOR
It’s REALLY important that you know WHO you are writing for before you start planning and then
writing.
For example, here is an example of a question - without even reading the passage, you can
identify WHO you are writing for.
1 Imagine you are Brian Keenan writing a letter home about his experience of being
held captive.
In your letter, you should explore:
The place that you were captured
Your thoughts and emotions about the past, present and future
Base your letter on what you have read in Passage A and be careful to use your own
words.
Begin your letter, “Dear Mother…”
Up to fifteen marks will be available for the content of your answer, and up to five
marks for the quality of your writing. (20 marks)
TOP TIPS
In this question you are writing to your mother so you will have a warm relationship
with her – you will be honest about your feelings.
You are going to share your thoughts and emotions with your mother – that may
mean what you are relieved about and what you are scared about too.
You are INFORMING your mother about your experiences, that means you need to
sound like you were actually there! REMEMBER to write in role – you are Brian
Keenan.
WARNING: If you don’t get the audience right then it will be difficult for you to pick up really good
marks. The examiner needs to see you have read the material and changed it for the right audience.
36. 36
Question 1c– Unlocking the Question
I am able to identify WHO I am writing AS
If you start writing without knowing you who are meant to be then you will run into major problems!
The mark scheme says that you need to create a ‘voice’ for your character so you need to sound like
it really is them speaking – that will be hard if you don’t know who you are!
Here is the first line of a question
1 Imagine you are Brian Keenan writing a letter home about his experience of being
held captive.
Step 1 – Work out who you are from the question. Here, you are Brian Keenan.
Step 2 – Read the passage and work out what kind of person Brian Keenan is. There are some
clues in the passage. Here is the first paragraph – look at the clues that I have highlighted.
At the head of the mattress I kept my briefcase with my school text books. Behind the
briefcase I hid my shoes. I was forever afraid that I would lose those shoes. If I did, I felt it
would be a sure sign that I would never leave that cell.
Brian Keenan sounds like he is someone who likes to be ordered – he keeps his
things in the same place. Maybe this is so he can have some control over a
situation he isn’t in control of?
Brian Keenan sounds clever because he hid his shoes deliberately so no one
would take them. He’s also suspicious of people around him.
Brian Keenan sounds scared about losing hope – he was afraid he would lose the
shoes which would mean he could never leave his prison.
Step 3 – Turn that information into some sentences that really sound like Brian Keenan.
e.g “Mother, there were times when I thought I was just hanging on to any hope I could find. Do
you know that I hid my shoes in case anyone should take them? I could feel myself becoming
suspicious that my captors would steal them. For me mother, those shoes symbolised my hope
of getting out of that prison. I had to control what I could control – even putting my briefcase
and school books in the same place behind my bed, every day!
TOP TIP: If you work through the passage like this, you will pick up valuable marks.
WARNING: DON’T just jump into the passage - PLAN your answer. Highlight the passage and
annotate it with your ideas.
37. 37
Question 1d– Unlocking the Question
I am able to identify the TYPE of writing I need to do
The exam board tells you what TYPE of writing they want you to do – it is your job to use the
conventions of that type of writing. It is important that you understand HOW you are going to write
your response. A question you may get is:
1) Imagine that you are Mark, write an informal letter intended for family at home.
In your letter you should:
Comment on how you felt at the start of your adventure
Describe the weather and nature
Explain your thoughts about Las Vegas
Base your letter on what you have read in passage A. Be careful to use your own words.
Begin your letter entry: “Sometimes in life you need to take a chance...”
Write between 1 ½ and 2 sides, allowing for the size of handwriting.
Up to 15 marks are available for the content of your writing, and up to 5 marks for the
quality of your writing. [Total: 20]
TOP TIPS:
Underline what TYPE of writing you are being asked to do – in this case an informal
letter.
Look for how you are meant to start - “Sometimes in life you need to take a
chance...”
Work through the questions below to check you understand what you need to do.
Conventions of an informal letter
1) It’s to your family – what will the TONE of the letter be like?
2) How will you end the letter?
3) In a letter to your family, what are you more likely to share compared to a letter to
a stranger?
WARNING: Although it is an informal letter, remember to write in Standard English!
38. 38
Question 1e– Unlocking the Question
I know the features of an interview
Some exam questions may ask you to write a response to an interview with a reporter. It will always
tell you WHO you are meant to be. Here is an exam question that asked you to do that:
1) A reporter for a newspaper interviews Oliver and asks the following three questions
only:
What made you want to go travelling?
How did you get lost and what did you do to survive?
What have you learned through this experience?
Write the words of the interview, beginning with the first question.
Base your interview on what you have read in Passage A. Be careful to use your own words.
Write between 1 ½ and 2 sides, allowing for the size of your handwriting.
Up to 15 marks are available for the content of your answer, and up to 5 marks for the
quality of your writing.
TOP TIPS
You should write out the reporter’s question and then answer it in role, underneath.
You are answering the reporter’s questions BUT you are pretending you are Oliver
and have to answer the reporter’s questions.
X You DO NOT have to write it like an article. For example, you DO NOT need to do this:
Oliver said that he was really scared, “I was so frightened”, he said.
You just write the WHOLE thing like it is Oliver speaking.
WARNING: If you are given 3 questions to ask – you JUST answer those 3 questions. DO NOT make
up extra ones!
39. 39
Question 1f– Unlocking the Question
I know the features of a newspaper article
Question 1 may ask you to write a newspaper article so it is important that you know HOW to do
this. Here is an example of a question:
1) Imagine you are a newspaper reporter working in the nearby town. Write a report
using this headline: Lone climber survives storm of the century.
You will have looked at newspaper reports before in your English lessons. What are the features of
a newspaper report?
A headline (often you are given the headline in the question).
You need to write an objective viewpoint.
Write formally.
Use short quotations from people in the passage – you will have to find information
you can adapt to create these quotations.
You could give some context about the event in your opening paragraph.
Make sure you include facts of there are any e.g place names, times things
happened, ages of people.
Try and capture the drama of the situation.
Make sure you are accurately reflecting the information in the passage!
You should make sure that you use complex sentences e.g Mr Hund, who was first
on the scene, admitted that he was shocked at what he saw
TOP TIPS:
Don’t include pictures or write in columns – this isn’t necessary.
ALWAYS start with the headline or opening sentence the exam board give you.
WARNING: The personality of the reporter should NOT be obvious – you are writing from an
OBJECTIVE viewpoint.
40. 40
Question 1g– Unlocking the Question
I know the features of a letter
Question 1 may ask you to write a letter so it is important that you know HOW to do this.
Remember, you are supposed to use details from the passage in your letter to get the highest marks.
You will have looked at letter writing before in your English lessons. What are the features of a
formal letter?
It should be set out formally (your address top right)
You should include the date
You should include the right salutation i.e Dear Mr Briggs or Dear Maria
You should include the right ending to match your opening i.e. Yours sincerely if you
know their name.
You should keep your writing formal.
It should always be written in paragraphs.
You writing should follow a logical and ordered structure.
TOP TIPS:
Even if the letter is to someone you know, you must keep it relatively formal.
If you do know the person, you should include details from the passage that
show this.
WARNING: Even if the situation is more informal REMEMBER you are being examined on your
use of language so your letter should always be fairly formal!
41. 41
Question 1h– Unlocking the Question
I know the features of a formal talk
Students sometimes find formal talks difficult because you have to address your audience but always
keep your tone formal. You may be asked to write a formal talk like this:
1 You are Katie Bede, a rock climber, advising recent members about the dangers of
rock climbing.
Write the words of your talk to the new members.
In your talk you should:
• tell the new members about the dangers you have faced on your climbs.
• explain the skills and knowledge needed to be a good climber.
• share what you learned about yourself from climbing.
Base your talk on what you have read in Passage A. Address all three bullet points. Be
careful to use your own words.
Begin your talk: ‘I am Katie Bede, and there are some things you need to know about
climbing’
What are the features of a formal talk?
Opens with a clear address to the audience.
Ends with an acknowledgment of the audience/appeals to them.
Makes it clear throughout the talk that there is an audience there!
There is one person speaking (there should be no ‘script’ or heckling!)
May ask some rhetorical questions.
Will use the first person (“I”) and the second person (“you”)
May refer to their expectations or views.
You can use humour IF APPROPRIATE
Use personal anecdote (in role as Katie Bede)
TOP TIPS:
The exam board often tells you how to start so this will help you see the kind of
tone you should be writing in.
WARNING: DO NOT get into writing a narrative or a commentary. Some of my students wrote
like this, “All of a sudden the audience got excited, Katie Bede continued”. This is NOT a formal
talk, it sounds like a story!
42. 42
Question 1i – Understanding the text
I can read a passage and understand what I have read
All 3 questions require you to understand what you have read – if you struggle to read a passage and
to understand it then this will cost you lots of valuable marks. There are 3 questions on the exam
paper:
1) You need to understand the passage so you can write in role
2) You need to understand the passage so you can pick out words and phrases
3) You need to understand the passage so you can summarise what you have read
Reading skills can be learned – you need to practice!
TOP TIPS:
ALWAYS read the information the exam board gives you about the passage – this
gives you a hint about what the passage is about.
Read the first paragraph and, in the margin, write what that paragraph was
about. Ask yourself (in your head) what just happened there?
Read the next paragraph and do the same thing – write key words in the margin.
If you come across words you don’t understand, see if you can work out what it
means by looking at the words around it.
Once you have read the whole you can go back and skim and scan it if you want
to check you understand. Skimming and scanning means reading over the words
quite quickly rather than reading every word.
It is helpful to look at the bullet points FIRST so you know what you are looking
for.
Always read with a HIGHLIGHTER!
WARNING: You need to get the balance right between spending too long reading the passage
and not spending enough time!
43. 43
Look at the passage and look at how the prompt questions can help you understand what
you have read.
What do the italics tell
you? Write down 3 key
words e.g
Oliver, missing,
Australia
What is this paragraph
about?
Australian Embassy
Phonecall
Son missing
See if you can
summarise this
paragraph yourself:
Passage A
In this passage, Edward Jones describes how he found out his son Oliver
had gone missing in the Australian Blue Mountains.
It was late July, at about midnight our landline released a piercing noise
and woke us from our previously deep sleep. I assumed it would just
be another nuisance phone call, as this had frequently been happening
since we had moved house earlier that month. However, when I heard
an Australian accent on the other end of the line I would have been
eternally grateful had it been the suspected nuisance call. However,
this was someone from the Australian Embassy informing us that our
19-year-old son was missing.
Oliver had always been stubborn and confident; some would call it the
arrogance of youth. He had insisted that he wanted to take a year to
travel before he went to university. He wanted to visit Laos, Vietnam,
and Nepal as well Australia. We had violently resisted his plans,
suspicious that this would be his doorway into a new world of refusing
to settle down and get a job, like we had always urged him. However,
our resistance was futile, he had saved up the money and was
determined to go – he was 19, what could we do? He was the of the
generation who believed that “finding yourself” had to be done on
distant shores rather than in the day to day grind of the daily
commute.
44. 44
Question 1j– Understanding the text
I can read a passage and highlight information relevant to each of the bullet points.
Highlighting the passage is a really good way of finding information and making it really clear for
when you start planning and writing.
Firstly, give each of the bullet points a different colour
Secondly, go through the passage and highlight the information with the correct colour. I have
highlighted some of the points for you – see if you can see why they are highlighted in green.
TOP TIPS:
Give each bullet point a different colour (you need to invest in highlighters!)
Using your skimming and scanning skills, go through the passage and highlight the
relevant information in the matching colour.
It may help you to annotate the passage with your ideas too.
WARNING: The first bullet point should be easy to find, the second bullet point requires you to
read between the lines a bit more (infer and deduce). By the time you get to the third bullet
point, you are required to use your inference and deduction skills completely, so you may find it
harder to highlight obvious material in the passage. You are really looking for hints that the
passage gives, that you can build on.
1) A reporter for a newspaper interviews Oliver and asks the following three questions
only:
What made you want to go travelling?
How did you get lost and what did you do to survive?
What have you learned through this experience?
Passage A - extract
Oliver had always been stubborn and confident; some would call it the arrogance of youth.
He had insisted that he wanted to take a year to travel before he went to university. He
wanted to visit Laos, Vietnam, and Nepal as well Australia. We had violently resisted his
plans, suspicious that this would be his doorway into a new world of refusing to settle down
and get a job, like we had always urged him. However, our resistance was futile, he had
saved up the money and was determined to go – he was 19, what could we do? He was the
of the generation who believed that “finding yourself” had to be done on distant shores
rather than in the day to day grind of the daily commute.
45. 45
Question 1K– Understanding the text
I can read between the lines of a text (especially for bullet point 3 or the last bullet point)
REMEMBER: The first bullet point is often the most obvious, you will find lots of information to
highlight. The bullet points get more difficult as you go through them until the last one is based on
your ability to read between the lines. You need to look out for clues you can use.
Here is a question you may have seen already:
A reporter for a newspaper interviews Oliver and asks the following three questions only:
What made you want to go travelling?
How did you get lost and what did you do to survive?
What have you learned through this experience?
The ‘clues’ from the passage are on the left, I have read the ‘clue’ and asked myself, what does this
show that I have learned from my experience? There is one blank so you can have a go yourself.
Quotations from the passage What does this show about what you have
learned through this experience?
He phoned occasionally but usually when he
needed money.
I think I need to let people know where I am
in case of emergencies.
It was not unusual to not hear from him for
over 7 days…
When travelling, it is best to be in regular
contact with people because you are in an
unknown situation and it may not be safe.
…he was fiercely independent and didn’t
want to be wrapped in cotton wool.
I need to be less independent and start
relying on people a little more.
Oliver had naively embarked on a solitary
10-mile walk without a mobile phone or any
specialist equipment.
TOP TIPS:
Look at a quotation and ask yourself, ‘what is this trying to tell me?’
Think about the IMPRESSIONS you are getting from what is said about a character.
Underline key information in the passage and then annotate it with your ideas.
WARNING: Sometimes you may be tempted to give up on bullet point 3 if you are finding it
difficult – don’t! You need to have covered “ALL THREE bullet points” in order to get a C or
above on this question.
46. 46
Question 1L– Understanding the text
I can pick up relevant details from the text and use them in my writing
The examiner wants you to be able to pick up details from the passage and include them in your own
writing. You get credit for:
Mentioning place names, distances, temperatures, names of things
Picking up WHAT actually happens in the passage
DEVELOPING details from the passage
For example, look at this paragraph. Put a circle around details (e.g place names etc). Then underline
the key details of what actually happens. Do this WITHOUT looking at the ‘answers’!
The 13,025-foot Eiger, an iconic limestone buttress jutting out from the ridgeline, is highly
visible even among taller peaks in Switzerland’s western Alps. Its dramatic north face
towers nearly 6,000 feet above the mountain pass below and is known in mountaineering
as one of the six great north faces of the Alps for its difficulty and height. Since the first
ascent in 1938, more than 50 climbers have lost their lives attempting Eiger’s north face. In
2008, climber Dean Potter selected it for the first ever free BASE (parachute-protected free
solo) climb.
Since childhood, Potter had always been a free soloist, a climber without ropes or any
protection, where falling meant dying. Free BASE had been completely foreign to him and it
broke every rule he trusted; previously falling meant dying but now falling could mean
flying.
He ascended a route known as the Deep Blue Sea with only a five-pound BASE parachute
strapped to his back for protection. It was a complete transformation for him and he
struggled with the emotions of doubt, going insane, and life's meaning.
Adapted from National Geographic - http://adventure.nationalgeographic.com/adventure/trips/bucket-list/2013/free-solo-base-jump-
eiger-switzerland/
TOP TIPS:
Make sure you include the names of places in your answer
Make sure you track through the passage in order and pick out what has actually
happened.
Try and find information that you can add to. If it says that Potter has doubt, try and
think WHY he would feel like that from what you have read.
WARNING: You’re not making things up, you are using the passage as the base and are developing
some ideas to show the examiner you understand what you are reading.
Some things you may have underlined:
Details (place names etc) 13,025-foot Eiger
Highly visible even among taller peaks
In Switzerland’s western Alps
47. 47
North face towers nearly 6,000 feet above
the mountain pass below
First ascent in 1938
More than 50 climbers have died trying
What happens (write in bullets) He ascended a route known as the Deep
Blue Sea
Had only a five-pound BASE parachute
strapped to his back for protection.
Struggled with his emotions
Details you could develop:
More than 50 climbers have died trying
Struggled with his emotions
More than 50 climbers have died trying to
climb the Eiger but I had confidence that I
wouldn’t be adding to that number. The
thrill seeker in me wanted to push myself to
the limits.
I did struggle with lots of different emotions,
when you know that so many people have
died before you, it does make you think
seriously about what you are about to do.
48. 48
Question 1M– Understanding the text
I can DEVELOP some ideas that are in the passage
You get more marks in the exam if you are able to DEVELOP your answers.
“Developing your answers” on this paper means that you can:
1. Pick up details in the passage then…
2. Think about how the person you are writing as would think and feel.
3. You build on the ideas from the passage but what you say always has its roots in the
passage.
Read the passage below and then look at an example of how to develop details from it. Imagine
the question is asking you to write a letter home to your family explaining your thoughts and feelings
about your experiences.
Passage A
This passage explains Potter’s views on climbing the Eiger, a mountain in Switzerland.
The 13,025-foot Eiger, an iconic limestone buttress jutting out from the ridgeline, is highly
visible even among taller peaks in Switzerland’s western Alps. Its dramatic north face
towers nearly 6,000 feet above the mountain pass below and is known in mountaineering
as one of the six great north faces of the Alps for its difficulty and height. Since the first
ascent in 1938, more than 50 climbers have lost their lives attempting Eiger’s north face. In
2008, climber Dean Potter selected it for the first ever free BASE (parachute-protected free
solo) climb.
Since childhood, Potter had always been a free soloist, a climber without ropes or any
protection, where falling meant dying. Free BASE had been completely foreign to him and it
broke every rule he trusted; previously falling meant dying but now falling could mean
flying.
He ascended a route known as the Deep Blue Sea with only a five-pound BASE parachute
strapped to his back for protection. It was a complete transformation for him and he
struggled with the emotions of doubt, going insane, and life's meaning.
Adapted from National Geographic - http://adventure.nationalgeographic.com/adventure/trips/bucket-list/2013/free-solo-base-jump-
eiger-switzerland/
49. 49
Details you could develop:
“More than 50 climbers have died trying”
It doesn’t SAY anywhere in the passage that
he is confident but the passage tells us all
the things he has done – this makes me think
he is very confident and a thrill seeker. I can
imagine that his parents/family would have
been worried – it doesn’t say that in the
passage but it is a reasonable thing to think
in the circumstances.
“Struggled with his emotions”
Here I have tried to develop the idea of him
struggling emotionally – I have tried to think
WHY he would struggle and also think how
he overcame it. Again, I am building on
details I have found in the passage.
More than 50 climbers have died trying to
climb the Eiger but I had confidence that I
wouldn’t be adding to that number. The
thrill seeker in me wanted to push myself to
the limits even though I was at times aware
of the extreme danger. I know because you
are my family, you would have been worried
but I felt confident.
I did struggle with lots of different emotions,
when you know that so many people have
died before you, it does make you think
seriously about what you are about to do.
However, you know what I am like, I am
determined and stubborn and won’t let
anything put me off for long!
TOP TIPS:
Make sure you expand what is already there in the passage
Find a piece of information and think ‘how would he feel/what would he think here?’
Try and link what you say to the audience you are writing for.
WARNING: You’re not making things up, you are using the passage as the base and are developing
some ideas to show the examiner you understand what you are reading. This is NOT purely made up
creative writing!
50. 50
Question 1N– Understanding the text
I can skim and scan the text to find the parts that I need
In the exam, you should read the question (so you know what you are looking for) and then read the
passage. You should be highlighting the relevant information as you go along. Sometimes it is hard
to focus on all 3 bullet points at the same time, so you could perhaps just highlight information
about the FIRST bullet point first. THEN, you need to use your skimming and scanning skills.
What is skimming and scanning?
+
It means looking CLOSELY at a text but looking more quickly than when you first read
it.
It means reading and looking for something specific (e.g information for a bullet
point)
It means NOT reading every word on the page but letting your eyes skim across the
page.
TOP TIPS:
Put your finger in the middle of the page, as you move your finger slowly down the
page, let your eyes scan the words either side of your finger.
You should always know what you are looking for. For example, it might be that you
need to find out how high a mountain was. Let your eyes scan until you find the
answer.
You use skimming and scanning skills all the time. When you look at a menu, you
skim and scan to find out if they sell your favourite food. When you look at the TV
listings, you skim and scan to find out what time your TV programme starts – you
don’t read the entire page carefully.
WARNING: This is a skill that gets easier the more you do it.
Use your skimming and scanning skills to find facts and figures about the Eiger.
Passage A
This passage explains Potter’s views on climbing the Eiger, a mountain in Switzerland.
The 13,025-foot Eiger, an iconic limestone buttress jutting out from the ridgeline, is highly
visible even among taller peaks in Switzerland’s western Alps. Its dramatic north face
towers nearly 6,000 feet above the mountain pass below and is known in mountaineering
as one of the six great north faces of the Alps for its difficulty and height. Since the first
ascent in 1938, more than 50 climbers have lost their lives attempting Eiger’s north face. In
2008, climber Dean Potter selected it for the first ever free BASE (parachute-protected free
solo) climb.
Since childhood, Potter had always been a free soloist, a climber without ropes or any
protection, where falling meant dying. Free BASE had been completely foreign to him and it
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broke every rule he trusted; previously falling meant dying but now falling could mean
flying.
He ascended a route known as the Deep Blue Sea with only a five-pound BASE parachute
strapped to his back for protection. It was a complete transformation for him and he
struggled with the emotions of doubt, going insane, and life's meaning.
Adapted from National Geographic - http://adventure.nationalgeographic.com/adventure/trips/bucket-list/2013/free-solo-base-jump-
eiger-switzerland/
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Question 1O– Understanding the text
I can imagine what the people in the passage are thinking and feeling.
Sometimes you are asked to write in role and say how you are thinking and feeling. At times, the
passage DOES NOT tell you the answer. Instead the examiner wants you to read between the lines
and work it out yourself.
In the grid below are some lines from a passage – see if you can read between the lines and say
WHAT the person is thinking and HOW the person is feeling. The first one is done for you.
These lines are all taken from a passage about Brian Keenan who was kidnapped and kept in a cell
for four and a half years.
The line from the passage What the person is thinking and HOW the
person is feeling
“I could stand up and touch those walls with
my outstretched hands and walk those six
feet in no more than four paces.”
Thinking – will I ever see the outdoors
again? This room is smaller than you would
keep an animal in.
Feeling – I feel trapped, confined, desperate
to have fresh air and open space. I would
love to run as I can’t walk more than 4 paces
in here.
“In one corner there was a bottle of water
which I replenished daily when I went to the
toilet, and in another corner was a bottle for
urine, which I took with me to empty”.
Thoughts –
Feelings –
“There was one blanket which I never used,
due to the heat, filth and the heavy smell,
stale and almost putrid, of the last person
who had slept there”.
Thoughts –
Feelings –
TOP TIPS:
Put yourself in the person’s shoes
Use the details in the passage and then think how you would feel about what you
have just read
Try and include emotion – you need to sound like this has happened to you!
If you are being asked to write in role as someone you will be using the first person
(I)
WARNING: Everything you say must be based in the passage. The examiner should be able to see
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where your information has come from.
Question 1T– Writing the Answer
I can use a range of vocabulary to express what my character thinks and feels.
Having a good range of vocabulary comes from surrounding yourself with a range of reading
material. You should read daily newspapers or media websites and also try and read some non-
fiction or fiction books. Your vocabulary will grow as you read different words you haven’t seen
before.
In Question 1, you need to be able to think of different words to express how a person may feel. The
passage doesn’t always TELL you how they feel, you have to read between the lines.
Look at this passage and highlight or underline any information that might indicate how Najwa
feels. Two are underlined for you.
Passage A (extract)
This passage describes a refugee’s account of her time in Gaza and the difficulties she and her
family face.
3 June 2012 - Gaza
The recent hot, dry winds made me think that summer was coming early this year. I started
thinking of things like summer clothes for the kids, the joys of showering in cool water and
sitting on the beach with the children, and playing in the sand (even if we can’t swim in the
sea because it’s polluted from the sewage). But this lovely image of Gaza is not the whole
picture since Gaza’s borders were sealed; its people have endured Israeli military incursions
and air strikes and suffer from the lack of basic commodities from paper for books to
medicines for the sick and vaccines for the young.
On my way to work today, I saw long queues of cars in front of the petrol stations. Many of the
people—who had been waiting there since the early hours—were taxi drivers much
disgruntled because they hadn’t been able to work for weeks owing to the fuel shortages…
And they had families to support. We had heard that fuel was available, but it seems the
petrol station owners had been keeping it to sell on the black market at a higher cost. I feel
lucky that I don’t have to go to work by taxi. The pictures of university students, patients and
old women waiting in the street for hours for a taxi are devastating and heart-breaking.
Najwa Sheikh
UNRWA (United Nations Relief and Works Agency), Gaza
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Question 1U– Writing the Answer
I am able to create a VOICE so my character sounds real
If you want to get high marks in Question 1 you must be able to create a realistic voice for your
character. You have to read a passage in the exam and then write in role. If the passage is about a
man who is very shy, quiet and nervous and you write as someone who is loud, boisterous and
aggressive you will not get marks for creating an authentic voice!
The examiner wants to see that you can create a ‘voice’ for a character based on what you have
read. They are testing whether you have understood what you have read. If you get this right you
will get better reading AND writing marks!
TASK: Imagine that you are Darnell Barton and you are being interviewed about what happened on
October 18th
2013. You are going to write your answer to the following questions:
Explain what happened on October 18th
.
What were your thoughts and feelings about being called a “hero”?
How do I create a ‘voice’ for my character?
Step 1 – Read the passage and ask yourself, ‘what kind of person is this? How do I know?’
Step 2 – Underline or highlight any part of the passage that reveals what the person may be like and
write that sentence in the table below (these have been done for you but you should see how many
of them you can get yourself!)
Step 3 – Write down some words that describe what this person is like in the right hand side of the
column. What is their attitude like? What impression do you get of them?
Read this passage and follow the 3 steps above.
*This is not the kind of extract you would get in an exam but it will help you learn how to create a voice for your
character.
Donald Trump Gives 'Hero Bus Driver' $10,000
A bus driver who stopped to help a woman who looked like she was about to jump off a bridge has
been given a reward by billionaire Donald Trump. Mr Trump was so impressed by the actions of
Darnell Barton in New York he handed him a $10,000 (£6,200) gift. Mr Trump said: "I thought that
was so beautiful to see. I think he is a great guy with an amazing heart and I said that man should be
rewarded. "Frankly, I'm very honoured to help him out ... The way he handled it was brilliant."
Mr Barton, 37, gained worldwide fame after on-board CCTV footage showed him stopping the bus
on a freeway overpass on October 18. The footage showed Mr Barton approach a woman who was
standing on the wrong side of the bridge's guardrail. The woman, believed to be a student in her
20s, looked at Mr Barton before staring down at the road beneath the bridge. "That's when I went
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and put my arms around her," father-of-two Mr Barton said after the dramatic rescue. "I felt like if
she looked down at that traffic one more time it might be it."
Quick-thinking Mr Barton placed the woman in a bear hug and helped her return to the safe side of
the barrier. The video showed the two sit down on the concrete walkway. "Whatever was on her
mind, it had her. It really, really had her," the bus driver said.
A female prison officer stopped her car behind and came to the woman's assistance while a police
patrol and ambulance were sent to the scene. Afterwards, Mr Barton returned to his bus where he
got a standing ovation from the passengers. Mr Barton then finished his usual bus route, wrote up a
report on the incident and went home.
Sky News website – 2
nd
November 2013
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Question 1V– Writing the Answer
I am able to use ideas and facts from the passage
The examiners give you some credit for being able to pick up DETAILS from the passage. Details are
things like dates, times, ages, names of things/people/places, temperatures, weather conditions and
jobs. If you use some of these details in your own writing it will show that you have read and
understood the passage.
You get good marks for DEVELOPING your answer and you can find out more about that in Therapy
sessions 1M, 1T and 1U.
TASK: Read the passage about Darnell Barton and underline all the DETAILS that the passage gives.
Look back at the above list for a reminder. Some are done for you to get you started. You will need
to remember these for the test session!
TOP TIPS
If you can put the details in your own words you can BUT you don’t need to. If the
passage says that the action happened in New York, just say that, don’t say “a big
American city”!
You should always have about 8-10 details in your own writing that you have taken
from the passage.
Warning: Sometimes things may seem too obvious to mention i.e that Darnell is a
bus driver, father of 2 etc. All of these things are details AND you can build on them
in your answer.
*This is not the kind of extract you would get in an exam but it will help you learn how pick up on details.
Donald Trump Gives 'Hero Bus Driver' $10,000
A bus driver who stopped to help a woman who looked like she was about to jump off a bridge has been
given a reward by billionaire Donald Trump. Mr Trump was so impressed by the actions of Darnell
Barton in New York he handed him a $10,000 (£6,200) gift. Mr Trump said: "I thought that was so
beautiful to see. I think he is a great guy with an amazing heart and I said that man should be rewarded.
"Frankly, I'm very honoured to help him out ... The way he handled it was brilliant."
Mr Barton, 37, gained worldwide fame after on-board CCTV footage showed him stopping the bus on a
freeway overpass on October 18. The footage showed Mr Barton approach a woman who was standing
on the wrong side of the bridge's guardrail. The woman, believed to be a student in her 20s, looked at
Mr Barton before staring down at the road beneath the bridge. "That's when I went and put my arms
around her," father-of-two Mr Barton said after the dramatic rescue. "I felt like if she looked down at
that traffic one more time it might be it."
Quick-thinking Mr Barton placed the woman in a bear hug and helped her return to the safe side of the
barrier. The video showed the two sit down on the concrete walkway. "Whatever was on her mind, it
had her. It really, really had her," the bus driver said.
A female prison officer stopped her car behind and came to the woman's assistance while a police patrol
and ambulance were sent to the scene. Afterwards, Mr Barton returned to his bus where he got a
standing ovation from the passengers. Mr Barton then finished his usual bus route, wrote up a report on
the incident and went home.
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Question 1W– Writing the Answer
Everything I say can find its roots in the passage
EVERYTHING you say in your answer should be able to be traced back to the passage. You can
imagine some details BUT the examiner should be able to see where you have got that idea from in
the first place. This is NOT creative writing, you are NOT being asked to make everything up from
scratch!
TOP TIPS
If the passage talks about someone who has frostbite and has lost feeling in his
hands and feet you CAN say that “I was terrified that I was not going to get out of
here alive”. It is reasonable to assume that you would think that if this had happened
to you!
A person’s thoughts and feelings are not always made explicit in the passage, you
have to read between the lines and then use the evidence to work out how they
might feel.
Warning: Sometimes in the pressure of the moment you can forget to re-read your
answer. ALWAYS read through your answer when you have finished and ask yourself,
‘does everything I have written here link back to the passage and answer the
question?’
You will need LOTS of coloured pens or highlighters for this task!
Task: Read through the passage. Then read through the answer. Using your colours you need to
match up the information I have included in my answer to where I got it from in the passage. I have
completed two for you to get you started.
Question: Imagine you are Brian Keenan writing a letter home about his experience of being held
captive.
In your letter, you should explore:
The place that you were captured
Base your letter on what you have read in Passage A and be careful to use your own words.
Begin your letter, “Dear Mother…”
Passage A
Brian Keenan was kidnapped one morning on his way to work. He was a lecturer in a university in
Beirut. It was four and a half years before he was released. In the extract he describes his prison cell.
It was built very shoddily of rough-cut concrete blocks haphazardly put together and joined by crude
58. 58
slapdash cement-work. Inside, and only on the inside, the walls were plastered over with that same
dull grey cement. There was no paint. There was no colour, just the constant monotony of rough
grey concrete.
The cell was six feet long and four feet wide. I could stand up and touch those walls with my
outstretched hands and walk those six feet in no more than four paces. On the floor was a foam
mattress. With the mattress laid out I had a pacing stage of little more than a foot’s width. In one
corner there was a bottle of water which I replenished daily when I went to the toilet, and in
another corner was a bottle for urine, which I took with me to empty. There was also a plastic cup
in which I kept a much abused and broken toothbrush. On the mattress was an old, ragged, filthy
cover. It had originally been a curtain. There was one blanket which I never used, due to the heat,
filth and the heavy smell, stale and almost putrid, of the last person who had slept there. The cell
had no windows. A steel door was padlocked every day, sounding like a thump on the head to
remind me where I was.
At the head of the mattress I kept my briefcase with my school text books. Behind the briefcase I
hid my shoes. I was forever afraid that I would lose those shoes. If I did, I felt it would be a sure sign
that I would never leave that cell.
“An Evil Cradling” by Brian Keenan
Answer (this is only part of the answer):
Dear MotherNo son wants to tell their mother when life is difficult and no mother wants to have to
read the terrible details of what their son has suffered. However, I know you will want to know what
I have faced these last four and a half years. I must warn you now mother, you may find this difficult
to read.
When you are used to your freedom as I have been, being locked up in a colourless, tiny cell is
incredibly difficult. My cell looked like it had been put together in a rush and certainly didn’t look like
it had been built by professional construction workers; it was shoddy. It lacked any kind of colour,
the whole thing was grey which reflected how miserable the place was. Not only was it made of a
horrible dull, grey concrete but it was also tiny. When I say tiny, I mean that I could touch the walls
with my outstretched hands. This was the biggest shock for me to adjust to when I had been used to
all the space and freedom a normal person enjoys.
In my tiny cell there was a mattress that was to be my bed for the next four and a half years. It was
on the floor, which of course reduced my space even more. I could barely move round the room at
all when that was down on the floor. It had a cover on it that was previously a curtain. At least there
was something on the mattress I suppose. They gave me a blanket but when it smells like it did it
wasn’t much help. It stunk of the last poor person who had been confined in this cell – I could smell
their putrid stench and every time I smelt it I wondered what had happened to them. Had they got
out alive? Or was this a dead man’s blanket?
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Question 2A– Unlocking the Question
I can identify WHICH paragraph I have to re-read
This may sound like an obvious thing, but sometimes in the exam students miscount and this means
all their marks for this question are lost.
TASK: Look at the question and then the passage below.
Put a star next to the relevant paragraphs.
TOP TIPS
To try and avoid confusion, the exam board normally tells you the number of the
paragraph AND then tells you how that paragraph begins.
Don’t count the information about the passage as the first paragraph!
Double check that you have the right paragraph!
WARNING: Check you haven’t got mixed up. The question tells you WHAT you are looking for in the
paragraph e.g the description of the cold. IF your paragraph has nothing about the cold in it then you
need to check your counting!
The Question:
Re-read the descriptions of:
(a) The fall in paragraph 3, beginning “I flip on to my front”
(b) The accidents in paragraph 5, beginning “Instead, I am in agony, writhing and crying.
Select words and phrases from these descriptions, and explain how the writer has created
effects by using this language.
(10 marks)
Passage A
Bear Grylls is a man who enjoys taking risks, exploring the world around him and pushing his
abilities to the limit. Here he reflects on some of his experiences.
The air temperature is minus 20C. I wiggle my fingers but they’re still freezing cold. Old frostnip
injuries never let you forget. I blame my Everest climb. ‘You set, buddy?’ cameraman Simon asks
me, smiling. The crew say the northern Canadian Rockies look spectacular this morning but I don’t
really notice. Beneath me is 300ft of snow and ice. It’s steep but manageable.
I leap and I’m soon sliding on my back down the mountain at 40mph, with Simon following on a
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Question 2E– Finding Words and Phrases
I can select relevant parts of a sentence
TOP TIPS
There may be two or three separate words/phrases in one sentence.
Look for the MOST interesting part of the sentence.
Make sure you know WHY it is interesting because you will need to explain that in
your answer.
WARNING: Check the KEY WORDS in the question. What should ALL your words and phrases be
linked with? (Answer: The zoo!)
Task: Read paragraph 2 about Pi’s memory of the zoo. Select words and phrases about the zoo
that are interesting. Highlight the words/phrases. Then compare your answers to the answers
below.
REMEMBER: You can, and should, select PARTS of the sentence if relevant NOT necessarily the
whole sentence.
Passage A
The following extract is from ‘The Life of Pi’. Pi (the narrator) is an Indian boy from Pondicherry. In
this part of the novel he reminisces about his early childhood, growing up in relative luxury, in his
father’s zoo.
A portion of the grounds of the Pondicherry Botanical Garden as made available rent-free for an
exciting business opportunity and – lo and behold – India had a brand new zoo, designed and run
according to the most modern, biologically sound principles.
It was a huge zoo, spread over numberless acres, big enough to require a train to explore it, though
it seemed to get smaller as I got older, train included. Now it’s so small it fits in my head. You must
imagine a hot and humid place, bathed in sunshine and bright colours. The riot of flowers is
incessant.
Answers:
Passage A
The following extract is from ‘The Life of Pi’. Pi (the narrator) is an Indian boy from Pondicherry. In
this part of the novel he reminisces about his early childhood, growing up in relative luxury, in his
father’s zoo.
A portion of the grounds of the Pondicherry Botanical Garden as made available rent-free for an
exciting business opportunity and – lo and behold – India had a brand new zoo, designed and run
according to the most modern, biologically sound principles.
It was a huge zoo, spread over numberless acres, big enough to require a train to explore it, though
it seemed to get smaller as I got older, train included. Now it’s so small it fits in my head. You must
imagine a hot and humid place, bathed in sunshine and bright colours. The riot of flowers is
incessant.
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Question 2F– Answering the Question
I can notice patterns in different words/phrases
To get top marks in this question you have to be able to give an overview of the language that is
used in a paragraph. For example, it may be that in one paragraph lots of the words/phrases are
about the harshness of the cold or all the words/phrases indicate how frail someone is. You should
learn how to spot these patterns.
TOP TIPS for creating an overview
Identify the images in the paragraph – are they all trying to paint the same picture
and create the same effect?
Look at the words being used – do they have anything in common?
Look for interesting conflicts and contrasts. Does the passage contrast someone’s
cold to the warmth of a fire or how strong nature is compared to how weak humans
are?
You could underline/highlight similar groups of words to help you.
WARNING: Make sure you are commenting on the actual language. Don’t start saying things like
‘there are lots of metaphors in the paragraph’. Everything should go back to the actual words and
phrases in the paragraphs.
Question:
Re-read the descriptions of:
a) The forest and the conditions in paragraph 4, from ‘It turned out that Oliver…’
b) Oliver’s physical condition in paragraph 5, from ‘During his 14 days in the
forest…’
Select words and phrases from these descriptions, and explain how the writer has created
effects by using this language.
Task: Read the following paragraphs – what patterns/ideas could you comment on as an
overview? See if you can spot them yourself before you look at the answers!
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Passage A
Paragraph 4
It turned out that Oliver had gone for a walk in the Blue Mountains and had found himself
near the Narrow Neck fire trail. Narrow Neck, southwest of Katoomba, is around 1,000m
above sea level and surrounded by dense forested hills which could ensnare the most
experienced trekker. Nighttime temperatures in the area could often get to below freezing,
wrapping everything in a suffocating layer of frost. The terrain was rough and its difficulty
deceiving. Oliver had naively embarked on a solitary 10-mile walk without a mobile phone
or any specialist equipment. An ill-conceived wander into the forested hills nearly led him
into the arms of silent death.
Patterns/overview:
Paragraph 5
During his 14 days in the forests he lost so much weight that his already slim, boy-ish frame
had become skeletal. A diet of grass and seeds had seen the life and vitality drain from his
body. In order to keep warm he would wrap his thin jacket around his torso like a shroud.
With the last bit of strength he had he dug a grave like pit to sleep in and found foliage to
cover himself with. There he waited for death to creep up and catch him unawares, the
sound of distant helicopters adding to his anguish. Depressed and dazed, he would stagger
to an opening and cry to a God who he felt had cruelly abandoned him.
Patterns/overview:
Answers from the mark scheme:
Paragraph 4
The general effects is that of an environment that is deliberately deceiving the travellers. It may
look attractive but the words used are of a sinister human trying to catch a victim. Words to do
with coldness and isolation are common.
Paragraph 5
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The general effect of these words and phrases is of an association with death and weakness. There
are many words used that are linked to weakness and frailty.
Question 2G– Answering the Question
I am able to identify the meaning of the words
The mark scheme says for 5-6 marks on Question 2 there is, “ a satisfactory attempt made to identify
appropriate words and phrases. Response mostly gives meanings of words and any attempt to
suggest and explain effects is basic or general”.
Explaining the meaning of the word will not get you full marks but it will help you to think about
the language being used.
TOP TIPS
Identify the word/phrase and then say what the word/phrase means THEN you can
link that to the effect.
If you don’t know what a word means, try and work out the context it appears in –
this may help you.
Look at the words surrounding the word you don’t know, does that help you
understand?
Think about what the whole passage is about as this will give you a hint as to what
the word is to do with.
WARNING: Make sure that you can give the meaning of the word but then make sure you develop
your answer to explain the effect that word has.
Task: Read the paragraph below then try and work out what the words mean from looking at
the words around it. Complete the table below.
Extract from Passage A
Mark Feely receives notice of his forthcoming redundancy from work and decides that a
change of pace is needed. Booking a ticket to Las Vegas on a whim, he finds himself having
signed up to jump off the top of the Stratosphere Tower, the world’s highest controlled
descent.
Mark stood, hot and fidgety, craning his neck upwards. It was barely 8am, yet the sun was
already high and plump, beating down mercilessly on a city that was still half asleep. He
squinted, his eyes stung into submission by beads of sweat cascading from his forehead, and
tried hopelessly to make out the distant summit of the shimmering structure he stood quietly
agape beneath. From here, 840 feet below, it seemed impossibly remote, a far off pin stuck
fast into a vivid aquamarine sky.
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Word/phrase Meaning
Mark stood, hot and fidgety, craning his
neck upwards.
“craning” means….
Hint: He is trying to look upwards so what is
he having to do to his next to see properly?
It was barely 8am, yet the sun was already
high and plump, beating down mercilessly
on a city that was still half asleep.
“mercilessly” means….
Hint: Look at the words before, it says the
sun was “beating down”.
He squinted, his eyes stung into submission
by beads of sweat cascading from his
forehead.
“submission” means…
“cascading” means….
…a far off pin stuck fast into a vivid
aquamarine sky
“aquamarine” means….
Look up the words in a dictionary to see if you got the right idea!
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Question 2H– Answering the Question
I can comment on the mood of the word e.g the phrase ‘scratch of claws’ sounds sinister.
When writers write, they often want to create a certain mood and they use words to do this. In the
Reading exam, Question 2, it is helpful if you can identify the ‘mood’ of a passage or of a
word/phrase. You can work out what the mood is like by looking at the specific words a writer uses.
For example, look at this phrase;
“The menacing cold surrounded me”
TOP TIPS
Ask yourself some questions about this phrase.
1) Which are the words that give away the ‘mood’ of the sentence?
2) What does the word ‘menacing’ mean?
3) What does ‘menacing’ make you think of?
4) What about the word ‘surrounded’ – what impression does that give you?
5) Does this phrase sound like it’s a pleasant or unpleasant experience? Why/Why not?
6) Which words could describe the mood of this sentence?
Ideas: The situation sounds tense, dangerous and sinister almost like the cold is torturing the
person by surrounding him. It almost bullies him. The mood of this sentence is threatening and
intimidating.
Have a look at these phrases and see if you can work out the mood the writer is trying to
convey.
“The silent cold gripped me with an iron fist”
“The exhilarating thrill pulsated through my veins”
WARNING: Always make sure that you understand the sentence (or word or phrase) in the context
of the whole passage.
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Question 2I– Answering the Question
I can explain WHAT effect the word has.
Often students really struggle with what is meant by ‘effect’. Sometimes the answers are so vague
the examiner isn’t really being told anything at all about the word/phrase OR the effect.
Here is a BAD example:
Student 1: The phrase “the menacing cold surrounded me” has an interesting effect because it is
really memorable and makes me really want to read on. The effect of the sentence is that I know it is
really cold.
This is a bad example because:
It says ‘interesting’ effect – what does that actually mean? What is interesting?
It says it is ‘memorable’ but HOW? Why? Which word?
Where is the analysis of individual words? What about the word ‘menacing’?
It doesn’t explain how the man in the sentence is affected by what’s happening to
him.
TOP TIPS
Always think about individual words
Link your thoughts on the words to the context of the passage
Be specific with your language, do not say general things like it is ‘good’
Look at this extract from ‘Touching The Void’ then look at some of the things you could say about
the effect of one of the phrases.
Passage A
Joe and Simon are mountain climbing in the Andes, when Joe has a terrible accident. Here
is Joe’s account.
I hit the slope at the base of the cliff before I saw it coming. I was facing into the slope and
both knees locked as I struck it. I felt a shattering blow in my knee, felt bones splitting, and
screamed. The impact catapulted me over backwards and down the slope of the East Face. I
slid, head-first, on my back. The rushing speed of it confused me. I thought of the drop
below but felt nothing. Simon would be ripped off the mountain. He couldn’t hold this. I
screamed again as I jerked to a sudden violent stop.
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The phrase The effect
“I felt a shattering blow in my knee, felt
bones splitting, and screamed”.
The words “shattering blow” show the
emotional implications of what has
happened; it was devastating and his
ambitions to go on were “shattered” but this
could also refer to his bones actually
breaking. He can feel his “bones splitting”
which is a very painful image and also shows
the seriousness of the impact. The effect of
this graphic description is that we
understand that this could be life-
threatening and that he is in serious trouble.
WARNING: Do not say it has ‘an interesting effect’ - ALWAYS think about the effect the words have
on our understanding of the character and their situation.
Question 2J– Answering the Question
I can be PRECISE about the effects words have.
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When you are writing about the effect that words/phrases have it is really important NOT to say any
of the following:
It sticks in the reader’s head
It is really interesting
It makes you want to read on
It makes you think what it was like
It makes you imagine it in your head
The writer uses short sentences to keep you hooked
ALL of these things don’t really tell the examiner anything about the actual LANGUAGE in the
passage.
TOP TIPS
Always think about individual words and what they mean.
Think about what the word implies (suggests)
Comment on what the word is saying about the person/situation
Think about whether the writer is using a certain IMAGE – you get credit for picking
up the use of imagery.
For example, read this paragraph.
Passage A - From ‘A Passage to Africa’
George Alagiah writes about his experiences as a television reporter during the war in
Somalia, Africa in the 1990s. He won a special award for his report on the incidents
described in this passage.
In the ghoulish manner of journalists on the hunt for the most striking pictures, my
cameraman and I tramped from one hut to another. What might have appalled us when
we'd started our trip just a few days before no longer impressed us much. The search for
the shocking is like the craving for a drug: you require heavier and more frequent doses
the longer you're at it. Pictures that stun the editors one day are written off as the same
old stuff the next. This sounds callous, but it is just a fact of life. It's how we collect and
compile the images that so move people in the comfort of their sitting rooms back home.
Here are two explanations of the effect of this sentence – which do you think is the best and why?
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Answer 1:
“The search for the shocking is like the craving for a drug”
This is a really interesting phrase because it sticks in the reader’s head, especially the bit about
drugs. It makes the reader want to read on to see if he is taking drugs or not. There are some good
words used which effect the reader in a really dramatic way.
Answer 2:
“The search for the shocking is like the craving for a drug”
George Alagiah is using the image of a drug addict, words like ‘craving’ and ‘drug’ imply that he is
addicted to finding “shocking” images and that he wants something more dramatic each time. A
“craving” is something that you really want and will do anything to get. Alagiah has to be ruthless
because he knows shocking images sell newspapers.
How could you make both answers better?
WARNING: Try not to repeat yourself in your answer. Make sure your points are as clear as possible.
Question 2K– Answering the Question
I can answer BOTH parts of the question EQUALLY well.
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To get 5-6 marks out of 10 for Question 2, the mark scheme says, “a satisfactory attempt is made to
identify appropriate words and phrases. Response mostly gives meanings of words and any attempt
to explain effects is basic or general. One half of the question may be better answered than the
other”.
TOP TIPS:
If you want to get 7 or more out of 10 you must make sure you answer both parts of
the questions well.
You need to spread your time out between the two paragraphs
You need to find 3 or 4 words/phrases from EACH paragraph
You should be able to explain the meaning of the words in both parts of the
question.
Ideally, you would be able to identify an image in each paragraph too
You must stay focused on what you are being asked to look for.
WARNING: Make sure you plan your answer BEFORE writing it!
What now?
In the Testing session you are going to try and write your answer to the exam question – keep the
Top Tips (above) in mind when you do.
Question 2L– Answering the Question
I am able to identify when an IMAGE is used and why.
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To get 7-8 marks (Band 2) you need to be able to recognise when an image is used and explain why
that image is used. The mark scheme says, “images are recognised as such and the response goes
some way to explaining them”.
What do we mean by an ‘image’?
A picture that is created through words.
The author may use similes or metaphors to help you visualize the scene.
Their description will be very clear so that you can see exactly how the scene is.
Here are some examples of images.
“sensation abandoned his hands”
Ask yourself, ‘what is the picture the writer is trying to create here?”
It’s almost like all his feeling is running away from him, you could imagine his hands are turning a
dreadful colour as his blood supply goes. It sounds like he has frostbite.
“She was rapidly becoming an ice sculpture”
Ask yourself, ‘what is the picture the writer is trying to create here?”
The lady is so cold that she can hardly move and is becoming stuck. This change is happening quickly
because the temperatures must be incredibly low. There is a sense of real danger here as she will
not survive without moving. We imagine her being frozen as her environment is.
TOP TIPS:
As with everything in question 2, look closely at the language that is being used.
What do the words make you think of?
Do the words create a picture in your mind?
What is the picture of?
WARNING: Make sure you are making SPECIFIC comments, don’t say ‘it creates a picture in the mind
of the reader’. Think about WHAT the picture is.
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Question 3A– Unlocking the Question
I know what I am being asked to summarise
The most common mistake people make is not reading the question properly. The examiner is NOT
asking you to summarise EVERYTHING that happens in the passage, they are asking you to
summarise one element of it.
For example, I might ask you to watch an episode of ‘I’m A Celebrity’ or ‘Eastenders’. Then I might
ask you to summarise the arguments that happened in the episode. That means I don’t want to
know about ANYTHING ELSE! I just want to focus on something specific. You would have to think
about all the arguments there were and then tell me about them.
Here is a question like the one you might get in the exam.
3) Summarise:
a) The advice that is given to prepare for a trek, as given in Passage B
a) The challenges and problems Oliver faced, as described in Passage A
Use your own words as far as possible.
Aim to write no more than one side in total, allowing for the size of your handwriting. Write
your response on the lines provided.
Up to 15 marks are available for the content of your answer, and up to 5 marks for the
quality of your writing.
Look at WHAT you are being asked to summarise – it tells you!
TOP TIPS
ALWAYS read the question more than once so you don’t miss valuable information.
ALWAYS plan your answer in note form BUT you must write it up in full sentences.
You could write WHAT you are summarising on the top of each passage, that way
you can’t forget!
WARNING: Do not start writing without planning – it will cost you marks.
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Question 3B– Unlocking the Question
I know what I am looking for in which passage.
Another common mistake that students make is getting the passages mixed up. This can sometimes
happen because bullet a) asks you to look at Passage B and that can confuse people. Follow these
tips for success.
TOP TIPS
Always write WHAT you are being asked to summarise on the top of the RIGHT
passage.
Always start planning the passage you know FIRST!
Do NOT read passage B until you have finished Passage A, this will stop you being so
confused.
You can answer on Passage A first, just make sure it is clear to the examiner in your
answer booklet that that is what you are doing.
You can write ‘Passage A’ as a subheading in your booklet before you write your
answer to make it really clear.
Highlight the main points in your passage
List them in note form first BEFORE writing in full sentences
CHECK they are relevant to the question!
Here is a question like the one you might get in the exam.
3) Summarise:
b) The advice that is given to prepare for a trek, as given in Passage B
c) The challenges and problems Oliver faced, as described in Passage A
Use your own words as far as possible.
Aim to write no more than one side in total, allowing for the size of your handwriting. Write
your response on the lines provided.
Up to 15 marks are available for the content of your answer, and up to 5 marks for the
quality of your writing.
WARNING: Check that you are totally clear on WHAT you are summarising before you start!
82. 82
If we were summarising Passage B, this is what it would look like:
Passage B – THE ADVICE THAT IS GIVEN TO PREPARE FOR A TREK.
Trek Training Guide taken from ‘Do It For Charity.com’. This leaflet is aimed at preparing
potential trekkers for the challenge ahead.
Although walking is something most people do every day, we strongly urge you to train for your
trek. You should start training several months before the event and this Trek Training Guide will
help you to do this.
It is designed for a person of 'average' fitness. Even if you walk regularly and have a good level of
fitness, you will still need to train for this type of long-distance walking, though you may find that it
will not take you as long to reach the stages outlined below. If you do not walk often and have only
a basic level of fitness you should allow more than the 16 weeks outlined.
Why Walk?
There are many reasons to walk, it has physical benefits as it strengthens your heart,
reducing the risk of heart attack and stroke, improves circulation, breathing and endocrine
functions. Not only that but it also tones muscles and strengthens bones, reducing the risk
of osteoporosis as well as reducing blood fat and cholesterol.
It can also help with weight loss as it burns calories and helps you manage your weight
which in turn boosts mental performance and improves psychological well-being. Many
have found other benefits too, for example it enables you to solve problems, manage stress
and reduce anxiety.
Programme Notes
The 16 week programme is a rough training guide. Obviously with work, family and
fundraising commitments you may not always be able to achieve what we have set out for
you. However, in order to get close to achieving the training it is very important to organise
your time properly. There are plenty of ways to ensure that you maximise your training,
even if you feel you have no time outside work.
You must organise your week to make time to get out to do some training. Perhaps you
should get up an hour earlier and go out for a quick walk with some stretching in the
morning before work while it is still light. If you can walk to work, do so. If you get to work
by public transport, get off a stop or two earlier than usual, so that you walk some distance
each day. If you drive, park further away than usual, or walk a longer route to work. You
could also use your lunchtimes to take regular brisk walks around your work area, not just a
stroll around the shops. If you haven’t got much time then find a steep set of stairs i.e. five
floors of a department store/office block and climb them five times, at least three times per
week. If you do have some time then joining a leisure centre is a good idea as the local
fitness instructors may well be able to design a programme specifically for you. Most good
gyms have a walking machine, or even better a stair climber, where you can clock up
mileage more safely and comfortably, but do try to walk as much as possible in ‘real’
conditions and wearing your rucksack and boots.
http://www.doitforcharity.com/trekking-training-guide.aspx
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MY SUMMARY POINTS – Passage B
THE ADVICE THAT IS GIVEN TO PREPARE FOR A TREK.
Organise your time properly/find time to train
Maximise your training in whatever way you can
Get up earlier while it is still light
Walk to work/get off a stop earlier/park further away
Climb stairs five times, three times a week
Join a gym/get an official programme put together
Try and walk in ‘real’ conditions/wear your rucksack and boots
Then I would put these in full sentences – there is more about this in other Therapy sessions.
84. 84
Question 3C– Understanding the Passage
I am able to highlight the main points in both passages
(This session is very similar to Therapy 3B)
Highlighting the summary points in the passage is really important if you want to make sure you
don’t miss things out! The passage is probably covered in highlighter already though so you may
need to use a different coloured pen instead!
TOP TIPS
Always write WHAT you are being asked to summarise on the top of the RIGHT
passage.
Always start with the passage you know FIRST even if it is not the first bullet point!
Do NOT read passage B until you have finished Passage A, this will stop you being
confused.
Highlight the main points in your passage – keep looking at WHAT you are
summarising.
List the summary points in note form first BEFORE writing in full sentences
CHECK your points are relevant to the question!
Here is a question like the one you might get in the exam.
3) Summarise:
d) The advice that is given to prepare for a trek, as given in Passage B
e) The challenges and problems Oliver faced, as described in Passage A
Use your own words as far as possible.
Aim to write no more than one side in total, allowing for the size of your handwriting. Write
your response on the lines provided.
Up to 15 marks are available for the content of your answer, and up to 5 marks for the
quality of your writing.
WARNING: Check that you are totally clear on WHAT you are summarising before you start!
If we were summarising Passage B, this is what it would look like:
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Passage B – THE ADVICE THAT IS GIVEN TO PREPARE FOR A TREK.
Trek Training Guide taken from ‘Do It For Charity.com’. This leaflet is aimed at preparing
potential trekkers for the challenge ahead.
Although walking is something most people do every day, we strongly urge you to train for
your trek. You should start training several months before the event and this Trek Training
Guide will help you to do this.
It is designed for a person of 'average' fitness. Even if you walk regularly and have a good
level of fitness, you will still need to train for this type of long-distance walking, though you
may find that it will not take you as long to reach the stages outlined below. If you do not
walk often and have only a basic level of fitness you should allow more than the 16 weeks
outlined.
Why Walk?
There are many reasons to walk, it has physical benefits as it strengthens your heart,
reducing the risk of heart attack and stroke, improves circulation, breathing and endocrine
functions. Not only that but it also tones muscles and strengthens bones, reducing the risk
of osteoporosis as well as reducing blood fat and cholesterol.
It can also help with weight loss as it burns calories and helps you manage your weight
which in turn boosts mental performance and improves psychological well-being. Many
have found other benefits too, for example it enables you to solve problems, manage stress
and reduce anxiety.
Programme Notes
The 16 week programme is a rough training guide. Obviously with work, family and
fundraising commitments you may not always be able to achieve what we have set out for
you. However, in order to get close to achieving the training it is very important to organise
your time properly. There are plenty of ways to ensure that you maximise your training,
even if you feel you have no time outside work.
You must organise your week to make time to get out to do some training. Perhaps you
should get up an hour earlier and go out for a quick walk with some stretching in the
morning before work while it is still light. If you can walk to work, do so. If you get to work
by public transport, get off a stop or two earlier than usual, so that you walk some distance
each day. If you drive, park further away than usual, or walk a longer route to work. You
could also use your lunchtimes to take regular brisk walks around your work area, not just a
stroll around the shops. If you haven’t got much time then find a steep set of stairs i.e. five
floors of a department store/office block and climb them five times, at least three times per
week. If you do have some time then joining a leisure centre is a good idea as the local
fitness instructors may well be able to design a programme specifically for you. Most good
gyms have a walking machine, or even better a stair climber, where you can clock up
mileage more safely and comfortably, but do try to walk as much as possible in ‘real’
conditions and wearing your rucksack and boots.
http://www.doitforcharity.com/trekking-training-guide.aspx
MY SUMMARY POINTS – Passage B
86. 86
THE ADVICE THAT IS GIVEN TO PREPARE FOR A TREK.
Organise your time properly/find time to train
Maximise your training in whatever way you can
Get up earlier while it is still light
Walk to work/get off a stop earlier/park further away
Climb stairs five times, three times a week
Join a gym/get an official programme put together
Try and walk in ‘real’ conditions/wear your rucksack and boots
Question 3D– Understanding the Passage
87. 87
I am able to put those points IN MY OWN WORDS and in full sentences in my plan
The question asks you to write your answer out in full sentences. You need to plan your answer first
and it’s helpful to use full sentences in your plan too. IF you don’t write your answer out in full
sentences you will lose marks.
The examiner also asks you to write “in your own words”, this means that you need to think about
what the passage says and then re-phrase it yourself. You will lose marks for copying.
TOP TIPS
Once you have highlighted your summary points you need to think how you will
write them using your own words.
Ask yourself, ‘what is the key thing this sentence is saying?’
Try and think how you might say this.
It’s sometimes helpful to write your ideas in the margin.
Here is a question like the one you might get in the exam.
Summarise:
(a) The reasons children are not as adventurous today, as described in Passage B
Read the following passage, the main points are highlighted for you.
Passage B – REASONS CHILDREN ARE NOT AS ADVENTUROUS TODAY
Children need the adventure of ‘risky’ play
It is a scene that epitomises childhood: young siblings racing towards a heavy oak tree,
hauling themselves on to the lower branches and scrambling up as high as they can get. Yet
millions of children are being deprived of such pleasure because their parents are nervous
about exposing them to any risks, new research has revealed.
A major study by Play England, part of the National Children's Bureau, found that half of all
children have been stopped from climbing trees, 21 per cent have been banned from
playing conkers and 17 per cent have been told they cannot take part in games of tag or
chase. Some parents are going to such extreme lengths to protect their children from
danger that they have even said no to hide-and-seek.
'Children are not being allowed many of the freedoms that were taken for granted when we
were children,' said Adrian Voce, director of Play England. 'They are not enjoying the
opportunities to play outside that most people would have thought of as normal when they
88. 88
were growing up.'
Voce argued that it was becoming a 'social norm' for younger children to be allowed out
only when accompanied by an adult. 'Logistically that is very difficult for parents to manage
because of the time pressures on normal family life,' he said. 'If you don't want your
children to play out alone and you have not got the time to take them out then they will
spend more time on the computer.'
Voce pointed out how irrational some of these decisions were. Last year, almost three times
as many children were admitted to hospital after falling out of bed as those who had fallen
from a tree.
The tendency to wrap children in cotton wool has transformed how they experience
childhood. According to the research, 70 per cent of adults had their biggest childhood
adventures in outdoor spaces among trees, rivers and woods, compared with only 29 per
cent of children today. The majority of young people questioned said that their biggest
adventures took place in playgrounds.
Adapted from http://www.theguardian.com/education/2008/aug/03/schools.children
Look at how these highlighted sentences can be put into your own words, then try and do some
yourself.
The original Put in my own words and in full sentences
“…their parents are nervous about exposing
them to any risks”
Parents are overprotective and worries
about the dangers children may face.
“…extreme lengths to protect their children
from danger…”
Parents are taking drastic action to keep
their children safe e.g no hide and seek.
“not being allowed many of the freedoms…” Children are not free to explore freely
anymore like they were many years ago.
“They are not enjoying the opportunities to
play outside”
“'social norm' for younger children to be
allowed out only when accompanied by an
adult”
WARNING: If the passage talks about something specific then you can use ‘their’ words. For
example, if the passage says that “eagles soared above the ground” you would NOT summarise it by
using the word “birds” as this is too general. There isn’t another word for eagle, so just use it.
Question 3F– Writing the Answer
I am able to include several points in each sentence
