Language Revision Pointers  by Aditi Prasad

Two papers

 Paper 2
 Paper 3 

PAPER 2

 Directed writing

-Newspaper/ Magazine article

-Journal

-Dialogue writing

-Interview

-Article 

-Report based of article

-Letter writing

-Diary Entry

-Talk

Pointers

 For Directed Writing, 

 Be sure to follow the pointers. It is important to find at least 5
points per pointer. 
 Usually the last one is most difficult so be wary and think of
the pointers before you start. 
 If its persuasive writing convert each pointer into a question.
 Marks are awarded now according to the developing of the
points, what a certain phrase in the article could be
implying/suggesting. It is a MUST for it to be included. Plus its
effect/ consequences/ implies/ suggests
 Have the appropriate and a consistent voice/tone/style. 
 Think about your vocabulary choice. 
 Maintain NEATNESS of your answer. Top reason you lose a
mark or two for the marking criteria is due to the examiner finding
the answer awkward due to the messy handwriting.
 For How Writers Achieve Effects, 
 read the question and underline important terms or phrases
such as the number of images to pick out. 
 Then remember one must pick out IMAGES this includes- 
 Kinesthetic. Movement.
 Olfactory. Smell.
 Visual. Sight.
 Gustatory. Taste.
 Organic. Feeling inside.
 Tactile. Touch.
 Auditory. Sound.
 Personification
 Alliteration
 Metaphor
 Simile (like, as)
 Transferred Epithet
 Non vocabulary choices- punctuation or sentence structure
BUT with explanation of the vocabulary, supported
 Overview giving the overall effect of the paragraph leave two
lines and fill in later
 On Answering you must give the LITERAL meaning
(dictionary definition) then give the effect arising in the reader by
the support of the imagery. 
 “The phrase
literally/connotated/tion)/indication/denotation is  /taken
/understood /considered /means …… and its effect /impact
/reaction /suggestion / …… . And/This is further highlighted/
drawn attention to/ amplified/ magnified/ intensified/ augmented
by the use of so and so device/imagery”  OR
 “The use of so and so device/imagery has ..so..and..so..  Effect,
which is amplified/ magnified/ intensified/ augmented  by the
device due to ….. (Though the literal meaning of the phrase … )“
 FOLLOW EXACTLY THE MARKING SCHEME ISTG
  They “Expect responses to provide words (listed in the mark
scheme) that carry connotations additional to general meaning.”
 For summary,
 Mark out 15 points- ALL FACTS 
 Must be relevant
 Highlight keywords in the question
 Quality of writing – concise, below word limit
 Focused answers
 Written in your own words
 NO REDUNDANT STATEMENTS OF CONCLUSION OR
INTRODUCTION
 No need for persuasive text ONLY FACTUAL
 Repetition is a no no
 Copying words – lose 2 marks
 “Furthermore, additionally, also, nonetheless, nevertheless, in
contrast, thus, moreover, besides,”
 “The response is well focused on the passage and the question.
All points are expressed clearly, concisely and fluently, and in the
candidate’s own words (where appropriate) throughout. “

Paper 2 
 Reading Passages (Extended) 2 hours, 50 marks 

Candidates answer three questions on two passages which may be

on a similar topic. 

Passage A will be 650–750 words

Passage B will be 550–650 words in length. 

Recommended: Candidates should spend approximately 15 minutes
reading the passages. 

Question 1 Extended response (20 marks) 

This question, in response to Passage A, may be sub-divided. 

Candidates write about 250–350 words

Responding in one of the following text types: letter, report,

journal, speech, interview, newspaper report or magazine article. 

This question tests the following reading assessment objectives (15

marks): 

1. Demonstrate understanding of explicit meanings – 5 Marks

2. Demonstrate understanding of implicit meanings and attitudes
– 5 Marks
3. Analyse, evaluate and develop facts, ideas and opinions. – 5
Marks

The question also tests the following writing assessment objectives

(5 marks): 
1. Articulate experience and express what is thought, felt and
imagined – 2 Marks
2. Sequence facts, ideas and opinions – 1 Mark
3. Use a range of appropriate vocabulary – 1 Mark
4. Use register appropriate to audience and context. – 1 Mark
#

Question 2 Language question (10 marks) 

This question, in response to Passage A, may be sub-divided. 

Candidates write about 200–300 words. 

This question tests the following reading assessment objective (10

marks): 

1. Demonstrate understanding of how writers achieve effects. 

#

Question 3 Summary question (20 marks) 

This question in response to Passage B may be sub-divided. 

Candidates write their content points in note form and then their
summary as continuous writing of 200–250 words. 

This question tests the following reading assessment objectives (15

marks): 

1. Demonstrate understanding of explicit meanings – 3 Marks

2. Demonstrate understanding of implicit meanings and attitudes
– 5 Marks
3. Select for specific purposes. – 7 Marks
 The question also tests the following writing assessment objectives
(5 marks): 

1. Articulate experience and express what is thought, felt and

imagined – 2 Marks
2. Sequence facts, ideas and opinions – 2 Marks
3. Use a range of appropriate vocabulary – 1 Mark
PAPER 3

Directed Writing:

 Clear, persuasive text

 “Consistent sense of audience; authoritative and appropriate
style. Fluent, varied sentences; wide range of vocabulary. Strong
sense of structure, paragraphing and sequence. Spelling,
punctuation and grammar almost always accurate.”
  understanding by developing much of the reading material
and assimilating it into a response to the task.
Out of 25, 10 are for contents are free marks.  Develeoping answers
– is TF thoughts and feelings of the people in the extract.  
TECHNIQUE TO GET HIGHER MARKS AND SHOW OF
HOLD OF LANGUAGE
 Start sentence in different ways.
  Complex sentences- commas and exclamation 
 Start with verbs, adverbs
 Appropriate vocabulary
 And planning good god remember to plan

Structure of answer

-bullet point 1- baackgroud, general information

-Positive in relation to point 2

 -Negative in relation to point 2
Persuasive writing- rhetoric, Use the headings or points as questions
PERSUASIVE WRITING TECHNIQUES:
 Appeals
  Evidence argument as more logical or reliable. Statistics,
expert opinions, research findings and anecdotal evidence. 
 Attacks: Attacks on opposing views. Using humor to make
fun of these views can be particularly persuasive. 
 Inclusive and exclusive Language: Inclusive language such
as ‘we’,’our,,,us, and exclusive language such as ‘them’ can
persuade by including the reader, or by creating a sense of
solidarity or a sense of responsibility. ‘People like you and me
don’t want to see this happen’ 
 Rhetorical Questions: Rhetorical questions are questions that
do not require and answer and are asked for effect only. 
 Cause and effect: arguments may claim there is a cause and
effect relationship when really there is just a relationship and other
factors should be considered. 
 Connotations: The connotation is the emotional meaning
associated with the word. Persuasive authors often choose their
words carefully so that the connotation suits
their purpose. ‘Kill’ and ‘Slaughter’ both mean the same thing,
but the word ‘slaughter’ has a different connotation to ‘kill’, as it
causes the audience to imagine that the act was particularly
horrific. 
 Analogy: Analogy is a form of reasoning which compares one
thing with another in order to make a particular point.
 Generalisations: Make sweeping statements about a whole
group, based on only one or two members of that group. These can
be persuasive if the audience believes the generalization is
appropriate
 Humor: Humor, such as puns, irony, sarcasm, satire and
jokes can be persuasive by dismissing opposing views, providing
a more engaging and friendly tone, and sway an audience by having
them enter into the joke. 
 Jargon: By using specialised terms, the author can persuade
the audience that they are an expert.
 Formal Language: Formal language can make the
author sound knowledgeable while removing emotion from the
issue. This can make the argument sound reasonable and rational,
and the contention seem balanced. 
 Colloquial language: Colloquial language is informal,
everyday, conversational language that includes down to earth
views and is seductive because it appears friendly, and can make
the audience feel that the author is on the same wavelength as
them.
 Repetition: By repeating letters, words and phrases the author
can reinforce an argument and ensure that the point of view being
made stays in an audience’s mind
 Hyperbole: The use of hyperbole emphasizes points
by exaggerating. lt can be used to mock opposing opinions, as
a shock tactics technique, or an appeal to fears. 
 Alliteration and Assonance: The repetition of initial
consonant sounds {alliteration) or vowel sounds (assonance) adds
emphasis to major points and makes them more memorable. 
 lmagery and Figurative Language: use of figurative
language, metaphor and simile can paint a word picture for
audience, making the point visually and by comparison, or appeal to
emotions.
 Images

Descriptive 

 No story
 Simile, metaphor, alliteration
 Impression of reality
 Develop ideas and varieties 
 Vary perspective/focus with the start of the phrase
 Many well-defined and developed ideas and images create a
convincing, original, overall picture with varieties of focus
 Start sentence in a new way every time.

Narrative 

 Marking is going to be done on:

 Structure: How the essay begins and how it ends
 Style: Diction, creating and maintenance of tone and
atmosphere
 Realistic story
 Structured answer
 NO CLIFFHANGER
 Atmosphere maintained- suspense, gloom, anger, joy
 Spider Diagram- eliminate and get the fun to write/surprising
the examiner
 Think which story will fit in 2 pages 
 Eliminate the story according to which will have the least
effect on the on reader
 Decide on a tense and then stick to it; do not jump between
present and past. The normal narrative tense is past and those who
try to write in the present usually forget to do so after a while, so it
is safer to start off in the past. 
 Know what your last sentence is going to be before you write
your fi rst. A narrative has to build up to a climax and lead towards
a conclusion which is planned before it starts or it will end lamely
or incomprehensibly, or the pace will be too slow or too fast. 
 Don’t try to do too much; you can’t cover many events and
many years in one short composition. Select key moments and skip
over the rest, changing the pace according to the intensity of the
moment. 
 Don’t try to include too many characters (generally no more
than than three is best). Don’t try to give them all speech. 
 For the top band, complexity of narrative and structure is
required e.g. framing the story; fl ashback or forward time jump;
two parallel strands being brought together. However, do not
attempt these devices unless you are sure you can manage them. 
 Use dialogue by all means (if you can punctuate and set it out
correctly) but don’t overdo it. You shouldn’t turn your story into a
play, nor should you dilute the effect of occasional and signifi cant
moments of speech by giving the characters trivial things to say
throughout. Save speech for important moments. 
 If you do use dialogue, fi nd synonyms for ‘he said/she said’. 
 Even narrative needs description. You need to help your
reader imagine characters and places by adding signifi cant details
to bring them alive. 
 Choose to tell your narrative in fi rst or third person and stick
with your choice; do not switch viewpoint accidentally, as this is
confusing for the reader. 
 Don’t use a fi rst person narrator if you want to die at the end
of your story! It is generally safer to use third person narration as it
gives you more fl exibility and a wider viewpoint. 
 Don’t end your story with ‘And then I woke up in hospital’, or
‘It was all a dream’. Try to avoid clichés of any kind, including
stereotypical characters and predictable outcomes. 
 Use similes, but avoid obvious ones such as ‘as red as a rose’.
Make comparisons unusual, but still apt, by giving them a
moment’s thought and making them more specifi c e.g. ‘as red as a
matador’s cape’. 
 Use plenty of interesting details to engage your reader and
make them want to read on. 
 Don’t exaggerate; too much blood or too many unlikely events
become ridiculous, and fear is more believable when it is mental
rather than physical. 
 Use your own knowledge and experiences as inspiration. It is
better to think of something that actually happened to you, or
someone you know, or which you read in a book or saw in a fi lm,
than to try to make up something entirely from scratch. It will
sound more convincing. You will need to adapt, embellish and
exaggerate the original idea to make it relevant, fresh and
memorable – just retelling the plot synopsis or giving a factual
account is not likely to interest your reader. 
 START WITH THE CRISIS- Thus dramatic
start/language/tone enticing reader 
 Motive and background exposed in the exposition
 Short paragraphs
 Detailed lines to give the exposition
 Give feelings to characters to engage the readers
LAST MINUTE NOTES READING

Directed Writing 

 Marks awarded for DENOTATION and DEVELOPING. 

o DENOTATION – Straightforward Point –
DEVELOPING – Implying what, contrasting to what,
implicating that, highlighting that, leading to,
o 5 POINTS EACH
o Good words, posh
o Sequence answer correctly

How writers achieve effects

 On Answering you must give the LITERAL meaning

(dictionary definition) then give the EFFECT arising in the reader
by the support of the imagery. 
 Just describe image in other words, offer connotation followed
by the effect of the phrase on readers
 “The phrase literally/connotated/tion)/indication/denotation is 
/taken /understood /considered /means …… and its effect /impact
/reaction /suggestion / …… . And/This is further highlighted/ drawn
attention to/ amplified/ magnified/ intensified/ augmented by the
use of so and so device/imagery”  OR
  “The use of so and so device/imagery has ..so..and..so.. 
Effect, which is amplified/ magnified/ intensified/ augmented  by
the device due to ….. (Though the literal meaning of the phrase
… )“
 Summary

 Take facts only

 At Least 15
 Use connectives – And, furthermore, moreover, additionally,
also, as well as, besides, another, subsequently, accordingly, or