Paper 1 - Reading

Question 2d (Writer's effect)

• Use 3 phrases each

• Do not spend too much on spelling, punctuation, grammar, or sentence structures (Not
that they aren’t important at all; they don't get marked in this question)
• Focus on what the question tells about each paragraph
• Think broadly
• What does the phrase suggest about the narrator or the atmosphere?
• What kind of mood/atmosphere does it set (scary, evil, arrogant, happy, hot, cold, dry,
etc...?)
• What kind of imagery does the writer use?
• What do you think when you read the text? (That will be the effect on reader)
• If a short sentence is used, comment on it - the use of a short sentence brings the
reader’s attention to this sentence which shows that this was very important for e.g.
• DO NOT write what the word literally means focus on the implied meaning in the
context
• For practice, read a text and make short notes on what each phrase suggests and check
with the ms - if similar then you’re correct
• Look at the ms and try to understand how the word/phrase suggests what the ms says it
does
• Analyze words not only phrases
• Write the overall effect in the starting and the ending
• 2 paragraphs - 1 for each

Format

• An introductory sentence is used at the beginning of the response to both bullet points
• Phrases are used as evidence (rather than single words)
• Evidence used is relevant to task
• Evidence used contains imagery and/or a number of language devices
• An explanation analyzing the main ideas shown in the evidence follows each quotation.
Explanations should be 1–2 sentences long
• After each explanation an evaluation is given of how the imagery / key words in the
evidence makes the reader feel
• The final sentence at the end of the answer to each bullet point summarizes how the
overall effect(s) are created in the paragraph being considered
•

Question 3 (Extended Response to Reading)

• Identify the Type (Letter, Journal, Report etc..) , Audience (Yourself, Students, Older People
etc..) , Purpose (Inform, Persuade, Entertain etc...) and Register (Formal, Informal, Semi-
formal etc...)

• Adapt your writing to the audience and use the correct format

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• Evaluate each of the 3 bullet points equally - develop them by focusing on implicit
information or adding the thoughts and feelings of the person

• DO NOT lift from the text and use your own words only don’t put any information in ‘quotes’
(you can of course lift the names of people any other organizations but nothing more)

• Your writing marks come from adapting to the correct register/tone and using a range of
vocabulary and sentence structures

• Annotate the insert A1, A2 or A3 per paragraph to help find points

• For practice, read a text and make notes on each bullet point and check with the ms - if they
are similar, then you are on the right track

• Remember you can make any sensible comment so don’t worry if what you wrote isn’t in
the ms

• Read example responses to see how the answers are how each type (letter, speech, article
etc..) is

• Text Types asked in Exam:

o Speech

o Magazine/News Article

o Letter

o Interview

o Journal

o Formal/Informal Report

• Although the suggested word count is 250-350 words, you can write as much as you want so
don’t spend time counting words but don’t write too much as it may be self-penalizing.

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Paper 2 - Writing

Directed Writing

• Identify the Type (Letter, Speech, Article etc..) , Audience (Yourself, Students, Older People
etc..) , Purpose (Inform, Persuade, Entertain etc...) and Register (Formal, Informal, Semi-
formal etc...)

• Have a strong introduction and conclusion and make it clear to the reader which side you
picked in the introduction

• Adapt your writing to the audience and use the correct format

• Evaluate the ideas given in both texts - make sure to use both of the texts equally

• Add your own views to the information given and pick a side (for or against)

• Usually, directed writing is persuasive so make sure to use persuasive techniques and
persuade the reader to believe your own view

• Include both the pros and cons of the topic but outweigh your chosen side with the other
one

• DO NOT lift from the text

• Your writing marks come from your sentence structures, spelling, punctuation and grammar
and the correct tone and these are the majority of your marks so focus on these

• Use a range of sentence structures and vocabulary and use connective to ensure a smooth
flow

• Text types that can come

o Speech

o Letter

o Article

• The main difference between this question and the extended response to reading question
is that you have to add your own views and pick a side

• For practice, pick a text and evaluate the ideas - there is no wrong evaluation so just focus
on evaluating the text

• Read more candidate responses and analyze what their strengths are

Persuasive Writing Techniques

• Imperative verbs: These are command words that tell people what to do e.g. ‘Donate to us
now!’ ‘Save the rainforest’

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• Direct address: This is where the writer speaks directly to the reader using the singular or
plural first person, e.g. ‘You can make a difference’, ‘We can overcome’, ‘Trust in our values’,
‘Your contribution will change lives’.

• Anecdote: An anecdote is a short story that is provided to emphasize the point being made.
It normally mentions a person and their personal experience.

• Facts: Information which is proved to be true and is used as evidence, e.g. ‘Today is Friday’.
Opinion: A view or judgement formed about something, not necessarily based on fact or
knowledge, e.g. ‘We believe that our chocolate is the best in the world.’

• Rhetorical questions: A rhetorical question is a question which is used to make a point

rather than requiring an answer, e.g. ‘How can we sit back and let this happen?’ ‘Why would
a modern, developed civilization allow this to continue?’

• Repetition: Repetition is where a word or phrase is used more than once. This can be words
repeated in the same place or the same words used repeatedly throughout the whole text.
This is often used to make a point memorable, e.g. ‘Education, education, education.’
(Martin Luther King Jr.’s I Have a Dream speech uses the repetition of this phrase
throughout)

• Emotive language: Words that are deliberately chosen to create emotions and feelings in
the reader e.g. ‘Brave grandmother risks life to save emaciated orphan', ‘The pain these
innocent animals suffer every day is appalling’.

• Statistics: Numbers or data that are used to support ideas in the text e.g. ‘79% of animals
will…’ Threes/triplets: Where three words are used together for effect, e.g. ‘I have nothing
to offer but blood, sweat and tears’.

Descriptive Writing Checklist

• Have you zoomed in on specific details to describe?

• Have you made your writing engaging and explored a variety of ideas?

• Have you varied your sentence types?

• Have you used a wide range of vocabulary?

• Have you used any language techniques?

• Have you used a variety of punctuation correctly?

Narrative Writing

Structure

Genre

What genre do you think you will use: romance, mystery, science- fiction, action, fantasy?

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Exposition (beginning)

• Which narrative perspective do you plan to use: first, second or third person?

• What type of narrative hook are you planning? What is your setting?

• Who are your character/s (no more than 3)?

Rising action (development)

• Do you plan to create a sense of mystery, tension or intrigue? How do you plan to do this?

• Do you plan to create a problem or complication for your characters? How do you plan to do
this?

• How do you plan to show the reader what your character/s’ personality/ies are like?

Climax (continuing development)

• What do you plan to be happening when the tension/intrigue of your story is at its highest
point?

• What makes the problem or complication seem too difficult for your character to overcome?

Falling action (moving towards a resolution)

• How do you plan to lessen the tension?

• What solutions to your character/s’ problem or complication do you plan to share with the
reader?

• How are you planning to show the reader what your character/s are really like and why they
may have acted as they have?

Resolution (and ending) - needs to be effective and interesting

• What solution to the problem or complication do you plan to use?

• Do you plan to use a cliffhanger ending which leaves the reader guessing? What is this?

• Do you plan to use a twist in the plot or surprise? What is this?

• Will your character experience an epiphany or sudden realization? What is this?

More Information on Narrative Arc

When a writer creates a story, they want to make sure that the plot is interesting and engaging. To
do this they will take the reader through what some people call a ‘narrative arc’. It is sometimes
easier to understand plot development if you think of a story as if it is a mountain and the reader is

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the person walking over the mountain. To keep a reader interested a writer needs to make sure that
they include a strongly developed plot in order to maintain the interest of the reader throughout the
whole of the story. The writer takes the reader on a journey over the story ‘mountain’ and the
reader discovers some interesting things on their route. The reader then arrives on the other side of
the mountain satisfied with the outcome of their journey.

Usually, there are five stages to a narrative arc. The beginning, or ‘exposition’, starts at the bottom
of the story mountain. This is where the writer introduces the setting and the characters of their
story. It is important that the exposition of any story uses an interesting and attention grabbing
‘narrative hook’. A narrative hook is usually a few lines at the start of the story that are used to
engage the reader A good narrative hook should always make the reader want to know what
happens in the rest of a story.

The next stage of a narrative arc is called ‘rising action’. This is where the writer starts to develop or
build up a story. The reader starts to find out more about the characters in the story and what
problems or complications they might have later in the narrative.

The third stage of a narrative arc is the ‘climax’. This is when the tension, conflict or complication
created by the writer is at its highest point and the reader may wonder how the situation can ever
be resolved.

The fourth stage of a narrative arc is called ‘falling action’. At this stage of a story the writer starts to
show the reader how the story might end. For example, the main character might find a way of
solving their problems and conflict or mysteries may become clear.

The final stage of a narrative arc is called the resolution and comes at the end of the reader’s
journey through the story. At this point in the story, the writer usually provides answers to any
mysteries, resolves any conflict and the characters often find a solution to their problems. This often
makes the reader feel satisfied with the ending although sometimes the ending or resolution is not
quite what the reader wants. Some writers like to make the reader think about the story after they
have finished reading it. To do this they might include a twist or a cliff hanger at the end of their
story.

Examples of Similes and Metaphors

• The classroom was like a zoo

• He overwhelmed the boxer with avalanche of punches

• The musicians spun great webs of sound

• The cover of my new book is as soft as velvet

• Her voice was like water bubbling

• His words cut deeper than a knife

• I’m drowning in a sea of grief

• A hundred miles of landscape spread before me like a fan

• Her life was life was like a swiftly rushing stream

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• Swords of rain stabbed the Earth

• The coins gleamed like cold snake scales

• The responsibility was weighing on my mind

• The shocking news has hit him as hard as a freight train

• The snow sparked like billions of stars

• The weeks crawled by until it was my birthday

Connectives

Transition words Giving examples Effect Opposition Cause

Consequence Limitation Condition

Result Contradiction Purpose

Firstly, (….) Secondly, (….) especially For this Whereas (….) With this in
Thirdly, (….) reason, mind,
Specifically Despite
In addition, Consequently, Since
Nevertheless,
Therefore, Therefore,

Furthermore, (moreover,) Even though

Moreover,

Even though

Not only (….) but also (….)

Another key point is that…

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